Learning Disabilities And Attention Deficit

Submitted By tina2612
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Pages: 5

Module 2: Learning Disabilities and Attention Deficit I believe in the Stroop Test, the task that was easier was the saying the word printed, having to read the color of the word made it more difficult than just reading the word printed. If the word corresponded with the color this would have made the test easier and less challenging. In activity 1.2 Handeye coordination, it did not make a significantly huge difference, however it did feel uncomfortable and slightly weird. I believe if the mirror writing were a requirement, repetition of writing everyday this way and through practicing, I could adapt to this style of writing. If I was forced to mirror write every day, I would probably become very frustrated and have a headache until I finally master it. In activity 1.3 Creative writing- oral fluency, I did not notice a great change in the time it took me to create each sentence. The first sentence was short, and brief in length, the second sentence was more detailed. The 3rd sentence had more description of what we did at the park that day. What may have helped in the second trial would be if there was more to the sentence, or rather another sentence added. In activity 2 Misunderstood Minds, I learned that children with deficits face many challenges in the classroom. It was extremely difficult, even with me to complete the task given. I cannot imagine having this deficit and being in class, and not being able to focus and draw out the other distractions around me. I never imagined it being that difficult for someone with ADHD. In part 2, I learned that you have something called, mental energy, which supplies energy to your brain providing you the ability to take in receive and interpret information being given to you. In addition, there are four mental energy controls; alertness, sleep and arousal balance, mental effort, and performance pbs.org/wgbh/misunderstood minds/attentiondiffs.html). The second attentions control system is processing. This is the ability of selecting, and interpreting the information being brought forth. The child tries to interpret what was said, and they must select which one or several of the information given will be used. The third attention control system is production. This means the action that the put out will have either a positive or negative effect. Children with production problems fail to think, visualize their action before doing a task, they fail to realize that if they do this the outcome maybe negative.
In the Attention content, under Where Do I Begin? I discovered that there must be an open dialogue between teachers and parents. Also, plans of action and steps to helping the child stay focus. In the What Can I do? portion, they talk about taking slower measurements in explaining a child a task, who has ADHD, use props, visual aids to increase attention, provide hands on activities to decrease irrelevant distractions.
In the Reading content, under Where Do I Begin? They discussed that there must be a pathway of communication between parents and teachers for success of the student. Furthermore, talking with the child about their strengths and weaknesses helps the student and teacher how to correct the weaknesses head-on. Under What Can I DO? One idea teachers can incorporate is presenting the material with visual aids prior to reading the directions of the material. Another general suggestion, according to misunderstood minds is: play word games, read aloud every day, and model reading as enjoyable.
In the Writing content, in Where Do I Begin? I learned parents and teachers must collaborate together and share observation of the child’s writing. If a problem is detected both parents and teachers must discuss where the issue started. And, find a solution to the problem. Under What Can I Do? They suggested children with writing difficulties should be postponed learning to write in cursive. Also, provide encouraging words to the child when writing is good. Allow the