Learning Strategies and Information Processing Development
LEARNING STRATEGIES AND INFORMATION PROCESSING DEVELOPMENT Pg. 1
LEARNING STRATEGIES AND INFORMATION PROCESSING DEVELOPMENT
SPE-557
GRAND CANYON UNIVERSITY
LEARNING STRATEGIES AND INFORMATION PROCESSING DEVELOPMENT Pg. 2 Special education teachers work with many students that have difficulties with attention, memory and recognition. There are also developmental skills that can affect a student’s ability to process information. These skills can relate to visual-perceptual skills, motor skills and language skills. Teachers working with these students must implement strategies when presenting new information to their students, determining what helpful strategies should be utilized to help their students attend, recognize and remember this information. A main goal is that learning disabled students will be able to independently utilize these strategies in the future with minimal assistance from others. Learning strategies are “techniques, principles, or rules that facilitate the acquisition, manipulation, integration, storage, and retrieval of information across situations and settings” (Alley &Deshler, 1979, p.13). Teachers implement strategies while instructing students to help students attend. Teachers also teach students strategies that will help them recall information (e.g. mnemonic devices) Learning disabled students have difficulty staying on task, organizing information and materials, memorizing important information, and writings tasks. Learning disabled students often exhibit low self-esteem and the necessary confidence to attempt new learning strategies. These students also seem to create a self-fulfilling prophecy in predicting and believing they will fail at a task because they have in the past. As a result, the student doesn’t attempt task or attempts task without truly trying and fails. As students learning strategies
LEARNING STRATEGIES AND INFORMATION PROCESSING DEVELOPMENT
SPE-557
GRAND CANYON UNIVERSITY
LEARNING STRATEGIES AND INFORMATION PROCESSING DEVELOPMENT Pg. 2 Special education teachers work with many students that have difficulties with attention, memory and recognition. There are also developmental skills that can affect a student’s ability to process information. These skills can relate to visual-perceptual skills, motor skills and language skills. Teachers working with these students must implement strategies when presenting new information to their students, determining what helpful strategies should be utilized to help their students attend, recognize and remember this information. A main goal is that learning disabled students will be able to independently utilize these strategies in the future with minimal assistance from others. Learning strategies are “techniques, principles, or rules that facilitate the acquisition, manipulation, integration, storage, and retrieval of information across situations and settings” (Alley &Deshler, 1979, p.13). Teachers implement strategies while instructing students to help students attend. Teachers also teach students strategies that will help them recall information (e.g. mnemonic devices) Learning disabled students have difficulty staying on task, organizing information and materials, memorizing important information, and writings tasks. Learning disabled students often exhibit low self-esteem and the necessary confidence to attempt new learning strategies. These students also seem to create a self-fulfilling prophecy in predicting and believing they will fail at a task because they have in the past. As a result, the student doesn’t attempt task or attempts task without truly trying and fails. As students learning strategies
References: Alley, G. R., & Deshler, D. D. (1979). Teaching the learning disabled adolescent: Strategies and methods. Denver, CO Canadian Institute of Health Research, Memory and Learning, Retrieved from http://thebrain.mcgill.ca/flash/d/d_07/d_07_p/d_07_p_tra/d_07_p_tra.html Christensen, J., Delayed Fine Motor Skills in Children, Retrieved from http://preschooler.thebump.com/delayed-fine-motor-skills-children-3721.html Smith, C. R. (2004). Learning disabilities: The interaction of students and their environments. (5th Ed.). Syracuse University. Boston: Pearson Education Inc. Sturmonski, N. (1997). Interventions for learning disabled. National Information Center for Children and Youth with Disabilities , V. 25, Retrieved from http://nichcy.org/wp-content/uploads/docs/nd25.pdf University of Washington, Disabilities, Opportunities, Internetworking, and Technology, The Faculty Room, Retrieved from http://www.washington.edu/doit/Faculty/Strategies/Disability/LD/