Weak Learners

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Weak Learners Powered By Docstoc
					                                  Special Needs Pupils
Types of Special Needs
ADD (attention deficit
                                  dyslexia             visual impairment        hearing disability

       memory                    dysgrahia                  hyperactivity        underprivilged

                                                      difficulty accessing
  physical disability        slow development                                  emotional problems
                                                      certain intelligences

 teach through songs and videos (use subtitles)
 copy articles from the Internet, or scan texts into the computer and edit them: change font, font
  size, add colour for contrast, re-space, simplify vocabulary
 use word processor bullets and numbering to make checklists and order them according to
  priority (strategies, rules, list of things to do,
 use word processor tables to create rubrics, calendars, planners and organizers
 add graphics and pictures to your worksheets and tests – if you know how to add sound it will
  make your documents multi-sensory
 prepare activities that use the different intelligences
 use computer software: EFL authoring programs, interactive games, puzzles, educational
  software (these programs have built in feedback and repetition capabilities, as well as tasks
  which are broken up into manageable units, all of which help improve student self-esteem)
 the editing features of the word processor allow writers to make frequent revisions without
  tedious recopying
 outlining and semantic webbing (mapping ideas) in order to easily rearrange
 multimedia presentations using PowerPoint
 create awards, certificates, coupons, tokens for positive attention
 e-mail: writing for authentic audiences
 online chats for pupils with hearing or emotional difficulties
 negative influence on emotional intelligence: the cold computer nerd who retreats to the world
  of cyberspace to avoid relationships
 positive influence on emotional intelligence: hypermedia can trigger the sympathetic
  imagination much better than print.
 in networked classroom there is more emotional honesty and self-disclosure, less fear, less
  shyness, and less aggressive domination of discussions

                           ________________________________________________                           1
                                       Tamar Greenberg-Bracha
                                             January 2001
Resource Sites for Teachers
   The Weak English Learner and Learners with Learning Disabilities
    This is the first issue of ETNI News

   How Do We Get Their Attention?
    A Behavior management primer for weaker and learning disabled students by: Ellen
    Hoffenberg-Serfaty, J.D.

   Special Students—Special Needs
    A discussion about increased recognition of the needs of LD students--an analysis of new
    Ministry directives and advice for dispensations for learning disabled students taking Bagrut
    exams. Also, the importance of early screening and diagnosis, and a summary of ETNI Listers
    questions, concerns and advice on how to help LD students to cope. Another important facet of
    work with the NC—how to use technology to adapt our EFL material (and make technology
    accommodate student needs). by: Ellen Hoffenberg-Serfaty

   A Spelling Test for Teachers of Students with Learning Disabilities
    The purpose of this article is to allow special educators to test their knowledge of general and
    LD specific spelling research in order to ascertain the degree to which they are practicing
    sound instructional spelling methodology with their students. An eleven item, true-false
    "spelling test" is presented below. The answers to each test item and its associated research are
    discussed in the body of this article.
    Readers are encouraged to take the test and subsequently compare their responses with the
    correct answers, related information, and spelling research findings.

   A Guide to Learning Disabilities for the ESL Classroom Practitioner
    This paper is meant to be a basic primer on learning disabilities. It describes classroom
    behaviors associated with several common learning problems, the results of research into them
    and it offers practical suggestions to classroom teachers for working more profitably with these

   The Disorganized Student
    Some kids get failing grades when it comes to the nuts and bolts of learning- bringing the
    proper materials to class, keeping track of papers, using time wisely, writing down assignments
    correctly, turning them in on time. Such a seemingly simple task as bringing a pencil to class
    may elude the disorganized student. The lack of these school survival skills may affect almost
    every phase of his school performance as well as frustrate his teacher, who may need to spend
    considerable class time keeping him on track.

                           ________________________________________________                         2
                                       Tamar Greenberg-Bracha
                                             January 2001
   How To Make An "A" Every Time
    Rubrics for the ADD student. Missing instructions and not being sure exactly what the teacher
    wants is a big problem for many ADD students.

   Non-readers' project-- On the road to Reading Recovery
    Ellen Hoffenberg-Serfaty is a counselor for non-reader teachers.

   The Dyslexia Institute
    The Dyslexia Institute (DI) is an educational charity, founded in 1972, for the assessment and
    teaching of people with dyslexia and for the training of teachers.

    A parents’ guide to helping kids with learning differences

   HELP Read Software
    Hawaii Education Literacy Project (HELP): Read, began online testing in 1995 as a freeware
    solution addressing literacy and educational challenges brought on by the advance of
    technology colliding with traditional print-based teaching methods. The roots of the project,
    going back as far as 1993, recognized a need to offset the stress of reading text from a computer
    screen. This program can help non-readers who do not have trouble listening.

   LD Online: Learning Disabilities Information and Resources
    An interactive guide to learning disabilities for parents, teachers, and children, this site presents
    a wealth of information on the various types of learning disabilities and their treatments.

   How Computers Change the Writing Process for People with Learning Disabilities

   Success for All
    The Success for All Foundation (SFAF) is a not-for-profit organization dedicated to the
    development, evaluation, and dissemination of proven reform models for preschool, elementary,
    and middle schools, especially those serving many children placed at risk.

                            ________________________________________________                            3
                                        Tamar Greenberg-Bracha
                                              January 2001
Sites for Pupils
   Kathy Shrock’s Guide
    This site contains pictures and elementary stories that could be interesting for your students.

   Easy Vocabulary Quizzes with Pictures

    Kids learn quickly through games. FunBrain focuses on providing teachers, parents, and kids
    with the tools they need to succeed.

   WordDragon Puzzle Collection

   CIA Factbook
    Review by an ETNI member: It's an excellent site for a project on countries, or anything to do
    with them. It is so well organised, easy to use and concise that it can be used even with weak
    learners. First the class told me about 20 questions on what they would like to know about the
    country of their choice. Each student (or pair) could choose a country, and if they didn't, they
    had to pick one out of my hat. Their choices ranged from Jamaica to Micronesia. They then
    went to the site and easily found the answers to all their questions.

                            ________________________________________________                           4
                                        Tamar Greenberg-Bracha
                                              January 2001

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