What we know: The lower end of the “Bell Curve” Not per as long as ming at grade level 75

What we know: The lower end of the “Bell Curve” Not per as long as ming at grade level 75 www.phwiki.com

What we know: The lower end of the “Bell Curve” Not per as long as ming at grade level 75

McLeod, Paul, Faculty Advisor has reference to this Academic Journal, PHwiki organized this Journal What we know: The lower end of the “Bell Curve” Not per as long as ming at grade level 75% of their peers achieve at a faster rate Measured mental abilities fall between 70 – 85 Do not qualify as long as special education services What else do we know: Prone to be immature in interpersonal relationships Have difficulties following multi-step directions Do not develop long term goals Tend to live in the present only Tend to have a poor self image due to awareness that they don’t keep up Work on all tasks slowly but can be methodical Do not have strategies as long as problem solving or decision making

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Also: They do well with manipulative or h in addition to s-on tasks Can per as long as m repetitive tasks well Can master skills when broken into steps Per as long as m learned occupations with no comparable difference to their peers The problem is: Slow learners need help but special education is not the answer. Testing is not the answer Setting higher achievement st in addition to ards in addition to goals is not the answer How do we help them succeed We start with finding out where they are in addition to what skills they currently possess. You see this coming: Strengths in addition to weaknesses

The strengths tend not to lie in academics. The weaknesses tend not to lie in physical, emotional or cultural limitations. So, poor academics but they may be good at: Physically: Sports, extracurricular, behaviors Emotionally: Social, outgoing, popular, happy Culturally: community identity, family, religious The limitations of Slow Learners as long as the classroom teacher in addition to support staff involve the fact that Slow learners simply do not possess enough fund, range in addition to depth of general knowledge to enhance new learning. To learn new in as long as mation we must be able to relate it to previous in as long as mation or reference material. What happens: Referral as long as special education due to a lack of academic achievement. Evaluation results indicate the student is not per as long as ming within the expected range. The student is determined to be ineligible as long as special education services. The child is referred as long as another evaluation or some other attempt to obtain support services is initiated.

How do we help the identified Slow learner student. Differentiate between the slow learner in addition to the reluctant learner who is unmotivated, resistive, passive aggressive in addition to uncooperative. Introduce more in as long as mation, not less. They will never improve if the pace is slowed too much. Keep the in as long as mation bits in addition to bytes small. Associate physical in addition to manipulative activities with academics in addition to homework. Teach organization strategies. Teach content, not process, very little in as long as mation will be generalized. Rote learning works best but is seen as boring in addition to aversive, so use computers, flash cards in addition to review, review, review. Techniques that work involve: Word drills Response cards Sentence repetition Phonic drills Audio taped words Word definition drills

General interventions that should always be applied to improve learning with the slow learner involve: Reduce distractions, audible in addition to visual. Promote attentiveness. Keep assignments short. Repeat work assignments in various as long as ms. Provide variation in assignments. Give more h in addition to s on assignments Keep tests short in addition to use oral tests when possible. Have test errors redone correctly. Avoid the cooperative or competitive method. Use mapping in addition to graphic organizers. Help the student become proficient with note taking. Slow learners want to learn But, have trouble making the process work as long as them. And yet, we are on the advent of change, as long as those struggling with Math – we have calculators, not slide rules

Knowledge base – we have computer search engines, not encyclopedias Reading – we have audio books Writing – we have Microsoft Word. And best of all For meetings, we have Power Point !! Alan Haskvitz , “Helping Your Slow-Learning Child” Steven Shaw, PhD, “Slow Learners: Life in addition to Education on the Wrong Side of the Bell Curve”

McLeod, Paul Lariat, The Faculty Advisor www.phwiki.com

McLeod, Paul Faculty Advisor

McLeod, Paul is from United States and they belong to Lariat, The and they are from  Mission Viejo, United States got related to this Particular Journal. and McLeod, Paul deal with the subjects like Student/Alumni Interest

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This Particular Journal got reviewed and rated by UEI College and short form of this particular Institution is CA and gave this Journal an Excellent Rating.