Receptive Language Disorder

Receptive Language Disorder

Receptive Language Disorder: Inability to decode languages. It affects the understanding of spoken and sometimes written languages. People with Receptive Language Disorder have trouble communicating and organizing their thoughts into words. They often confuse the meaning of words and are unable to draw connections between words and its representations.

Defined by: http://learningdisabilities.about.com/od/learningdisabilitybasics/p/rsptvlangdsrdr.htm

Annotated bibliography – websites:

Help for Language Deficits - Receptive
http://specialed.about.com/cs/learningdisabled/a/receptive.htm
About.com is a part of The New York Times Company. This website illustrates a few symptoms of Receptive Language Disorder and ways to help and encourage students that have this disorder. This link also provides links to many other useful resources, such as homework tips, classroom strategies, worksheets, etc...

Receptive Language Disorder
http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/Receptive_language_disorder?open
This website is made by the government of Victoria, Australia concerning Receptive Language Disorder. This website includes a brief introduction to Receptive Language Disorder and some of the possible causes. The interesting thing about this website is that it points out some of the treatments for Receptive Language Disorder, and where parents/teachers can get help. It also contains some information for teachers to look out for when they have a Receptive Language Disorder student/s in their classroom.

Special Education Support Service (building on ability)
http://www.sess.ie/categories/specific-speech-and-language-disorders/receptive-language-disorder
This UK made website offers a wide variety of teaching tips for teachers that encounters students with Receptive Language Disorder. The website also provides a link to a story about a child that has speech and language disorders. The story was written in the student’s mother’s point of view. It exhibits the time from the child’s birth all the way into her secondary school years. From the story we can see the many progresses and problems that this child with language disorders faced.
Link to Chloe’s story: http://www.ican.org.uk/sitecore/content/TalkingPoint/For%20Parents%20and%20Carers/Parents%20stories/Chloes%20Story.aspx

How to deal with learning disabilities in receptive language
http://www.helium.com/items/1180660-how-to-deal-with-learning-disabilities-in-receptive-language
This website provides ways to work with students with Receptive Language Disability. The article was written by a special education teacher in Burnet, Texas US. It not only provides activates to improve the student’s language ability, but also provides ways for the teacher to act so that the students are able to understand class and homework instructions.

NASET Website
http://www.naset.org/speechandlanguage2.0.html
This is the American National Association of Special Education Teachers’ website. The website provides some information about Receptive Language Disorder as well as some other language learning disorders. It provides links to other resources concerning Receptive Language Disorder and other disorders. The website also provides a link of where students can get diagnosed.

Local contact info:

Website: http://www.soundidears.com/index.html
Email: info@soundidEARS.com
Mailing Address :
Suite 304 South Tower
650 West 41st Street
Vancouver, B.C. V5Z 2M9
Phone:
Tel: (604) 708-9780
Fax: (604) 708-9785

This location provides services for hearing loss, tinnitus, hyperacusis, audio processing disorders, and language processing disorders and other.

Characteristics of Receptive Language Disorder:

Characteristics of Receptive Language Disorder, like all other learning disabilities, vary from one child to the next. The list below illustrates some of the symptoms a child with Receptive Language Disorder might have.

- Not seeming to listen when they are spoken to

- Lack of interest when story books are read to them

- Inability to understand complicated sentences

- Inability to follow verbal instructions

- Parroting words or phrases (echolalia)

- Language skills below the expected level for their age

Information provided by: http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/Receptive_language_disorder?open

Curricular modifications or adaptations:

Art classes can be encouraging for students with Receptive Language Disorder. It provides students with visual cues rather than written languages. However, instructions might be hard for the students to understand, so teachers need to make adjustments in their lesson plans.

Image work:
While working with images students can exercise their ability of putting larger concepts into drawings, paintings, photography, clay, and etc... From those images students with Receptive Language Disorders can try to explain to the class their thoughts and ideas. One main problem is to get students to focus on the task at hand. The way to treat that is to monitor the students in the classroom while they are working on their projects by giving them suggestions and positive feedback.

Peer sharing:
Peer sharing during class can build up interaction between the students in the classroom. In art class it allows the movement of artistic ideas. Peer sharing also helps students with Receptive Language Disorder, because it allows the students to see language expressed not only from their teacher’s point of view but also their peers. This activity allows students to be socially active. Limiting the peer art work discussions to only positive feedbacks can build up self-esteem for Receptive Language Disorder students who have social problems.

Instructions:
Giving students with Receptive Language Disorder can be a challenge. Incorporating images and diagrams in the worksheet can be very helpful for these students. Teacher can also slow down their pattern of speech while explaining actives to these students. The key is to simplify instructional language for students with Receptive Language Disorders. Asking for the students feedback can confirm the student’s understand of the activities.

Visual Processing Disorder and its relationship to Art Education

Visual Processing Disorder and its relationship to Art Education

Visual Processing Disorder: Disorder refers to a hindered ability to make sense of information taken in through the eyes. This is different from problems involving sight or sharpness of vision. Difficulties with visual processing affect how visual information is interpreted or processed by the brain.

Defined by: http://www.ldonline.org/article/6390


Annotated bibliography – websites:

Visual Processing Disorders
http://www.ldonline.org/index.php
This website is developed by The America National Center for Learning Disabilities. It is “the world’s leading website on learning disabilities and ADHD.” It introduces various kinds of learning disabilities and gives brief introductions about them. This website not only provides teachers with classroom management skills, lesson plans and incrustations, but also provides vital information for parents. It also demonstrates artworks, stories, books and e-cards provided by children with LD.

Lumosity: Reclaim your brain
http://www.lumosity.com
This website is full of games for children and adult a like to help them improve their thinking and memory. The website is made by The Lumos Lab located in America. It contains wonderful graphic games that improve verbal fluency, information processing, visual field, arithmetic, and memory work. The website keeps tracks of your daily record, provides useful games to improve daily brain stimulation and gives feedbacks on your progress. The upside to this website it that it is fun to improve brain actives with games especially for secondary school students, but the downside is that the website is limited to a trail period and will charge a fee after the trail period expires.

Eye Exercises to Increase Attention and Reduce Impulsivity
http://www.yourfamilyclinic.com/adhd/vision.html
This websites demonstrates simple tests that can be done to determine if the child has a Visual Processing Disorder. The test is more focused for parents and at home use. It is best to get children that appear to have LDs tested in a professional setting.

Visual Processing Disorders in Children
http://mislabeledchild.com/html/Library/VisualProcessing/index.html
This website offers variety of information on Visual Processing Disorders, but mainly focuses on children and their development. The website is made by two American medical doctors that are trained both in medicine and neurology. The website mainly focuses on Visual Process Disorder and its interference with reading, writing, math and social problems. It gives short descriptions of common problems in found those areas of disciplinary skills.

LDinfo Website
http://www.ldinfo.com/self-advocacy_chapter_8.htm
A series of activates provided to strengthen visual abilities. This website shows that interaction with images such as television, drawings, painting and comic strips...etc. can help with improve visual process abilities. This website is helpful for parents, teachers and also students of all ages with Visual Processing Disorder.

Local contact info:

Website:www.ldav.ca
Email:info@ldav.ca
Mailing Address :
Learning Disabilities Association of BC – Vancouver Chapter
3292 East Broadway
Vancouver , BC V5M 1Z8
Phone:
Learning Centre: (604) 873-8139
Fax: (604) 873-8140

This location deals with all kind of learning disabilities. It helps students develop reading and writing skills as well as social skills. There are classes of creative art therapy (helpful for Visual Processing Disorders), and support groups for adults with learning disabilities.

Characteristics of Visual Processing Disorder:

Depending on person and the areas of study, people with Visual Processing Disorder might present different symptoms of Visual Processing Disorder. The lists provided below are just some general symptoms of the disorder.
Stated in “Visual Processing Disorders in Children”

Examples of issues and concerns for teachers to look for in visual processing disordered students:

Vision and Math:
- reverse numbers and symbols (ex. 2 turned to 5, > to <...etc)
- Struggle with multi steps of math
- Problems with drawing graphs and diagrams

Vision and Reading/Writing:
- Large letters when writing
- Skipping lines with reading and keeping eyes closer to the pages
- Doubling letters in words or skipping over them

Vision and Social Skills:
- Have trouble reading facial expressions
- Have trouble keeping eye contact
- Miss glances and gestures during interaction

Curricular modifications or adaptations:

Art classes can be challenging for students with Visual Processing Disorder, but it can also improve their learning outcome by supplying them with visual cues and visual dialects.

Painting/ drawing:
Drawing and painting can be very useful to help students develop visual processing skills. Students with Visual Processing Disorders may not be able to paint or draw perfect renditions of objects, so working with abstract images and ideas will be helpful. Letting students know the outcome of the artwork is not important as important as the process. This will help students with Visual Processing Disorders have the confidence to express their thoughts in images and make a connection between words and images.

Working with clay:
Using their sense of touch students can create figures that that will develop their visual interruption skills. Student may not feel comfortable citing their work in front of the class. Telling the class to give only give positive feedbacks to each other will encourage the student to participate more in art making. Private assessments can be done one on one between the teacher and the student.

Image study:
recognizing images can be difficult for students with Visual Processing Disorders. Using abstract images such as works by Picasso can allow students with Visual Processing Disorders see that being an artist does not mean they have to draw figures perfectly. Student might not remember all the shapes and figures that make up an abstract painting, but it will leave them with a feeling and an impression of the art work. Image study also helps students in other academic subjects by transforming shapes into meanings (ex. Emotions and words) and patterns.

Figure study:
Figure studies can improve students with Visual Processing Disorders to recognize movements, emotions and gestures. Students can look at images or sculptures of figures and try to act them out. This activity connects students with what they see into what they may feel when they have those expressions. Taking photos of their own expressions may help students to recognize and realize visual cues presented by themselves and others.

Instructions:
instructions given out in art class need to be clear. Teachers can hand out worksheet with larger fonts for the student with Visual Processing Disorder. Instructions can be read out in class as the student follows the steps in their own worksheet. Questions can be asked to make sure students have full understanding of the assignment.

Famous people with Visual Processing Disorder:

Monet, Claude Oscar (1840-1926):
A famous impressionist painter that had a change in his perception of colours in his later years of life. He was no longer able to see the same intensity in the colours he was painting with.