Learning disabilities, ADHD and emotional and behavioral disorder
Video taken from the channel: Allison Taylor
Services for people with learning disabilities and behaviour that challenges What to expect
Video taken from the channel: National Institute for Health and Care Excellence (NICE)
How Can Learning Affect a Child’s Emotions?
Video taken from the channel: The National Center for Learning Disabilities
The effect of trauma on the brain and how it affects behaviors | John Rigg | TEDxAugusta
Video taken from the channel: TEDx Talks
Understanding Trauma: Learning Brain vs Survival Brain
Video taken from the channel: Jacob Ham
Specific Learning Disorder
Video taken from the channel: Taylor Study Method
Challenging Behaviour and Learning Disabilities: Improving services
Video taken from the channel: Social Care Institute for Excellence (SCIE)
Behavioral Signs. A child’s learning disability may result in an emotional battering that impacts their everyday interactions with teachers and peers at school, with parents at home, and others in the community. 1. Warning signs of learning disabilities include: Not. Learning disabilities have nothing to do with how smart a person is.
Rather, a person with a learning disability may just see, hear, or understand things differently. That can make everyday task. The concept of learning disabilities refers to the extent of the problems and difficulties faced by individuals in their early stages of learning. The child’s abnormal behavior is observed in one of his mental skills: thinking, concentration, and.
Behavior problems related to the learning disability can be disruptive. In response to modifications, accommodations, and specific discipline approaches, students in the class might be resentful, believing that their peer with the learning disability has it easy. Learning disabilities typically affect five general areas: Spoken language: delays, disorders, and deviations in listening and speaking. Written language: difficulties with reading, writing and spelling. Arithmetic: difficulty in performing arithmetic operations or in.
Misunderstand social cues and body language. Many children with NF1 may also have trouble processing information once it gets into the brain, and their brains may have difficulty making sense of the information they receive. These integration problems can include: Problems putting things in an order that makes sense. A learning disorder is an information-processing problem that prevents a person from learning a skill and using it effectively. Learning disorders generally affect people of average or above average intelligence.
As a result, the disorder appears as a gap between expected skills, based on age and intelligence, and academic performance. Common learning disorders affect a child’s. Many areas of life are affected, including the role of the person with learning disabilities in their family, relationships with friends, non-academic functioning such as sports or dancing, self-esteem and self-confidence to handle daily situations.
Individuals with a learning disability or ADD may have difficulty maintaining friendships, relationships or employment, as they may find organization, impulse control, planning and reading social cues to be a challenge. Learning disabilities are due to genetic and/or neurobiological factors that alter brain functioning in a manner which affects one or more cognitive processes related to learning. These processing problems can interfere with learning basic skills such as reading, writing and/or math.
List of related literature:
|from Textbook of Clinical Neuropsychology|
|from Handbook of Special Education|
|from Inclusive Early Childhood Education: Development, Resources, and Practice|
|from Handbook of Special Education|
|from What Really Works in Special and Inclusive Education: Using evidence-based teaching strategies|
|from Value Sensitive Design: Shaping Technology with Moral Imagination|
|from DSM-5 in Action|
|from Handbook of Early Intervention for Autism Spectrum Disorders: Research, Policy, and Practice|
|from Handbook of Pediatric Neuropsychology|
|from Short-Term Play Therapy for Children, Second Edition|