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SIGNS OF A STUDENT WITH LEARNING DIFFICULTIES by Alejandra Cetrángolo…

- - - - LEARNING DIFFICULTY MUST BE ADDRESSED AS:
        
        SPECIFIC NEEDS OF EDUCATIONAL SUPPORT (NEAE)
        
        Specific Learning Difficulties (DEA)
        
        Disturbances in basic psychologic processes implying speaking or written language.They may appear as hearing, speaking, thinking reading, writing, or in arithmetic anomalies. ALTHOUGH, intellectual, sensorial, emotional or motor capabilities as well as sociocultural issues and/or dismatched schooling DO NOT APPLY.
        
        Dyscalculia: student shows resistance to arithmetic, algorithm, and mathematic logic thinking in general with a curriculum competency retardation of at least two (2) levels behind.
        
        Dysgraphia: anomalies in writing, low lexical process competency, difficulties in language representation and not in other aspects of language, and a curriculum competency retardation of about two (2) levels behind.
        
        Dyslexia: specific anomalies in literacy, spelling, decoding of isolated words, and a curriculum competency retardation of about two (2) levels behind.
        
        Oral language difficulties: student show early signs of alterations in the development of the speaking language including issues in the expressive language areas, receptive-expressive process of the language, and of lexical- syntactic and semantic-pragmatic language processes. These anomalies are NOT caused by neurologic disorders, sensory deficiency, intellectual disability, or environmental factors. The student also presents a curriculum competency retardation of at least two (2) levels behind.
        
        NEAE RESOURCES
        
        Educational Counseling Services supported by public funds provide material and specialized staff needed to favor cooperation and the practice of inclusive strategies to arrive to a diverse schooling style.
        
        2- Educational Counseling Services supported by public funds may establish criteria for planning, organization, and provisions for specific resources in centers and educational zones determined for guaranteeing the special needs students proper and timely attention.
        
        3- Specialized personal resources are considered to be the teaching staff of support for the specific needs of educational support, in hearing and language or speech therapy, educational and psycho-pedagogical guidance, and others that, may offer an adequate response to students.
        
        4-The competent Ministry of Education will guarantee students with special educational needs to participate in the Baccalaureate, Vocational Training, in Artistic Teachings determined and in the Vocational Basic Training courses, or in those that replace them, the provision of specialized personal support resources or specific technical aids for access to the curriculum that, in general, is provided for this student in compulsory education.
        
        Attention Deficit Disorders with or without Hyperactivity (TDAH a.k.a. HADD)
        
        It's defined when the student's behavior presents a persistent pattern of lack of focus, attention, or hyperactivity-impulsivity which is more often and grave than the one observed on his/her pals. Negatively affecting the student's social, scholar and family life. Some of these signs must had appeared before turning seven (7) years old of age and must be then evaluated, clinically diagnosed and reported by EOEP psycho-pedagogic personnel.
        
        Special Personal or School History Conditions (ECOPHE) .
        
        The student presents a curriculum competency retardation of at least two (2) levels behind respect to those of his/her age. These problems ARE NOT related to any disability, nor to a general developmental transtorn (TGD), nor to a grave behavioral transtorn (TGD), nor to a specific learning difficulty (DEA), nor to aAttention Deficit Disorders with or without Hyperactivity (TDAH a.k.a. HADD). However, it
        presents socio-cultural limitations due to mismatched schooling, delated incorporation to the school system due to personally conditions such as health, family or functional issues such as oral language, or any of the following:
        
        Student presents problems in curricular growing (ECOPHE) caused by sociocultural limitations due to a poor family and/or social environment which do not cooperate in his/her educational development.
        
        Student presents problems in curricular growing (ECOPHE) caused by mismatched schooling due to a high index of absences, or long periods of absences caused by different issues such as a nomadic family-style residence.
        
        Student presents problems in curricular growing (ECOPHE) caused by chronic personal health or executive functional issues such as cognitive interpersonal issues, neuro-psychological issues without arriving to a transtorn, discapacity, or specific difficulty, nonetheless affect in his/her schooling outcomes.
        
        Delayed Incorporation into the Educational System (INTARSE)
        
        Student has been incorporated to the compulsive educational system due to change of family relocation, or to any other problem causing delays in catching up with the pairs of his/her age. Strategies available are:
        
        Language Support and Reinforcement aiming at overcoming the language barrier and improving communication competencies. Developing activities of integration with families, students and related associations to encourage solidarity and citizenship.
        
        Welcoming Classrooms that aims educational integration of immigrant students and adaptation to the society and to the school system.
        
        High Intellectual Capabilities (ALCAIN) Student presents multiple cognitive resources which applies in a simultaneous and effective way on the subject of logic, numerical, spacial, of the memory, verbal, and creative OR the student specially outperform in an exceptional way one or more of the aforementioned subjects.
        
        Intellectual Giftedness: Includes great creativity in addition to the characteristics mentioned.
        
        Simple Talent: student shows great will or competency above the 95 percentile on a specific area such as verbal, mathematics, logic, reasoning, social, musical, physical or creativity among others.
        
        Academic Talent: a combination of verbal, logic and memory all summed above the 85 percentile
        
        Artistic Talent: a combination of artistic, social, and perceptive all summed above the 80 percentile.
        
        Complex or Mixed Talent: a combination of several and distinct simple talents of any category mentioned above.
        
        Difficulties in the field of communication and language and that may require certain support in part or throughout the student's schooling.
        
        SPECIAL EDUCATION NEEDS (NEE)
        
        1- Present a disability
        
        VISUAL DISABILITY (DV) Less than 10 degrees of visual field
        
        AUDITORY DISABILITY (DA) lower than 20 decibels
        
        MOTOR DISABILITY (DM); limitations is food, clothing, grooming or mobility and communication; its participation in the community is also restricted, due to the malfunction of its joint bone system due to malformations that affect the bones and joints, both genetic and acquired; of the muscular system, motivated by alterations, in the skeletal musculature characterized by weakening and progressive degeneration of the voluntary muscles or the nervous system, due to its malfunction, congenital or acquired brain lesions.
        
        INTELECTUAL DISABILITY (DI) .
        
        2- Autism range disorder (TEA)
        
        The identification criteria set forth in the "Diagnostic and Statistical Manual of Mental Disorders" of the American Psychiatric Association will be taken into account in the latest version published.
        
        3- Severe behavior disorder (TGC)
        
        Student manifests serious mental disorders, caused by mental illnesses such as psychosis and schizophrenia. The emotional alterations considered are those produced by the presence of disorders derived from serious anxiety and affective problems, such as depression or phobias among others.