THE INCLUSIVE CURRICULUM

The Inclusive Curriculum



The Inclusive Curriculum

Introduction

The difficulties in learning are specific obstacles to learning in everyday and that are generated by the same symptoms of the disorder, resulting in significant student academic delays, although this capacity and have normal intelligence. Knowledge by Teacher on the evolution of the students in their journey through the different stages of schooling is very important to provide the student an education suitable to their personal characteristics. This chapter analyzes this evolution and learning styles of students with ADHD and Dyslexia and these students in courses offered instrumental language and mathematics by presenting the importance the basis of the other subjects.

Discussion & Analyses

A major difference between preschool children with and without ADHD and Dyslexia refers to the type of games, since the former denotes a game more immature and less functional social symbolic and making constructive use of the materials monotonous. Also maintain fewer conversations with peers and cooperate bit during group activities. Given the attitude a few years ago, which was preferred to wait for the symptoms disappear with the passage of time, the currently prevailing need not waste time for treatment. However since some preschool children are labeled as hyperactive, but have no problem itself motion associated with their age. It has been observed that teachers react differently to hyperactive students, imposing more discipline measures and directing more often than the other students. A minority of parents of children aged two, three or four years affected ADHD and Dyslexia seeking treatment for their children.

As students with attention deficit grow older, the increase the negative impact associated with attention deficit curriculum areas of academic and behavioral become apparent. It has been established through a study of 79 children aged 6 to 13 years, diagnosed with disorder Attention deficit hyperactivity disorder without hyperactivity. Analysis yields indicated that appeared a significant relationship between age and underperformance in math, social inhibition and low capacity communication. It is during the school which reflects the inability of the hyperactive students to meet the challenges of learning. The problems in these students and school at this stage show differences significant compared with peers and affects both the domain social performance. According to the condition of students with ADHD and Dyslexia, either hyperactive behavior or exclusively care problems, manifest themselves different.

These students show a huge mess of posture, both in how to move like the sit on his desk. Besides costing much ordered in space and time and academic life becomes very time, without limits on what you viscerally attracts without considering the rest of the things he has to do. In general, it is unable to plan a strategy or develop a tactical resolution a job or face a certain situation. Now, need very specific orders not to miss in their daily workflow.

Elementary Education students continue to have major faults memory which become more severe because of the difficulties in having integrate these failures of integration memory attached to make even being smart, the student fails to learn ...