By SUSAN N. SCHRIBER ORLOFF, OTR/L (Auth.)
Studying Re-enabled is designed to aid therapists, lecturers, and oldsters comprehend the training disabled baby. the writer, via wide specialist event and a unique devotion to studying disabled teenagers, built this publication to be a source for execs and oldsters as they tackle the very best studying plan for the kid who learns in a different way. This publication takes the procedure that no young children are an identical and that one must decipher either the kid's overt and covert behaviors to make expert offerings approximately acceptable studying strategies.
- Explanations of studying disabilities are in ''plain English'' that's effortless to appreciate for the mother or father, therapist, and teacher.
- The person academic Plan assembly directions support mom and dad and academics take info from booklet and follow it on to the child.
- Dispels the parable that each baby wishes an identical treatment and explains how to define the right kind strategy particular to every child.
- The word list of phrases is functionally dependent and will learn by way of execs, or utilized by parents.
- Before and after samples of handwriting from studying disabled young children current a transparent examine the hindrances and successes of studying disabled children
- Explains the legislation that influence getting private and non-private prone and is helping mom and dad and lecturers comprehend the subtleties of the legislation that effect their children/students.
- Shows occupational treatment in motion so mom and dad and their young ones can ''see'' what they are going to be doing.
- Helps mom and dad and execs interpret behaviors of youngsters with studying disabilities and offers them exact perception into what the kid should be feeling.
- Through graphs and textual content, mom and dad and execs can ''see'' the method of studying, assisting them to appreciate the neurology at the back of a studying disability.
- Provides a graph of ways occupational remedy is helping studying and interfaces with the educational setting.
- An huge source record provides mom and dad and pros easy access to respected resources.
- The textual content has been reformatted to make the knowledge extra reader friendly.
- The thesaurus has been redesigned and accelerated so each one time period is followed through an example.
- A homework survival package has been incorporated for folks to exploit with their teenagers at home.
- Updated with present details at the concept, which was once recertified in 2003.
Read Online or Download Learning Re-enabled. A Practical Guide to Helping Children with Learning Disabilities PDF
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Additional info for Learning Re-enabled. A Practical Guide to Helping Children with Learning Disabilities
Bike) that was once hard and is now easy. Traditional learning is hard for your child. She has had problems with it, and now this relative stranger is asking her to learn something unfamiliar in an unfamiliar way in an unfamiliar setting. WOW! This is very threatening to your child. That is why your support is vital to the success of therapy. “Why is my child a wiz on the computer but can’t do work in class? These skills can only be acquired by using his own hands, and putting his forefinger on a mouse or moving a joystick or an adapted keyboard cannot replace the agility learned through old-fashioned play: jacks, finger painting, hand looms, lacing crafts, etc.
The Goodenough-Harris drawing test is a test of fine motor–cognitive/organizational abilities as well as body image. 2. Although this is slightly higher than her drawing score on the WRAVMA, it is supportive of her issues with visual-motor production. It is important to note that she drew her person with a broken arm. In the drawing, the subject’s left arm was in a cast. ” The therapist had to turn over the paper and have her start on the other side for her to do the task as directed. Interpretively, using the House-Tree-Person Test criteria, the drawing of an arm that is broken is often suggestive of feeling in some way damaged or limited.
N o t e s Her results were as follows: Vision: tracking was accomplished with minimal head movement but was not easily sustained; convergence was initiated but not completed; holding power was fair, and quick localization needed to be accompanied by auditory stimulation. Reaching patterns: within normal limits. Grasp and release: completed with a neutral wrist, both right and left; crossing the midline with both the right and the left, but less frequently with the left; had difficulty following a three-step sequential task.