Unit 9: Understanding Inclusive Learning and Teaching in Lifelong Learning Learning outcome 1: Understanding teaching and learning strategies in lifelong learning I am a Dental Sister at Guys and St Thomas’ Hospital. I will be teaching 1st year Undergraduate Bachelor Dental Students (BDS). The 1st year BDS have to have certain criteria when enrolling on the 5 year BDS course the academic entry requirements are Biology and Chemistry A-level grade A‚ Mathematics A-level grade A‚ GCSE grade
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pronunciation. Evidence of grapheme-phonene—aquired surface dyslexia… semantic route (route 2 )damaged. Can read reg. words‚ non-words but have problems w/exception or irregular words (which need semantic route). —can’t pronounce homophones (dove‚ dove) correctly b/c missing activation of semantic Route 2 lexicon plus semantic system—orthographic system‚ orthographic input lexicon-semantic system‚ phonological output lexicon:AND phonological dyslexia have problems ..w/grapheme-phoneme conversion…can read
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disabilities are affecting 10 percent of the population in classrooms today. About 2 or 3 pupils in every classroom have dyslexia‚ dyscalculia‚ or autism. Some of these children have more than one disability. Children with attention-deficit/hyperactivity disorder also suffer from dyslexia and dyscalculia. There is about 33 percent to 45 percent of children with ADHD that suffer from dyslexia and 11 percent from dyscalculia. These conditions provide a challenge to educators because they have to modify
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defined as a neurologic condition that creates difficulties in acquiring knowledge in a level of skill of someone of the same age is expected to gain (The free dictionary online 2013) Types Causes Examples Teaching Strategies Placements Dyslexia is based on the language aspect of learning. A person that has this will have trouble with reading in most cases. A person uses their right hemisphere instead of the left hemisphere to read and spell. This can be caused due to a trauma to the brain
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difficult to understand facial expressions or the tone of a voice. They can feel lonely and cut off from society as they avoid social interaction. This could affect their ability to development or interact in social settings or in the classroom. Dyslexia Dyslexia is a difficulty in learning to read. Children suffering from this may become frustrated
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one of those movies that just won’t be forgotten easily‚ a movie that will be etched in a viewer’s mind‚ and a movie that surely will impart lessons about life‚ parenting‚ and teaching. The movie introduced me to the condition called dyslexia. It made me wonder and think back in time if some people I knew and met were dyslexic. I had classmates before in grade school that I really didn’t understand why they took too long to read a simple sentence or a short paragraph‚ which to me‚ were
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upon broader language skills such as vocabulary‚ grammar and making inferences. Variations in decoding and linguistic comprehension result in different reading profiles (see figure)‚ which relate to different reading difficulties: • Children with dyslexia have primary difficulties in decoding‚ typically because of weaknesses in phonology. Children whose reading profiles fall into either the upper or lower left quadrants (poor decoding coupled with either good or poor comprehension) are likely to be
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UNDERSTAND THE FACTORS THAT INFLUENCE CHILDREN AND YOUNG PEOPLE’S DEVELOPMENT AND HOW THESE AFFECT PRACTICE There are various personal factors which can affect the development of children and young people. When a child is conceived‚ their genetics are formed. It is becoming increasingly apparent that as well as deciding‚ hair colour our genetics can influence addiction‚ depression and self-esteem issues. A baby’s development can also be affected during pregnancy. A mother’s lifestyle can also
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Cited: Board‚ A.D.A.M. Editorial. "Developmental Reading Disorder Dyslexia." Developmental Reading Disorder. U.S. National Library of Medicine‚ 18 Nov. 0000. Web. 12 Feb. 2013.
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CYP 3.1 3.1 Assessment Frameworks The assessment framework is used to determine whether a child is in need and if so the nature of their needs. Once the needs have been established then interventions can be put in place. Observations These can be carried out formally and informally. Information from observations on a pupil’s progress is passed onto the teacher who will then report it to the parent/carer. Information observations These are carried out daily when working with a pupil and
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