What is Learning Disability?

Learning disability is not the same thing as mental retardation or autism. LD is a general term that describes a disorder found in children of normal intelligence who have difficulties in learning specific skills. It’s a disorder that affects people's ability to either interpret what they see and hear or to link information from different parts of the brain. Learning disabilities (LD) vary from person to person. One person with learning disabilities may not have the same kind of learning problems as another person with learning disabilities. One person may have trouble with reading and writing. Another person with learning disabilities may have problems with understanding math. Still another person may have trouble in each of these areas, as well as with understanding what people are saying. However, learning disabilities do not include, "learning problems that are primarily the result of visual, hearing, or motor disabilities, of mental retardation, of emotional disturbance, or of environmental, cultural, or economic disadvantage.” Children with learning disabilities are not "dumb" or "lazy." In fact, they usually have average or above average intelligence. Their brains just process information differently. There is no "cure" for learning disabilities. They are life-long. However, children with learning disabilities can be high achievers and can be taught ways to get around the learning disability. With the right help, children with learning disabilities can and do learn successfully.

The Teacher's Role And Responsibility

The human personality is too complex, and the child’s day by day responses to his

environment are too many and varied for us to hope, immediately for any final absolute answers. The role of a teacher is very crucial and responsible.

To be a professional teacher and for the effective practice of the profession it is important to have goals. Once the goals are identified, the leisure time should be spend in teaching techniques which can contribute to the professional growth. It is true that one may not teach until one has learned, and that learning subject matter is a necessary step in preparing for teaching.

The first responsibility of teacher is to aid students to become acquainted with their cultural heritage and to help them develop desirable habits, attitudes, interests, personality and character patterns. Many teachers encounter difficulty in understanding the child, in appraising his attainments and abilities and in planning an effective learning situation.

Even problems of discipline ordinarily arise only because the teacher fails to understand the child and thus is unable to plan an effective learning situation. The characteristics of the teacher that determine the social and emotional climate of the classroom are those that are most important in determining the child’s own sense of well being.

So the teacher must acquire an understanding of the nature of students and of the forces that produce changes in their behavior. A teacher must see that each child will develop socially desirable and personally satisfying attitudes, ideals and beliefs. These are the frame work of character. A teacher should recognize that one of the major responsibility is to challenge every child to use his intellectual abilities to the fullest extent, and to ensure that every child, everyday will experience some success in keeping with his abilities.

The teachers attitudes are necessarily different from the student’s attitudes.  A teacher is responsible for guiding the behaviors of others and for displaying leadership. The behavior of a teacher must take on a new consistency and a new steadiness.

Whenever the teacher is among the students she will be under their close scrutiny.           

In the classroom students will take their cues from the behavior of teacher.

If the teacher is not serious in her approach neither will they. The teacher will see her own attitudes, habits of attention, regards for others courtesy and conduct reflected directly in their behavior. So the teacher should be more careful in her approach and responsible in her acts. If you are dominating, insecure or excitable you will have insecure, ineffectual pupils.

Characteristics of a Good Measuring Instrument

VALIDITY : First and foremost a test must be valid i.e. must measure what it claim to measure. It refers to validity of assessment. If a test is valid it is almost reliable.

MEASUREMENT OF VALIDITY : There are three ways to measure validity.

Validity refers to the degree to which a study accurately reflects or assesses the specific concept that the researcher is attempting to measure.

CRITERION VALIDITY : Criterion related validity, also referred to as instrumental validity, is used to demonstrate the accuracy of a measure or procedure by comparing it with another measure or procedure which has been demonstrated to be valid.
For example, imagine a hands-on driving test has been shown to be an accurate test of driving skills. By comparing the scores on the written driving test with the scores from the hands-on driving test, the written test can be validated by using a criterion related strategy in which the hands-on driving test is compared to the written test.


CONSTRUCT VALIDITY : Construct validity seeks agreement between a theoretical concept and a specific measuring device or procedure. For example, a researcher inventing a new IQ test might spend a great deal of time attempting to "define" intelligence in order to reach an acceptable level of construct validity.


CONTENT VALIDITY : Content validity is illustrated using the following examples: Researchers aim to study mathematical learning and create a survey to test for mathematical skill. If these researchers only tested for multiplication and then drew conclusions from that survey, their study would not show content validity because it excludes other mathematical functions.

Environmental Education

Environmental Education

When environmental education is incorporated into the school curriculum, students:

·         learn about the environment

·         develop skills to investigate and solve issues in the environment

·         acquire attitudes of care and concern for the environment

·         adopt behaviors and practices which protect the environment, and

·         understand the principles of ecologically sustainable development

Schools can use their own School Grounds and the way they use and manage Resources as a context for student learning. This makes the school curriculum more integrated with the daily lives of the students, increasing understanding and relevance.

ENVIRONMENTAL EDUCATION

Environmental education programs provide resources for classroom teachers, outdoor educators, club leaders, and others to teach students of all ages about our environment.  Students of all ages gain an understanding of the environmental challenges we face and how to meet those challenges.

Why Recycle

Recycling is good for the environment

It takes less energy to create new items from recycled materials than it does to create new products from raw materials. Mining minerals and milling trees into lumber requires vast amounts of energy to create products. Recycling entails reusing materials as many times as possible to conserve natural resources.

Recycling is good for communities

Extracting materials from mines or forests is done far from the place where goods are consumed; however recycling starts in your own home. Gathering recyclables, and reprocessing them into feedstock for future products is done locally by people who live, work, and spend money in their own communities.

Recycling reduces pollution

Burning garbage or throwing waste into landfills produces byproducts that pollute the environment. Runoff from landfills and metals like mercury find their way into streams, rivers and oceans, fish, and eventually into human beings, harming our health.

Attention Deficit Hyperactive Disorder (ADHD)

Attention Deficit Hyperactive Disorder

ADHD is a common behavioral disorder that affects an estimated 8% to 10% of school-age children. Boys are about three times more likely than girls to be diagnosed with it, though it's not yet understood why.

Kids with ADHD act without thinking, are hyperactive, and have trouble focusing. They may understand what's expected of them but have trouble following through because they can't sit still, pay attention, or attend to details.

Of course, all kids (especially younger ones) act this way at times, particularly when they're anxious or excited. But the difference with ADHD is that symptoms are present over a longer period of time and occur in different settings. They impair a child's ability to function socially, academically, and at home.

The good news is that with proper treatment, kids with ADHD can learn to successfully live with and manage their symptoms.

ADHD used to be known as attention deficit disorder, or ADD. In 1994, it was renamed ADHD and broken down into three subtypes, each with its own pattern of behaviors:

1. An Inattentive Type, with signs that include:

       inability to pay attention to details or a tendency to make careless errors in schoolwork or other activities

       difficulty with sustained attention in tasks or play activities

       apparent listening problems

       difficulty following instructions

       problems with organization

       avoidance or dislike of tasks that require mental effort

       tendency to lose things like toys, notebooks, or homework

       distractibility

       forgetfulness in daily activities

2. A Hyperactive-Impulsive Type, with signs that include:

       fidgeting or squirming

       difficulty remaining seated

       excessive running or climbing

       difficulty playing quietly

       always seeming to be "on the go"

       excessive talking

       blurting out answers before hearing the full question

       difficulty waiting for a turn or in line

       problems with interrupting or intruding

3. A Combined Type, which involves a combination of the other two types and is the most common

Although it can be challenging to raise kids with ADHD, it's important to remember they aren't "bad," "acting out," or being difficult on purpose. And they have difficulty controlling their behavior without medication or behavioral therapy.