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Learning Disabilities There is a Cure: Listening, Auditory Memory in Context

There is a Cure – 3

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:01

learning disabilities there is a killer mathematics

0:08

no i do think student to meet the edit everest to superior i_q_

0:12

struggling period landfill deficiencies out when you get here with your ability

0:17

to learn basic skills

0:20

for some of the students mathematics

0:22

can be very difficult to master

0:24

yet so much can be done to improve mathematical skills

0:31

students with deficiencies mathematics often have sticky sweet dissembling

0:36

hilly areas

0:37

habitual and auditory perception

0:39

but in particular with visual not remembering

0:43

eve weaknesses severely hindered their ability to perform well in mathematics

0:48

when steve happy numbers incorrectly

0:51

far-right numbers in reverse

0:53

for example writing a seventy-four for forty seven

0:57

uh... an indication that there is a weakness in visual perception

1:01

and board visual memory

1:04

difficulties with memorization of facts

1:06

and the memorization of basic steps of mathematical processes that have been

1:11

presented to students usually

1:13

cannot simply an indication that there is a weakness in visual memory

1:17

in addition

1:19

ocarina replacing important role in the ability of students to attend

1:24

and recall

1:25

for example enhanced

1:27

theory of numbers or piedmont modification facts that has been

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presented to temporarily that teacher

1:35

learning disabled students experience difficulties in mathematics

1:39

affair corey

1:40

steve complicated for

1:42

for the development of visual and auditory memory and protection

1:46

as the foundation for basic mathematics

1:49

skills remediation

1:52

along with the concern for the effect of

1:56

learning skills

1:57

it is equally important to concentrate out three major experience of

2:01

mathematics

2:03

basic concepts

2:05

computation

2:07

and application

2:11

basic concepts

2:13

development involves the ability to comprehend

2:16

the spatial relationships with numbers

2:18

distance didn't have a good grasp of the pattern of numbers even if its members

2:23

how firepower is to force

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eight ken

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candace didn't fill in the few members of the panda numbers

2:31

for example one

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thirty three

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fifty fax

2:39

once the student begin to acquire a good feeling for a pattern

2:42

numbers

2:43

people p

2:44

better equipped to handle for example mental

2:47

mathematical problems that require calculation in mine

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without having to use paper and pencil

2:57

the second area concept development involves having egret understanding of

3:02

the basic fraction such as the guiding dekho into part

3:06

our understanding how the parts get together to make the whole

3:10

even preschoolers can begin to understand the concept

3:13

for example

3:14

of cutting orange down the middle

3:17

and held two hands make the whole

3:20

parents should be encouraged to help their children develop an understanding

3:22

of basic fraction concept

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i haven't numbering

3:27

how to follow up a simple recipe

3:29

using a one cup measuring cup

3:31

confining fractions of the whole

3:33

children can also be encouraged

3:36

to develop a tent

3:38

fractions using a thriller to find intc

3:41

happens quarters-inch one centimeter invent five millimeters

3:50

lastly

3:51

steve's not typically concepts of mathematical symbols

3:55

lenny disabled students often confusing her uncertain of the meaning of common

3:59

mathematical symbols

4:01

for example they may confuse plus and minus sign

4:04

or not know that the division sign

4:07

needs to decide

4:09

amy nap understand that the ask

4:11

forecaster

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means to you

4:14

multiply

4:15

or that the term take away his synonymous with mine

4:19

if inspector used east anonymous symbols and term interchangeably

4:24

they must be certain that their student understand that these temple and

4:28

mathematical termed indicators

4:30

for the same mathematical operation

4:36

effective

4:38

basic area mathematics it computation

4:42

which includes

4:43

addition

4:44

subtraction modification

4:46

division

4:47

fractions

4:49

mental computation and america we speak

4:52

fort campbell mental computation involved the ability to attend to an

4:56

orderly presented number combination that needs to be calculated

5:01

form images and one mind at those numbers

5:04

hold those numbers to mont blanc in calculating impact

5:08

numerical reasoning

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generally involves basic algebraic

5:13

equation

5:14

storm a complication begins with simple problems such as three plus what are the

5:18

numbers equals five

5:20

an advantage to basic algebra

5:23

being able to understand basic mathematical

5:26

cracks and how to balance the numbers to the left of the equal time

5:30

filled up the equal to a number or numbers to the right indeed for finds

5:34

the potential

5:36

get involved good understanding of the fifth number conference

5:40

including spatial relationships

5:42

of numbers

5:47

application

5:49

third basic areas of mathematics involved money

5:52

measurements

5:54

hein

5:54

we're problem solving and good understanding abhi elements necessary

5:58

for being able to calculate the answers to a word problem

6:02

for example

6:04

if a student wants to figure out how much taller negatives than the shelf

6:08

student needs to know that they cannot possibly answered that question

6:13

unless they have all of the mathematical facts that they need

6:17

which in this case is the height both girls

6:21

or the student needs to be able to return

6:23

if each child in the class needs for cramped

6:27

he needs to know how many children their cars in the class

6:30

in order to figure out how many cream are needed in total

6:36

pound stopping should be an integral part of the each computational feel the

6:40

teapot

6:41

undersea need practical application of mathematics makeshift real and help

6:46

students to understand the necessity a blank mathematical calculations and

6:50

formula

6:51

students with learning deficiencies often experience difficulty switching

6:56

from one type a problem to another

6:58

ultra word problems that require students to use different techniques

7:02

should be presented to student

7:04

requiring them to become accustomed to switching from one type of calculation

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to another

7:10

or cancel

7:11

subtraction of numbers up to five with just tired

7:15

exercise involving subtraction of these numbers should be three senate

7:19

would be interspersed in previously taught addition of these numbers

7:23

the more learning disabled students army to switch their thinking from one page

7:28

calculation to the other

7:30

p early years

7:31

the easier comes with attitude

7:34

change their thinking from one motive calculation to another

7:38

when working with the word problems

7:40

students need to talk to think carefully about the problem

7:44

and a life that can then determine the correct profit before they begin to

7:48

calculate cancer that is needed to solve the problem

7:52

interestingly

7:53

the famous mathematical teaching technique

7:56

camping proving to work for learning disabled students

7:59

also work well with students

8:02

who experience difficulty

8:04

we've met

8:05

matic

8:06

but cool are not what we would classify explaining to people

8:13

for more information unspecific teaching techniques for mathematics

8:17

as well as reveals

8:18

written expression crying in coordination

8:21

study and specific landfills

8:24

check out the book learning disabilities there is a cure

8:27

hi antichrist the mark

8:30

w_w_w_ that's she's publication

 
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