Scribd Logo
Fazer o upload

Bem-vindo(a) ao Scribd!

  • Learning Plan

    Enviado por

    api-428138507
    49 visualizações4 páginas

    Título original

    learning plan

    Direitos autorais

    © © All Rights Reserved

    Formatos disponíveis

    PDF ou leia online no Scribd

    Você considera este documento útil?

    Este conteúdo é inapropriado?

    Denunciar este documento

    Direitos autorais:

    © All Rights Reserved
    Baixe no formato PDF ou leia online no Scribd
    Sinalizar o conteúdo como inadequado
    49 visualizações4 páginas

    Learning Plan

    Enviado por

    api-428138507

    Direitos autorais:

    © All Rights Reserved
    Baixe no formato PDF ou leia online no Scribd
    Sinalizar o conteúdo como inadequado
    de 4
    SEED. Classroom considerations 2018: Diagnosis ° Measasese to severe receptive language disorder PLUS diagnosis of Auditory Processing disorder (severe working memory difficulties). © Severe Expressive language disorder. © Significant Learning difficulties. © Low average cognitive abilities. NB: Reports available for all of these. Complicating issues: * Lack of congidencg and anxiety when challenged by learning. Important to talk to her about her difficulties and let her know: © Systems for checking comprehension. Also talk cbout Rageleay=etart that is to her learning and what thé positives will be when the two of you work together about this (including that she will feel happier and not so worried). © Systems for supporting verbal expression. © Ways of dealing with anxiety: a) let her know ) What to do if she still feels je Language skills (understanding concepts, following instructions and understanding a range of questions). Assessment indicates that presented ‘overall with a moderate receptive language disorder for her age. She Presented with impairments in the following areas of receptive language: © Understanding and following long and complex instructions. gage presented with significantly impaired skills with her ability to and follow long and complex spoken instructions. © Concept words used in instructions were mostly understood (except before-/after). To teach before/after: + @ targetted intervention program? = In classroom- (eg: before you get the pencil bring me your book...that means you bring me your book first and then you get your pencil). © Other specific ‘gaps’ in concept knowledge not identified: be on the look- out for 9} rd these. © Main difficult EMORY; urately remembering Instructions thatleontained "= GMM PRSPRSIe oT Ge kaya Ere SeE information. Also, often lost focus just prior to long instructions (? anxiety related). May be helped by: © Her knowing Repeat important information (e.g. new words, terminology, ‘assignment instructions. + Slow down Your rate’ of speaking wth

    Você também pode gostar