Training on learning disabilities

for parents and teachers.

New strategies and methodologies

and ICT contribution.


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  • Listen carefully to the child's speech - and believe your ears!

  • Speak more slowly and face the child.

  • Children need to develop good listening habits, including eye contact. Circle Time: Students gather in a circle and share something. Children can pass, must listen when another is speaking, not interrupt or ridicule another's comment, not use names.

  • Tapping or clapping rhythms for syllables.

  • Nursery rhymes, poetry and times tables are more easily learnt if a child is aware of the rhythm of the language.

  • Communicating through rhythm alone.

  • Ensure that the child understands the meanings of key words when being spoken to and when reading. Visual cues with words.

  • Many children are reluctant to admit that they have not understood the teacher

  • When a new concept has been introduced to the class it is helpful if, on occasions, the child with comprehension difficulties can 'be teacher' and explain the new information to someone else or on to a tape.

  • A string of requests should be given separately, if possible going on to the second after the first has been accomplished, and so on.

  • Try to alternate language activities with practical activities in class.

  • It often helps children to demonstrate their understanding in practical ways.

  • Requests need to be constructed for such children to ensure that the meaning is really understood.

  • Over a period of time the number in a string of requests can be gradually increased.

  • Sensitively correct wrong use of words on the spot, otherwise incorrect spoken language becomes incorrect written language, as in 'I could of done it'.

  • It is often difficult to sift information from the crossfire of a discussion. Involve child in at least one direct remark.

  • For those who tend to become aggressive because they are unable to express their anger and resentment at certain times, a Social Language Group may be a very effective way of dealing with this situation.

  • As it is quite possible that there are a number of children in the school with speech and language processing problems which are similar, it could be both economic and advantageous to have on child assessed by a speech and language therapist who could then talk to the staff on the basis of that child's assessment.

  • Teachers AND Parents need to understand that: