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Unit 18: Learning Disabilities: Prevention and teaching strategies

(iv) Cognitive Training approach: This approach directed towards providing LD children with Notes
an awareness of how people learn or remember.
(v) There are two techniques: (i) cognitive modelling; (ii) self instruction training.
• Other Special Approaches and Techniques: Listening exercises, discrimination learning, visual
reception training, visual memory training, spatial training, auditory awareness training,
auditory discrimination, and memory and sequencing training are other types of special
approaches for LD children.
• There are different types of teaching strategies:
(i) Asal Teaching: It is comprehensive, it helps in reinforcement of skills, provides diagnostic
and evaluative material.
(ii) Phonic Teaching: It is effective decoding technique for pupils with good auditory abilities.
(iii) Linguistics Teaching: It controls for irregular spelling in initial stages.
(iv) Language Experience Teaching: It motivates with personal stories, uses pupil’s oral language,
specific skill development.
(v) Programmed Instruction Teaching: Small sequential steps, immediate feedback.
(vi) Multisensory Teaching: Use more than one sensory input to get message to the brain.
(vii) Rebus Picture Teaching: Uses a rebus picture instead of word to simplify initial.
• There is Remedial approach for LD children:
(i) Cognitive Processing approach: emphasized sequential approach for mediation.
(ii) Specialised Techniques approach: Hierarchy of skills is to be developed in the skills
development.
(iii) Behavioural approach: refers to behaviours modification approach for manipulations of
environmental conditions of learning.
• Advantage: (1) Comprehensive. (2) Controlled vocabulary.
• Limitations: (1) Limited flexibility in teaching style. (2) Individualized instruction not
encouraged.
• Advantage: Effective decoding techniques for pupils with good auditory abilities.
• Limitations: (1) Not effective for pupils with auditory deficits. (2) May be taught in isolation.
(3) Comprehension neglected.
• Advantage: (1) Motivates with personal stories. (2) Uses pupil’s oral language.
• Limitations: (1) May be limited by pupils’ language level. (2) Lacks structured systematic
approach to skill development.
• (1) Small, sequential steps. (2) Immediate feedback. (3) May be boring because of.
• (1) Lacks direct instruction. (2) May be confusing format constancy.

18.6 Keywords
• Approach : To come near to somebody/something in distance or time.
• Discrimination : The practice of treating somebody or a particular group in activity.
• Enhance : To increase or further improve the good quality, value or statrs of
somebody.
• Modelling : The work of making a simple discription of a system.

18.7 Review Questions

1. What is cognitive training approach?
2. Give a note on self instruction training.
3. Give five cotegories of psycho-educational approach.

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