By Peter Westwood
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Additional resources for What Teachers Need to Know About Learning Difficulties
It is intensive and focuses on phonic decoding, sight vocabulary and text reading for students with reading difficulties in Year 2 and above. , 2006). QuickSmart is designed for middle school students and involves structured 30-minute sessions to be conducted by the teacher or an aide, three times per week for 26 weeks. ELRP is seen as a whole-school approach that targets at-risk students in the 5 to 8 years age group. The findings from this project influenced the development of the Early Years Literacy Program and its associated materials in the state of Victoria.
The instruction provided in intervention programs must be of a very high quality and delivered with clarity and intensity. ◗ In order to ensure intensity and frequency of intervention, at-risk children need to be taught individually for part of each day, graduating later to small groups and to in-class support, before independent progress in the regular class becomes viable. ◗ As well as attempting to improve basic academic skills, early intervention must also focus on correction of any negative behaviours such as poor attention to task or avoidance that are impairing the student’s progress.
1993). Bryan (1998) suggests that almost 60 per cent of SpLD students experience problems of being ignored, isolated, or rejected by classmates. In addition, 42 SOCIAL AND BEHAVIOUR AL ISSUES 43 some students with learning problems may become victims of teasing and bullying. The situation is most problematic for students who also have an emotional or behavioural disorder; and there is a danger that such students become marginalised or are openly rejected by classmates. Wiener (2002) reports that many students with learning difficulties have major problems with social relationships and exhibit a variety of emotional reactions.