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Learning disability sensitivity slides
- 1. Information coming in through the eyes. Information coming in through the ears The Brain is wired to learn by processing information. When you have a learning disability your brain is wired differently so you “ process information” differently.
- 2. Information coming in through the eyes. Information coming in through the ears The Brain is wired to learn by processing information . When you have a learning disability your brain is wired differently so you “ process information” differently.
- 3. Average to Above Average Intelligence Difficulties with: -writing -reading -math -organization -social skills Brain processes information differently Learning Disabilities THE FACTS Great abilities -- may find it difficult to prove on paper. Common up to 1 in 10 Hereditary Invisible Disability
- 4. Average to Above Average Intelligence Difficulties with: -writing -reading -math -organization -social skills Brain processes information differently (different not defective) Learning Disabilities THE FACTS Great abilities -- may find it difficult to prove on paper. Common up to 1 in 10 Hereditary Invisible Disability
- 5. Average to Above Average Intelligence Brain processes information differently (different not defective) Learning Disabilities THE FACTS Great abilities -- may find it difficult to prove on paper. Common up to 1 in 10 Hereditary Invisible Disability Range of Difficulties: - writing -reading -math -organization -social skills
- 6. Average to Above Average Intelligence Brain processes information differently (different not defective) Learning Disabilities THE FACTS Great abilities ( it may be difficult for them to prove their intelligence “ on paper” ) Common up to 1 in 10 Hereditary Invisible Disability Range of Difficulties: - writing -reading -math -organization -social skills
- 7. Average to Above Average Intelligence Brain processes information differently (different not defective) Learning Disabilities THE FACTS Common 1 in 10 Canadians Hereditary Invisible Disability Range of Difficulties: - writing -reading -math -organization -social skills Great abilities ( it may be difficult for them to prove their intelligence “ on paper” ) According to Statistics Canada, of all the children with disabilities in this country more than half (59.8%) have a learning disability.
- 8. Average to Above Average Intelligence Brain processes information differently (different not defective) Learning Disabilities THE FACTS Common 1 in 10 Canadians Hereditary Invisible Disability Range of Difficulties: - writing -reading -math -organization -social skills Great abilities ( it may be difficult for them to prove their intelligence “ on paper” ) According to Statistics Canada, of all the children with disabilities in this country more than half (59.8%) have a learning disability.
- 9. Average to Above Average Intelligence Brain processes information differently (different not defective) Learning Disabilities THE FACTS Common 1 in 10 Canadians Hereditary Invisible Disability Range of Difficulties: - writing -reading -math -organization -social skills Great abilities ( it may be difficult for them to prove their intelligence “ on paper” )
- 10. Average to Above Average Intelligence Range of Difficulties: - writing -reading -math -organization -social skills Brain processes information differently (different not defective) Learning Disabilities THE FACTS Common 1 in 10 Canadians Hereditary Invisible Disability Great abilities ( it may be difficult for them to prove their intelligence “ on paper” )
- 11. There is no doubt that individuals with learning disabilities are able to learn. When someone learns differently - they simply need to be taught based on the way that they learn.
- 12. There is no doubt that individuals with learning disabilities are able to learn. When someone learns differently - they simply need to be taught based on the way that they learn.
- 13. There is no doubt that individuals with learning disabilities are able to learn. When someone learns differently - they simply need to be taught based on the way that they learn.
- 14. 12 Exceptionalities Recognized by the Ontario Ministry of Education 1) Learning Disabilities 43.3% 2) Mild Intellectual 12.8% 3) Gifted 10.0% 4) Behavior 6.9% 5) Language Impairment 5.9% 6) Developmental Disability 5.2% 7) Multiple 5.1% 8) Autism 4.1% 9) Physical 1.6% 10) Deaf & Hard of Hearing 1.2% 11) Blind & Low Vision 0.4% 12) Speech Impairment 0.3% = 100%
- 15. 12 Exceptionalities Recognized by the Ontario Ministry of Education 1) Learning Disabilities 43.3% 2) Mild Intellectual 12.8% 3) Gifted 10.0% 4) Behavior 6.9% 5) Language Impairment 5.9% 6) Developmental Disability 5.2% 7) Multiple 5.1% 8) Autism 4.1% 9) Physical 1.6% 10) Deaf & Hard of Hearing 1.2% 11) Blind & Low Vision 0.4% 12) Speech Impairment 0.3% = 100%
- 16. Learning Disabilities 43.3% Mild Intellectual 12.8% Gifted 10.0% Behavior 6.9% Language Impairment 5.9% Developmental Disability 5.2% Multiple 5.1% Autism 4.1% Physical 1.6% Deaf & Hard of Hearing 1.2% Blind & Low Vision 0.4% Speech Impairment 0.3% = 100% OTHER EXCEPTIONALITIES 56.7%
- 17. Learning Disabilities 43.3% Mild Intellectual 12.8% Gifted 10.0% Behavior 6.9% Language Impairment 5.9% Developmental Disability 5.2% Multiple 5.1% Autism 4.1% Physical 1.6% Deaf & Hard of Hearing 1.2% Blind & Low Vision 0.4% Speech Impairment 0.3% = 100% OTHER EXCEPTIONALITIES 56.7%
- 18. Learning Disabilities 43.3% Mild Intellectual 12.8% Gifted 10.0% Behavior 6.9% Language Impairment 5.9% Developmental Disability 5.2% Multiple 5.1% Autism 4.1% Physical 1.6% Deaf & Hard of Hearing 1.2% Blind & Low Vision 0.4% Speech Impairment 0.3% = 100% OTHER EXCEPTIONALITIES 56.7%
- 19. Let’s do some “Sensitivity Training” about learning disabilities. Brain Exercises to challenge your brains Visual & Spatial Processing
- 20. Let’s do some “Sensitivity Training” about learning disabilities. Brain Exercises to challenge your brains Visual & Spatial Processing
- 21. VISUAL PROCESSING CHALLENGE Can you make out the image below? A person with a learning disability may have difficulty with visual processing.
- 22. VISUAL PROCESSING CHALLENGE Can you make out the image below? A person with a learning disability may have difficulty with visual processing.
- 23. Learning differently: On the left – an outline of the image A person with a learning disability may have difficulty with visual processing.
- 24. Learning differently: Outline overlaid on the image A person with a learning disability may have difficulty with visual processing.
- 25. Can you now see the image: The Face Of A Cow A person with a learning disability may have difficulty with visual processing.
- 26. We all “see” the image, but we don’t all process it’s meaning in the same way or at the same rate. A person with a learning disability may have difficulty with visual processing.
- 27. We all “see” the image, but we don’t all process it’s meaning in the same way or at the same rate. A person with a learning disability may have difficulty with visual processing.
- 28. We all “see” the image, but we don’t all process it’s meaning in the same way or at the same rate. A person with a learning disability may have difficulty with visual processing.
- 29. A person with a learning disability may have difficulty with visual processing. VISUAL PROCESSING CHALLENGE Take a close look at the rest of our cow.
- 30. A person with a learning disability may have difficulty with visual processing. Take a close look at the rest of our cow.
- 31. A person with a learning disability may have difficulty with visual processing. The cow-hide has an illustration of a “ map of the world ” .
- 32. A person with a learning disability may have difficulty with visual processing. The cow-hide has an illustration of a “ map of the world ” .
- 33. A person with a learning disability may have difficulty with visual processing. We all “see” the image, but we don’t all process it’s meaning in the same way or at the same rate.
- 34. Can you make out the image below ? A person with a learning disability may have difficulty with visual processing.
- 35. Can you make out the image below ? A person with a learning disability may have difficulty with visual processing.
- 36. Learning differently: On the right - similar image with more detail. A person with a learning disability may have difficulty with visual processing.
- 37. Learning differently: On the right - similar image with more detail. A person with a learning disability may have difficulty with visual processing.
- 38. A person with a learning disability may have difficulty with visual processing. Learning differently: On the left - image blackened out.
- 39. Can you now see the image: A Dalmatian dog sniffing in a park. A person with a learning disability may have difficulty with visual processing.
- 40. Learning differently: We all “see” the image, but we don’t all process it’s meaning in the same way or at the same rate. A person with a learning disability may have difficulty with visual processing.
- 41. Learning differently: We all “see” the image, but we don’t all process it’s meaning in the same way or at the same rate. A person with a learning disability may have difficulty with visual processing.
- 42. Learning differently: We all “see” the image, but we don’t all process it’s meaning in the same way or at the same rate. A person with a learning disability may have difficulty with visual processing.
- 43. A person with a learning disability may have difficulty with visual processing. Can you make out the image below?
- 44. A person with a learning disability may have difficulty with visual processing. Can you make out the image below?
- 45. You may think you see the drawing of “a skull”. A person with a learning disability may have difficulty with visual processing.
- 46. A person with a learning disability may have difficulty with visual processing. The image is from a famous painting entitled, “Vanity”.
- 47. Closer examination shows it is not “a skull”. A person with a learning disability may have difficulty with visual processing.
- 48. VISUAL PROCESSING CHALLENGE The painting depicts a woman sitting at her dressing table looking into her mirror. A person with a learning disability may have difficulty with visual processing.
- 49. A person with a learning disability may have difficulty with visual processing. We all “see” the image, but we don’t all process it’s meaning in the same way or at the same rate.
- 50. Can you find the face of a man in the coffee beans below? A person with a learning disability may have difficulty with visual processing.
- 51. Can you find the face of a man in the coffee beans below? A person with a learning disability may have difficulty with visual processing.
- 52. Can you find the face of a man in the coffee beans below? A person with a learning disability may have difficulty with visual processing.
- 53. Can you find the face of a man in the coffee beans below? A person with a learning disability may have difficulty with visual processing.
- 54. Can you find the face of a man in the coffee beans below? A person with a learning disability may have difficulty with visual processing.
- 55. Trying to process information quickly can be difficult. Taking ones time often increases success. A person with a learning disability may have difficulty with visual processing.
- 56. Trying to process information quickly can be difficult. Taking ones time often increases success. A person with a learning disability may have difficulty with visual processing.
- 57. 15 seconds to spot the 7 dolphins? A person with a learning disability may have difficulty with visual processing.
- 58. 15 seconds to spot the 7 dolphins? A person with a learning disability may have difficulty with visual processing.
- 59. 15 seconds to spot the 7 dolphins? A person with a learning disability may have difficulty with visual processing.
- 60. A person with a learning disability may have difficulty with visual processing. Trying to process information quickly can be difficult. Taking ones time often increases success.
- 61. A person with a learning disability may have difficulty with visual processing. Trying to process information quickly can be difficult. Taking ones time often increases success.
- 62. SPATIAL PROCESSING CHALLENGE Can you see the profile of a face ? A person with a learning disability may have difficulty with spatial processing.
- 63. Can you now see the word liar ? A person with a learning disability may have difficulty with spatial processing.
- 64. The picture didn’t change. When we see the same image in a different space our brain processes it differently. A person with a learning disability may have difficulty with spatial processing.
- 65. The picture didn’t change. When we see the same image in a different space our brain processes it differently. A person with a learning disability may have difficulty with spatial processing.
- 66. A person with a learning disability may have difficulty with spatial processing. SPATIAL PROCESSING CHALLENGE Can you see a rocky coastline ?
- 67. A person with a learning disability may have difficulty with spatial processing. Can you see a mother and child ?
- 68. A person with a learning disability may have difficulty with spatial processing. The picture didn’t change. When we see the same image in a different space our brain processes it differently.
- 69. A person with a learning disability may have difficulty with spatial processing. SPATIAL PROCESSING CHALLENGE Can you see a fish on a plate ?
- 70. A person with a learning disability may have difficulty with spatial processing. Can you see a woman with her hand by her face ?
- 71. A person with a learning disability may have difficulty with spatial processing. The picture didn’t change. When we see the same image in a different space our brain processes it differently.
- 72. A person with a learning disability may have difficulty with spatial processing. SPATIAL PROCESSING CHALLENGE Einstein?
- 73. A person with a learning disability may have difficulty with spatial processing. Marilyn Monroe?
- 74. A person with a learning disability may have difficulty with spatial processing. Marilyn Monroe and/or Einstein?
- 75. A person with a learning disability may have difficulty with spatial processing. The picture didn’t change. When we see the same image in a different space our brain processes it differently.
- 76. A person with a learning disability may have difficulty with spatial processing. The picture didn’t change. When we see the same image in a different space our brain processes it differently.
- 77. A young woman’s face? A person with a learning disability may have difficulty with spatial processing.
- 78. A mother bird feeding her chicks! A person with a learning disability may have difficulty with spatial processing.
- 79. A person with a learning disability may have difficulty with spatial processing. The picture didn’t change. When we see the same image in a different space our brain processes it differently.
- 80. A person with a learning disability may have difficulty with spatial processing. The picture didn’t change. When we see the same image in a different space our brain processes it differently.
- 81. Do you see the image of a large castle… A person with a learning disability may have difficulty with spatial processing.
- 82. … or is it the reflection of a castle in the moat below? A person with a learning disability may have difficulty with spatial processing.
- 83. … or is it the reflection of a castle in the moat below? A person with a learning disability may have difficulty with spatial processing.
- 84. The picture didn’t change. When we see the same image in a different space our brain processes it differently. A person with a learning disability may have difficulty with spatial processing.
- 85. The picture didn’t change. When we see the same image in a different space our brain processes it differently. A person with a learning disability may have difficulty with spatial processing.
- 86. SPATIAL PROCESSING CHALLENGE This image is of two separate words. Can you see one or both? A person with a learning disability may have difficulty with spatial processing.
- 87. This image is of two separate words. Can you see one or both? A person with a learning disability may have difficulty with spatial processing.
- 88. This image is of two separate words. Can you see one or both? A person with a learning disability may have difficulty with spatial processing.
- 89. The brown letters form the word ME The inside blue letters for the word YOU A person with a learning disability may have difficulty with spatial processing. m e Y O u
- 90. The brown letters form the word ME The inside blue letters for the word YOU A person with a learning disability may have difficulty with spatial processing. m e Y O u
- 91. SPATIAL PROCESSING CHALLENGE This image is of two separate words. Can you see one or both? A person with a learning disability may have difficulty with spatial processing.
- 92. This image is of two separate words. Can you see one or both? A person with a learning disability may have difficulty with spatial processing.
- 93. This image is of two separate words. Can you see one or both? A person with a learning disability may have difficulty with spatial processing.
- 94. This image is of two separate words. Can you see one or both? A person with a learning disability may have difficulty with spatial processing.
- 95. A person with a learning disability may have difficulty with spatial processing. OPTICAL The white spaces form the word optical The bluish spaces form the word illusion ILLUSION
- 96. A person with a learning disability may have difficulty with spatial processing. OPTICAL The white spaces form the word optical The bluish spaces form the word illusion ILLUSION
- 97. A person with a learning disability may have difficulty with spatial processing. OPTICAL The white spaces form the word optical The bluish spaces form the word illusion ILLUSION
- 98. Having a learning disability IS NOT an ILLUSION. It is a reality for 1 in 10 Canadians. 705-522-0100 [email_address]
- 99. Having a learning disability IS NOT an illusion. It is a reality for 1 in 10 Canadians. 705-522-0100 [email_address]
- 100. To have the identification of “learning disability” an assessment has shown that a person has “ average to above average intelligence”. 705-522-0100 [email_address]
- 101. To have the identification of “learning disability” an assessment has shown that a person has “ average to above average intelligence”. 705-522-0100 [email_address]
- 102. To have the identification of “learning disability” an assessment has shown that a person has “ average to above average intelligence”. 705-522-0100 [email_address]
- 106. Individuals with learning disabilities are smart! They may simply use different methods and/or equipment to complete tasks with efficiency. 705-522-0100 [email_address] Presentation prepared by: Angie DeMarco Community Outreach Coordinator
- 107. Individuals with learning disabilities are smart! They may simply use different methods and/or equipment to complete tasks with efficiency. 705-522-0100 [email_address] Presentation prepared by: Angie DeMarco Community Outreach Coordinator
- 108. Individuals with learning disabilities are smart! They may simply use different methods and/or equipment to complete tasks with efficiency. 705-522-0100 [email_address] Presentation prepared by: Angie DeMarco Community Outreach Coordinator
Notes de l'éditeur
- 1) Through assessments, we find that these are very bright students. 2) And yet their brains processes information differently. These are not defective brains in any way, but of they will come at information in a way that may not match the main stream learner. 3) The result is difficulties in these areas as they all require that a person be good at processing huge amounts of information. They may have difficulty with just one, or some, or all of these areas. 4) And yet these individuals have great abilities. They may just not be able to prove it on paper. What they are good at may not show up in these areas. Their type of intelligence may not be evident or valued in the academic forum. Example: Standardized Tests do not test for creativity and yet it is vital to have this skill to be successful in the business field, as well as many other fields. 5) It is very common. 1 – 10 Canadians have these wonderfully unique brains and that is due to the strong hereditary factor… 6) If a person has difficulty with processing information there is a 50-50 chance that so did one of their parents. 7)It is lifelong, but not a life sentence. The way it impacts on a persons life is directly related to how many supports and strategies that they have in place. 8) We do acknowledge that there is a wide range, the more severe, the more areas of learning it is going to impact on a person throughout their life. Schools are geared to teach the majority of students in a specific way, not for the child with a learning variance.
- 1) Through assessments, we find that these are very bright students. 2) And yet their brains processes information differently. These are not defective brains in any way, but of they will come at information in a way that may not match the main stream learner. 3) The result is difficulties in these areas as they all require that a person be good at processing huge amounts of information. They may have difficulty with just one, or some, or all of these areas. 4) And yet these individuals have great abilities. They may just not be able to prove it on paper. What they are good at may not show up in these areas. Their type of intelligence may not be evident or valued in the academic forum. Example: Standardized Tests do not test for creativity and yet it is vital to have this skill to be successful in the business field, as well as many other fields. 5) It is very common. 1 – 10 Canadians have these wonderfully unique brains and that is due to the strong hereditary factor… 6) If a person has difficulty with processing information there is a 50-50 chance that so did one of their parents. 7)It is lifelong, but not a life sentence. The way it impacts on a persons life is directly related to how many supports and strategies that they have in place. 8) We do acknowledge that there is a wide range, the more severe, the more areas of learning it is going to impact on a person throughout their life. Schools are geared to teach the majority of students in a specific way, not for the child with a learning variance.
- 1) Through assessments, we find that these are very bright students. 2) And yet their brains processes information differently. These are not defective brains in any way, but of they will come at information in a way that may not match the main stream learner. 3) The result is difficulties in these areas as they all require that a person be good at processing huge amounts of information. They may have difficulty with just one, or some, or all of these areas. 4) And yet these individuals have great abilities. They may just not be able to prove it on paper. What they are good at may not show up in these areas. Their type of intelligence may not be evident or valued in the academic forum. Example: Standardized Tests do not test for creativity and yet it is vital to have this skill to be successful in the business field, as well as many other fields. 5) It is very common. 1 – 10 Canadians have these wonderfully unique brains and that is due to the strong hereditary factor… 6) If a person has difficulty with processing information there is a 50-50 chance that so did one of their parents. 7)It is lifelong, but not a life sentence. The way it impacts on a persons life is directly related to how many supports and strategies that they have in place. 8) We do acknowledge that there is a wide range, the more severe, the more areas of learning it is going to impact on a person throughout their life. Schools are geared to teach the majority of students in a specific way, not for the child with a learning variance.
- 1) Through assessments, we find that these are very bright students. 2) And yet their brains processes information differently. These are not defective brains in any way, but of they will come at information in a way that may not match the main stream learner. 3) The result is difficulties in these areas as they all require that a person be good at processing huge amounts of information. They may have difficulty with just one, or some, or all of these areas. 4) And yet these individuals have great abilities. They may just not be able to prove it on paper. What they are good at may not show up in these areas. Their type of intelligence may not be evident or valued in the academic forum. Example: Standardized Tests do not test for creativity and yet it is vital to have this skill to be successful in the business field, as well as many other fields. 5) It is very common. 1 – 10 Canadians have these wonderfully unique brains and that is due to the strong hereditary factor… 6) If a person has difficulty with processing information there is a 50-50 chance that so did one of their parents. 7)It is lifelong, but not a life sentence. The way it impacts on a persons life is directly related to how many supports and strategies that they have in place. 8) We do acknowledge that there is a wide range, the more severe, the more areas of learning it is going to impact on a person throughout their life. Schools are geared to teach the majority of students in a specific way, not for the child with a learning variance.
- 1) Through assessments, we find that these are very bright students. 2) And yet their brains processes information differently. These are not defective brains in any way, but of they will come at information in a way that may not match the main stream learner. 3) The result is difficulties in these areas as they all require that a person be good at processing huge amounts of information. They may have difficulty with just one, or some, or all of these areas. 4) And yet these individuals have great abilities. They may just not be able to prove it on paper. What they are good at may not show up in these areas. Their type of intelligence may not be evident or valued in the academic forum. Example: Standardized Tests do not test for creativity and yet it is vital to have this skill to be successful in the business field, as well as many other fields. 5) It is very common. 1 – 10 Canadians have these wonderfully unique brains and that is due to the strong hereditary factor… 6) If a person has difficulty with processing information there is a 50-50 chance that so did one of their parents. 7)It is lifelong, but not a life sentence. The way it impacts on a persons life is directly related to how many supports and strategies that they have in place. 8) We do acknowledge that there is a wide range, the more severe, the more areas of learning it is going to impact on a person throughout their life. Schools are geared to teach the majority of students in a specific way, not for the child with a learning variance.
- 1) Through assessments, we find that these are very bright students. 2) And yet their brains processes information differently. These are not defective brains in any way, but of they will come at information in a way that may not match the main stream learner. 3) The result is difficulties in these areas as they all require that a person be good at processing huge amounts of information. They may have difficulty with just one, or some, or all of these areas. 4) And yet these individuals have great abilities. They may just not be able to prove it on paper. What they are good at may not show up in these areas. Their type of intelligence may not be evident or valued in the academic forum. Example: Standardized Tests do not test for creativity and yet it is vital to have this skill to be successful in the business field, as well as many other fields. 5) It is very common. 1 – 10 Canadians have these wonderfully unique brains and that is due to the strong hereditary factor… 6) If a person has difficulty with processing information there is a 50-50 chance that so did one of their parents. 7)It is lifelong, but not a life sentence. The way it impacts on a persons life is directly related to how many supports and strategies that they have in place. 8) We do acknowledge that there is a wide range, the more severe, the more areas of learning it is going to impact on a person throughout their life. Schools are geared to teach the majority of students in a specific way, not for the child with a learning variance.
- 1) Through assessments, we find that these are very bright students. 2) And yet their brains processes information differently. These are not defective brains in any way, but of they will come at information in a way that may not match the main stream learner. 3) The result is difficulties in these areas as they all require that a person be good at processing huge amounts of information. They may have difficulty with just one, or some, or all of these areas. 4) And yet these individuals have great abilities. They may just not be able to prove it on paper. What they are good at may not show up in these areas. Their type of intelligence may not be evident or valued in the academic forum. Example: Standardized Tests do not test for creativity and yet it is vital to have this skill to be successful in the business field, as well as many other fields. 5) It is very common. 1 – 10 Canadians have these wonderfully unique brains and that is due to the strong hereditary factor… 6) If a person has difficulty with processing information there is a 50-50 chance that so did one of their parents. 7)It is lifelong, but not a life sentence. The way it impacts on a persons life is directly related to how many supports and strategies that they have in place. 8) We do acknowledge that there is a wide range, the more severe, the more areas of learning it is going to impact on a person throughout their life. Schools are geared to teach the majority of students in a specific way, not for the child with a learning variance.
- 1) Through assessments, we find that these are very bright students. 2) And yet their brains processes information differently. These are not defective brains in any way, but of they will come at information in a way that may not match the main stream learner. 3) The result is difficulties in these areas as they all require that a person be good at processing huge amounts of information. They may have difficulty with just one, or some, or all of these areas. 4) And yet these individuals have great abilities. They may just not be able to prove it on paper. What they are good at may not show up in these areas. Their type of intelligence may not be evident or valued in the academic forum. Example: Standardized Tests do not test for creativity and yet it is vital to have this skill to be successful in the business field, as well as many other fields. 5) It is very common. 1 – 10 Canadians have these wonderfully unique brains and that is due to the strong hereditary factor… 6) If a person has difficulty with processing information there is a 50-50 chance that so did one of their parents. 7)It is lifelong, but not a life sentence. The way it impacts on a persons life is directly related to how many supports and strategies that they have in place. 8) We do acknowledge that there is a wide range, the more severe, the more areas of learning it is going to impact on a person throughout their life. Schools are geared to teach the majority of students in a specific way, not for the child with a learning variance.
- 1) Through assessments, we find that these are very bright students. 2) And yet their brains processes information differently. These are not defective brains in any way, but of they will come at information in a way that may not match the main stream learner. 3) The result is difficulties in these areas as they all require that a person be good at processing huge amounts of information. They may have difficulty with just one, or some, or all of these areas. 4) And yet these individuals have great abilities. They may just not be able to prove it on paper. What they are good at may not show up in these areas. Their type of intelligence may not be evident or valued in the academic forum. Example: Standardized Tests do not test for creativity and yet it is vital to have this skill to be successful in the business field, as well as many other fields. 5) It is very common. 1 – 10 Canadians have these wonderfully unique brains and that is due to the strong hereditary factor… 6) If a person has difficulty with processing information there is a 50-50 chance that so did one of their parents. 7)It is lifelong, but not a life sentence. The way it impacts on a persons life is directly related to how many supports and strategies that they have in place. 8) We do acknowledge that there is a wide range, the more severe, the more areas of learning it is going to impact on a person throughout their life. Schools are geared to teach the majority of students in a specific way, not for the child with a learning variance.
- 1) Through assessments, we find that these are very bright students. 2) And yet their brains processes information differently. These are not defective brains in any way, but of they will come at information in a way that may not match the main stream learner. 3) The result is difficulties in these areas as they all require that a person be good at processing huge amounts of information. They may have difficulty with just one, or some, or all of these areas. 4) And yet these individuals have great abilities. They may just not be able to prove it on paper. What they are good at may not show up in these areas. Their type of intelligence may not be evident or valued in the academic forum. Example: Standardized Tests do not test for creativity and yet it is vital to have this skill to be successful in the business field, as well as many other fields. 5) It is very common. 1 – 10 Canadians have these wonderfully unique brains and that is due to the strong hereditary factor… 6) If a person has difficulty with processing information there is a 50-50 chance that so did one of their parents. 7)It is lifelong, but not a life sentence. The way it impacts on a persons life is directly related to how many supports and strategies that they have in place. 8) We do acknowledge that there is a wide range, the more severe, the more areas of learning it is going to impact on a person throughout their life. Schools are geared to teach the majority of students in a specific way, not for the child with a learning variance.
- 1) Through assessments, we find that these are very bright students. 2) And yet their brains processes information differently. These are not defective brains in any way, but of they will come at information in a way that may not match the main stream learner. 3) The result is difficulties in these areas as they all require that a person be good at processing huge amounts of information. They may have difficulty with just one, or some, or all of these areas. 4) And yet these individuals have great abilities. They may just not be able to prove it on paper. What they are good at may not show up in these areas. Their type of intelligence may not be evident or valued in the academic forum. Example: Standardized Tests do not test for creativity and yet it is vital to have this skill to be successful in the business field, as well as many other fields. 5) It is very common. 1 – 10 Canadians have these wonderfully unique brains and that is due to the strong hereditary factor… 6) If a person has difficulty with processing information there is a 50-50 chance that so did one of their parents. 7)It is lifelong, but not a life sentence. The way it impacts on a persons life is directly related to how many supports and strategies that they have in place. 8) We do acknowledge that there is a wide range, the more severe, the more areas of learning it is going to impact on a person throughout their life. Schools are geared to teach the majority of students in a specific way, not for the child with a learning variance.
- Some of the exceptionalities are being supported through the best start plan.
- Some of the exceptionalities are being supported through the best start plan.
- Some of the exceptionalities are being supported through the best start plan.
- Some of the exceptionalities are being supported through the best start plan.
- Some of the exceptionalities are being supported through the best start plan.
- This is an excellent example of the different way that our brains can process visual information. We are looking at exactly the same image, but our brain will work out the best way to process the information. The sharp image of Einstein is dominant in our vision close up, but then the blurred image of Monroe takes dominance at a distance.
- This is an excellent example of the different way that our brains can process visual information. We are looking at exactly the same image, but our brain will work out the best way to process the information. The sharp image of Einstein is dominant in our vision close up, but then the blurred image of Monroe takes dominance at a distance.
- This is an excellent example of the different way that our brains can process visual information. We are looking at exactly the same image, but our brain will work out the best way to process the information. The sharp image of Einstein is dominant in our vision close up, but then the blurred image of Monroe takes dominance at a distance.
- This is an excellent example of the different way that our brains can process visual information. We are looking at exactly the same image, but our brain will work out the best way to process the information. The sharp image of Einstein is dominant in our vision close up, but then the blurred image of Monroe takes dominance at a distance.
- This is an excellent example of the different way that our brains can process visual information. We are looking at exactly the same image, but our brain will work out the best way to process the information. The sharp image of Einstein is dominant in our vision close up, but then the blurred image of Monroe takes dominance at a distance.