Presentation on theme: "SHORT TERM PROGRAM Learning Disability Foundation Course Experts & Resource Persons. Prof. Veena Mistry, Provost, Navrachana University. Dr. Mandira Sikdar,"— Presentation transcript:
SHORT TERM PROGRAM Learning Disability Foundation Course Experts & Resource Persons. Prof. Veena Mistry, Provost, Navrachana University. Dr. Mandira Sikdar, Program Coordinator, Navrachana University, Vadodara. Dr. Smriti Swarup, Former HOD, Dept. of Special Education, SNDT University, Mumbai. Dr. Preeti Verma, HOD, Dept. of Special Education, SNDT University, Mumbai. Dr.Parul Valia, Pediatrician, Krishna Dev. Centre, Vadodara. Dr. C. S. Buch, Physician, Vadodara. Dr.Arun Phatak, Paediatrician, Kashiba Hospital, Vadodara. Dr. Shruti Bhargava, Director, Training Imprints Pvt. Ltd. Dr. Jigisha Shastri, Director, Training Imprints Pvt. Ltd. Dr. Renuka Gupta, Counselor PGDGC, Faculty of Education & Psychology, The M. S. University of Baroda, Vadodara ; School Psychologist, Navrachana Vidyani Vidyalaya, Vadodara. Dr. Archana Tomar, Asso. Professor, School of Science and Education, Navrachana University, Vadodara. Ms. Valli Pillai, Asst. Professor, School of Science and Education, Navrachana University, Vadodara. Ms. Jamila Firdaus, School Psychologist, Navrachana School, Vadodara. Ms. Deepti Dhar, School Psychologist, Navrachana School, Vadodara. Ms. Deepali Hande, School Psychologist, Navrachana Vidyani Vidyalaya, Vadodara. Ms. Indrani Bhattacharya, School Psychologist, Navrachana Vidyani Vidyalaya, Vadodara. Ms. Megha Sheth, School Psychologist, Navrachana International School, Vadodara. Periodically ……….. Medical practitioners (Pediatricians, Neurologists) and Experts in the field of Learning Disability will enrich the Program with their expertise and experiences. NAVRACHANA UNIVERSITY VADODARA VASNA ROAD, VADODARA GUJARAT – PHONE: (+91) , A UGC recognized statutory University DYSLEXIA DYSCALCULIADYSGRAPHIA ADHD
common misconceptions about LD LD children are not ‘retarded’ ! Given the right opportunity and appropriate education, they can develop into ‘normal’ adults. Research studies have proved that 58% of adults with self- reported learning disabilities lacked the basic functional reading and writing skills considered necessary to experience professional and academic success. Most of these adults had not graduated high school due to the failure of the school system to recognize and/or accommodate their learning disability. Many adults with learning disabilities have difficulty in performing basic everyday living tasks such as shopping, budgeting, filling out a job application form or reading a recipe. Vocational and job demands create additional challenges for young people with such learning disabilities such as slow processing of information, poor attention span, forgetfulness and other organizational difficulties. our endeavors in this direction…. In India, around 13 to 14 per cent of all school children suffer from learning disorders. Unfortunately, most schools fail to lend a sympathetic ear to their problems. However, with proper diagnosis, appropriate education and support from family, friends, teachers and peers, these children can lead a successful and productive life. Thus, the importance of identifying a learning disability as soon as possible, so that the child can begin to learn in alternative ways and achieve success in school, cannot be emphasized enough. If not detected and treated early, these disabilities can have a tragic "snowballing" effect. For instance, a child who does not learn addition in elementary school cannot understand algebra in high school. The child, trying very hard to learn, becomes more and more frustrated, and develops emotional problems such as low self-esteem in the face of repeated failure. What should then be the future strategy to cope and overcome this problem? What are some of the biggest challenges facing classroom teachers of learning disabled children? What assistance or resources do teachers have while working with children with so many different ability levels? we believe that Early intervention reduces incidence of extreme steps such as repetition of a class or even expulsion from school, which, needless to say, could have an adverse effect on the child's self- esteem and leave an indelible scar on the psyche. At Navrachana University, we acknowledge the significance of this problem and feel the need to attend to the same urgently in terms of a unique Program wherein trained personnel would help early childhood educators understand and assess the extent of Disability and support these children accordingly. The possibility of deterioration in future can thus be arrested through early detection, diagnosis and appropriate remedial measures. our objective as educators …. no child to be left behind The initial years of schooling i.e. the elementary years (K – 4 th grade) are crucial from an educational standpoint. It is during these formative years that children learn the ‘building blocks’ upon which future skills and knowledge is based. Successful acquisition of these ‘basics’ is imperative not only for future learning, but also for success in future work and life in general. The pace of learning in these years is intense, and if a child falls behind, for any reason, it can be very hard to catch up in the later years. learning disability …. fact or myth ? LD is a neurological disorder that affects the brain's ability to receive, process, store and respond to information. LD refers to disorders that manifest in childhood as persistent difficulties in learning to read efficiently (dyslexia), write (dysgraphia) or perform mathematical calculations (dyscalculia) in children who have otherwise no evident intellectual or sensory deficit. LD afflicts almost 5-15% of school-going children and is believed to be genetically inherited. These ‘academic problems’ gradually have an adverse impact on the quality of life, viz. self-image, peer and family relationships and social interactions. The Program for Learning Disability would be conducted in 3 separate modules in 1 academic year. i.Foundation Course ii.Certificate Course iii.P.G. Diploma. Duration of Foundation Course would be three months (4 days a week, 4.30 – 6.30 pm). Eligibility Criteria: Graduate in Psychology / Social Work / Education / ECCE. Parents are especially encouraged to enroll for this Program. Fees : Rs.7000/- for Foundation Course Application forms available from - 28 June, Last date for receipt of application - 10 August, 2011.