{"id":1169,"date":"2020-07-23T18:57:33","date_gmt":"2020-07-23T18:57:33","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/adolescent\/?post_type=chapter&p=1169"},"modified":"2020-07-27T21:53:39","modified_gmt":"2020-07-27T21:53:39","slug":"understanding-learning-difficulties","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/adolescent\/chapter\/understanding-learning-difficulties\/","title":{"raw":"Understanding Learning Difficulties","rendered":"Understanding Learning Difficulties"},"content":{"raw":"https:\/\/vimeo.com\/99541247\r\n\r\nVideo 8.3.1.<\/strong>\u00a0How Difficult Can This Be? The F.A.T. City Workshop\u00a0<\/em>depicts a series of simulations to help non-learning disabled people understand what it is like to have learning difficulties.\u00a0Rick Lavoie<\/a> also provides suggestions for how to help students facing these challenges.\r\n

Questions<\/h2>\r\nBelow are several questions to help guide your learning while you watch the video.\r\n\r\nIntroduction<\/strong>\r\n\r\nWhat does F.A.T stand for in this video?\r\n\r\nAnxiety<\/strong>\r\n\r\nWhat is a typical reaction humans have when experiencing anxiety? What do we insist kids do when they respond in this way?\r\n\r\nProcessing<\/strong>\r\n\r\nWhen the teacher asks a question how are mainstream and learning disabled (LD) children different in processing that questions?\r\n\r\nRisk-Taking<\/strong>\r\n\r\nHow do we unintentionally decrease the likelihood of LD students from taking risks?\r\n\r\nVisual Perception<\/strong>\r\n\r\nCan we motivate LD children to \u201ctry harder\u201d when something is too difficult? Why or why not?\r\n\r\nReading Comprehension<\/strong>\r\n\r\nReading comprehension has more to do with ______________________, not vocabulary!\r\n\r\nEffects of Perception on Behavior<\/strong>\r\n\r\nWhy do LD students often say \u201cI didn't do anything wrong\u201d or \u201cI don't know what I did\u201d when they get into trouble?\r\n\r\nVisual-Motor Coordination<\/strong>\r\n\r\nHow does difficulty with visual-motor integration effect some LD students?\r\n\r\nOral Expression<\/strong>\r\n\r\nWhat is dysnomia? Why are LD students more likely to experience high rates of this?\r\n\r\nReading & Decoding<\/strong>\r\n\r\nChildren that are able to decode words to read may not be comprehending what is read. What explanation does the video offer for why this happens?\r\n\r\nAuditory-Visual Capability<\/strong>\r\n\r\nWhy do books on tape benefit some LD students?\r\n\r\nFairness<\/strong>\r\n\r\nAccording to the video, what is fairness?\r\n\r\nCommentary<\/strong>\r\n\r\nWhat were some of the effects that the participants reported feeling during this simulation? Is this a fair representation as to what LD students may experience?","rendered":"

https:\/\/vimeo.com\/99541247<\/p>\n

Video 8.3.1.<\/strong>\u00a0How Difficult Can This Be? The F.A.T. City Workshop\u00a0<\/em>depicts a series of simulations to help non-learning disabled people understand what it is like to have learning difficulties.\u00a0Rick Lavoie<\/a> also provides suggestions for how to help students facing these challenges.<\/p>\n

Questions<\/h2>\n

Below are several questions to help guide your learning while you watch the video.<\/p>\n

Introduction<\/strong><\/p>\n

What does F.A.T stand for in this video?<\/p>\n

Anxiety<\/strong><\/p>\n

What is a typical reaction humans have when experiencing anxiety? What do we insist kids do when they respond in this way?<\/p>\n

Processing<\/strong><\/p>\n

When the teacher asks a question how are mainstream and learning disabled (LD) children different in processing that questions?<\/p>\n

Risk-Taking<\/strong><\/p>\n

How do we unintentionally decrease the likelihood of LD students from taking risks?<\/p>\n

Visual Perception<\/strong><\/p>\n

Can we motivate LD children to \u201ctry harder\u201d when something is too difficult? Why or why not?<\/p>\n

Reading Comprehension<\/strong><\/p>\n

Reading comprehension has more to do with ______________________, not vocabulary!<\/p>\n

Effects of Perception on Behavior<\/strong><\/p>\n

Why do LD students often say \u201cI didn’t do anything wrong\u201d or \u201cI don’t know what I did\u201d when they get into trouble?<\/p>\n

Visual-Motor Coordination<\/strong><\/p>\n

How does difficulty with visual-motor integration effect some LD students?<\/p>\n

Oral Expression<\/strong><\/p>\n

What is dysnomia? Why are LD students more likely to experience high rates of this?<\/p>\n

Reading & Decoding<\/strong><\/p>\n

Children that are able to decode words to read may not be comprehending what is read. What explanation does the video offer for why this happens?<\/p>\n

Auditory-Visual Capability<\/strong><\/p>\n

Why do books on tape benefit some LD students?<\/p>\n

Fairness<\/strong><\/p>\n

According to the video, what is fairness?<\/p>\n

Commentary<\/strong><\/p>\n

What were some of the effects that the participants reported feeling during this simulation? Is this a fair representation as to what LD students may experience?<\/p>\n\n\t\t\t

\n\t\t\t

Candela Citations<\/h3>\n\t\t\t\t\t
\n\t\t\t\t\t\t
\n\t\t\t\t\t\t\t
CC licensed content, Original<\/div>