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Students with Learning Difficulties in Early Years by Claire Scott -…
Students with Learning Difficulties in Early Years
by Claire Scott
A student in the class is identified as having a learning difference or special need
SOCIAL
lack or avoidance of eye contact
doesn't join group play
interacts only with adults
lack of physical/spacial awareness of others in the learning environment
participation
SPEECH/COMMUNICATION
mimicking or babbling
inability to speak
relies on physical expression of needs/emotions
language delay e.g. 2/3 word sentences or yes/no answers only
speech impediment or stammer
does not speak audibly
cannot enunciate sounds
does not respond to name being called
lack of or low empathy
low independence, lacks basic self-help skills
extreme interests or fixations, especially if paired with lack of interest in other topics
Teacher evidences signs through written observations, photographs and examples of classwork.
Meeting held with school administration to decide on strategies for differentiated instruction.
Informal meeting is conducted between the homeroom teacher and family to communicate the observations made and strategies to be implemented.
Is differentiated instruction successful?
NO
School counsellor is called in to observe class.
Is an external assessment for a learning disability required?
NO
1 more item...
YES
1 more item...
YES
Continue with differentiation strategies.
EMOTIONAL
impatience
relies on physical expression of needs/emotions
outbursts or tantrums
displays emotional extremities, e.g.
extreme happiness or over excitement.
unable to recognise or identofy own emotions
EXHIBITS ATTENTION SEEKING BEHAVIOURS
calling out
overly seeks affection
prodding others
defiance or refusal to participate
frequently resorts to crying
PHYSICAL
underdeveloped gross or fine motor skills
exhibits stimming behaviors
lack of or limited body control
low impulse control
difficulty focusing or staying still
strong reactions to physical contact, does not like being touched
COGNITIVE & ACADEMIC
noticeably below grade level
cannot connect letters to sounds, guesses when reading
difficulty quantifying items, skips numbers when counting
difficulty processing multistep directions
frequently writes backwards or upside down
difficulty sorting objects or recognising patterns
does not recognise word spacing
lack of immediacy or erratic memory
