Appendices and Bibliography
Visual Spatial Children: Learning Disabled, Learning Disadvantaged
or Learning Differently
By Cate Turner
Appendix 1 ~ General Rules for Assisting Visual Spatial Learners
• Write directions on the board, on overheads or on paper
• Let them observe others before attempting new tasks
• Use visuals, overheads, draw pictures
• Demonstrate, don't just tell, use "hands-on experiences
• Use fantasy; provide opportunities to use their imaginations
• Make information challenging; they do better with complexity and harder work
• Use discovery techniques; finding patterns; inductive learning, inquiry training
• Say their name loudly to gain their attention and touch their shoulder to get their attention when they do not hear you
• Use a sight approach to reading rather than phonics
• Use a visualisation approach to spelling:
• Teach them to type and let them type assignments on computer or word processor
• Use books rich in visual imagery to enhance interest and ability in reading
• Have them discover their own methods of problem solving e.g. instead of teaching division step-by-step, give them a simple division problem, with a divisor, dividend and quotient.
Have them figure out how to get that answer in their own way.
Don't ask them to show you their steps.
When they succeed, give them a harder problem with the solution already worked out and see if their system works.
• Give them advanced, abstract material, even when they have difficulty with easy, sequential material.
• Avoid rote memorisation; use more conceptual approaches.
• Avoid timed tests. If they are required, allow them to take them at home or alone, trying to beat their own past record, rather than competing with their classmates.
• Teach to their interests e.g. hobbies, after-school interests.
• Engage them emotionally through encouragement.
• Use humour frequently in instruction (not sarcasm).
• Use adaptive techniques to assist them in devising methods of compensating such as:
a) word processing with a spelling correction program
b) use earphones to block out noise when studying
c) make lists to help remember things
d) practice visualisation as a memory aid
e) use rhythm and music as a memory aid
f) tape record lectures instead of taking notes
g) estimate answers before calculating
• Get their attention; talk louder, faster, animatedly with gestures; do not speak in slow monotones, it can put them to sleep
• Use music and rhythms; sing, chant and dance material to enhance memory
• Make them winners e.g. improve their personal best
• Use emotionally charged material; show them that you care about them; see their under-achievement as a temporary condition not a permanent one
Appendix 2 ~ Multiple Intelligences
(Source: Hatch and Gardner (1980). New Research on Intelligence. Learning 88. pp36-38) quoted in Vialle and Perry, 1995, p12)
Gardner suggested that each individual possesses a unique blend of seven intelligences.
While the intelligences are discrete in terms of their existence in the brain, `real-world' activities inevitably involve a blend of the intelligences. It is unlikely that the intelligences can operate in pure form in everyday functioning.
The seven intelligences may be described as follows:
Linguistic intelligence is the ability to use the language to excite, please, convince, stimulate or convey information.
Logical-Mathematical intelligence is the ability to explore patterns categories and relationships by manipulating objects or symbols and to experiment in a controlled, orderly way.
Spatial intelligence is the ability to perceive and mentally manipulate a form or object, and to perceive and create tension, balance and composition in a visual or spatial display.
Musical intelligence is the ability to enjoy, perform or compose a musical piece.
Bodily-Kinaesthetic intelligence is the ability to use fine and gross motor skills in sports, the performing arts, or arts and crafts production.
Intrapersonal intelligence is the ability to gain access to and understand ones inner feelings dreams and ideas.
Interpersonal intelligence is the ability to understand and get along with others.
(Source: Hatch and Gardner (1980). New Research on Intelligence. Learning 88. pp36-38) quoted in Vialle and Perry, 1995, p12)
Bibliography
Baum, Susan, Dixon, Steve and John Dixon. (1991). To Be Gifted and Learning Disabled. Hawker Brownlow Education, Australia.
Freed, Jeffrey and Laurie Parsons. (1998). Right-Brained Children in a Left-Brained World. Fireside, New York.
Gross, Miraca. (1993). Radical Acceleration and Extreme Precocity. In: Gifted Children Need Help: A Guide for Parents and Teachers. NSW Association for the Gifted and Talented. pp127-144.
Vialle, Wilma and Judy Perry. (1995). Nurturing Multiple Intelligences in the Australian Classroom. Hawker Brownlow.
Knight, Bruce and Tricia Becker. The Challenge of Meeting the Needs of Gifted Students in the Regular Classroom: The Student Viewpoint. In: The Australasian Journal of Gifted Education. pp 11-17.
Piechowski, Michael. (2002). Experiencing in a Higher Key: Dabrowski's Theory of and for the Gifted. In: Gifted Education Communicator. Spring Issue. pp 28-36.
Seven Ways at Once. (1995). Addison Wesley Longman, Australia.
Silverman, Linda. (1999). Gifted Children With Learning Disabilites. The Gifted Development Center, Denver. (pamphlet - no pagination)
Sword, Lesley. (2000). I Think in Pictures, You Teach in Words The Gifted Visual Spatial Learner. In: Gifted. 114. pp 1,27-30.
© Cate Turner 2004-
© APDUK 2004-