How do you treat a word finding difficulty for a child with moderate mental retardation?
831698
Teach him slowly and one step at a time. Get the doctor's help also.
843182
Check into the book Reading Reflex. A child needs to have a strong ability to decode the words before being able to understand what s/he's reading.\n\nIf I'm understanding you, she needs more practice in blending sounds together? You can just play games on the side to encourage the blending of sounds together. Example: "I'm thinking of a word with the sounds /k/ /a/ /t/ [say the sounds, not the letter names]. Can you guess what the word is?" The above book has different activities and things to help.
977800
Some I ran into:\n\nBe careful that they are learning to read the words and not just memorizing them.\n\nUnderstanding phonics is a big one.\n\nTwo letter sounds "ee" "ea" "ou".\n\nThe silent "e" rule.\n\nDo not push them beyond their limits time wise or level of book wise.  Time you will know, when they get antcy or stop paying attention, etc.  Let them pick the book to use, if its too hard that is okay, but they will realize their limits and see progress that way.
369116
Giving them vocabulary, and making them write a complete sentence with every word. I must say, the whole teaching parts of the sentences gets lost on kids, it's pointless. Just make them write sentences, while it may be onerous, it's better. Also, you could write an incorrect sentence and have them rewrite it.
94413
The terms mild, moderate, or severe are trems the medical community likes to through out to help parents feel some sort of ease in their childs disability.  In concerns to the childs learning abitliy and how the teachers teach or treat students with learning disabilities, there should be not worries.  Let me explain... By law every student has the same right to an education without predjudice to their learning ability.  The student with a learning disability, (or his/her parents) need to let the school know that the student needs accomidation.  These accomidations are spelled out in every state and must be given to all who ask and are documented wtih a disability.  There are even accomidations for students that have no disabilities, that are required by law available for thier use.  Every school in the USA should have someone that works in Disability Support Services.  They will have all the information and acconidations avaliable for you. But Remember!!  YOU MUST ASK FOR ACCOMIDATIONS.  Once the advisor for disablity services has document the students needs, and gets it aproved by the state, a copy of that students accomidations is given to his/her instructors. The instructor are bound by law and the school to give those accomidation.\nAccomidations can range from:  extra time on test, private room for testing, scribe, lessons on tape, large text books,use of a calculator for ALL math, use of a computer.  This is a very short list of what may be available, but please don't give up.\nAs far as implications for the teacher, trust me there are NONE, we will do everything possible to help a student succeed, and I do mean everything,  Well except give them the answers.  Good luck, a disability support instructor.\nIn my site source, if you live in wisconsin (wi)type in your states initials.
447011
Dont worry over a course of time it gets corrected.,\nI dont know whther it is because the language itself is a problem . That is he has to read in English medium whereas hiw mother tongue is say TAMIL. What I am hinting at is if he is unable to comprehend easily what he is reading then naturally it is slow.\nTry to read aloud and ask him to repeat. Daily do the same pages with him. Within a week you would find remarkable change .That is what is easily byhearted can be repeated just by a look at the lines. Both mind and eye work here .\nThese are simple practical ways. Do it several times for all subjects for a year or so. He would shine very soon. Get him the type of story books he likes to read.
738835
I don't know if i would be much help to you but i am a psychologist for intellectually delayed children and the general steps is obviously to first find the cause of the delay as you probably know there are numerous - then using the IPA; the symbols are divided into three categories: letters, diacritics, and suprasegmentals (symbols that indicate such things as the tone and inflection of a spoken utterance). These categories are then divided into smaller sections. For example, letters are divided into vowels and consonants, and diacritics and suprasegmentals are divided according to whether they indicate articulation, phonation, tone, intonation, or stress.\nSo starting from the cause and working with the child slowly until they grasp every step of the IPA is usually the best way
497590
Keep in mind that she is 5! I think it is a little early to take her to have an evaluation for learning difficulties or anything like that, as has been suggested by others. \nAlso, I think a short attention span is normal for a 5 year old- a rule of thumb I have heard is 1 minute for each year of age- so I would be expecting her to concentrate for 5 minutes at a time. \n\nHere are my ideas:\n\n1) Help her to be interested in books\n-let her see you reading, whenever you are reading- point out signs when you are driving, reading the instructions/ingredients when cooking, talk about looking in the tv guide to find out what's on...\n-take her to the library, let her choose the books.\nThere are lots of appropriate books on all sorts of topics (such as looking after pets, making things, etc).\n\n2) Teach the letters in the most creative ways you can think of!\n- draw them in sand with your fingers\n- let her type them on a keyboard\n- make them out of play-doh (I have alphabet cookie cutters, or you could just roll long snakes and make them into the letters)\n-teach her an alphabet song (I like "ants in the apple")\nWhile you're doing these kinds of things, talk about the letters, and the sounds they make- e.g. for B- this is 'bee', it says the 'b' sound.\n\n3) Read to her\nReading material which is appropriate for her to read might not be very interesting for her. If you read books to her which are a bit harder, but more interesting, this will help her to be interested in books.\n\n4) practice reading creatively\n- you could make 'labels' for things in your home (door, fridge, oven, bed), and ask her to help you read the label, and stick it where it needs to go.\n- write her little notes\n\n5) practice for a short amount of time- maybe 5-10 minutes. Come back to it later, rather than tiring her out- she will enjoy it more this way! \n\nI hope these ideas are helpful!
117050
These should do the trick,\nhttp://www.puzzledepot.com/wordfinder2/scrabble.html\nhttp://www.a2zwordfinder.com/\nhttp://www.wordfinder.co.uk/
523323
Alphabet coloring pages, alphabet puzzles, alphabet picture books, pick a letter a week and tape the letter on objects in the house that start with that letter, ones that your child sees alot, each time you pass that object with him/her point it out, maybe harder with some letters than with others.
792726
I know there is a form of dyslexia that deals with numbers rather than letters, but I don't know the name of it.  I have the same problem.  It's annoying.  ::argh::
1186410
i dont know what you're trying to say, but xanax works wonders.  also, hooked on phonics might help.
211381
Work with a professional to help her develop language skills.  No matter how good your intentions, you can't do it on your own.\n\nBeyond that, try to find non-verbal means of expression like drawing or painting.  Kids with language delays can become frustrated when they have something to say but can't say it.  Be creative and try to tell stories with her through painting, clay, or anything else she enjoys.  She's not going to be like everyone else, at least in the early years, so don't expect her to be.  Try to find things she enjoys and develop these as much as possible.\n\nI also think depending on the severity of the delays it might be, as the first poster suggested, a good idea to teach her sign language (and of course learn it yourself, too).  Most kids will speech delays catch up eventually, but sign language may provide a way for her to express herself in the interim.
487671
Practice speaking with them, don't feel bad about correcting them.  they can watch TV or movies, listen to audio books. Even going to the basics with grade school phonics - Hope this helps!
18239
The best method is to have a school psychologist do an evaluation of the child's abilities, achievement, and functioning in school. These services are available without charge to children in public and private schools who are suspected of a learning problem. If you are a parent talk with your child's school counselor or school principal. Don't be put off if they are skeptical. Write a letter to the principal saying that you believe that your child has a learning problem and that you want him or her evaluated for this.\n\nDyslexia is a type of learning disability, and is often called specific learning disability in reading. \n\nYou can also find a school psychologist or other child psychologist in private practice if you want to have an evaluation outside of school. \n\nThere is lots of information on dyslexia online, but be aware that there is lots of misinformation and lots of websites put up by people who want to sell you treatment that is of dubious value. So beware! A few good resources are listed below.
1158393
There is the legal word, Mentally Retarded, and when used by educators is NOT a put-down. It is written into law that way, and is used to communicate about a child's needs. It means that a child needs to practice something many times more than most kids to be able to do it well. The child must learn each skill in smaller steps, too. Knowing this helps the teachers and staff give the child the support he/she needs.\n\nWhat is horribly wrong is when the word "retarded" is used as a put-down by people who don't know any better. If you feel that your child is being teased or put down in school because he/she needs more time and support to learn each skill, talk to the teacher(s) and/or principal about it.\n\nKids are often naturally cruel. We spend lots of time trying to guide them into accepting each other's differences. Kids are teased by each other for being too thin or too fat, for having an extra fair complexion or an extra dark one, for learning extremely quick ("nerd," "geek," etc.) or for learning slower than others.\n\nSomething you may want to do is encourage the teachers to emphasize the strengths identified by your child's IEP committee when dealing with the other children's perceptions of your child. What things does your child do relatively well? How can he/she show those skills in front of the other kids?\n\nBy modeling acceptance and approval of each and every child, teachers can help the children learn how to accept each other's differences.
1094819
Fisrt use a phrasebook, so they will have a basic grasp when they do, you can proceed with learning books.\n\ntry pimsleur learning method,they are recorded books this is one of the best