The document discusses slow learners, emotionally disturbed students, and socially maladjusted students. Slow learners learn at a slower pace than peers but do not have a disability, emotionally disturbed students have severe behavioral or emotional issues affecting their learning, and socially maladjusted students choose not to conform to rules. The document provides characteristics, factors, methods of identification, and strategies for teaching these different types of students.

1. Slow Learners
Socially Maladjusted
and
Emotionally Disturbed
Students

2. - are students who
learn slowly than their
peers, yet do not have a
disability requiring
special education.
(Griffin, 1978)

3. Trivia:
•An average IQ is 100.
•Less than 70 are considered
mentally retarded. Slow
learners score 75 to 90 on IQ
tests..
•Slow learners are not mentally
retarded.
•About 1 out of 5 children
are slow learners.

4. MATH
Reading
Writing
Comprehension
Coordination
Short
attention
span
Trouble
with
abstract
thinking

5. It is important to
distinguished between
slow learners and
those who are
learning disabled.
(Lescano,1995)

6. Slow learners are those who do
not learn successfully due to
general socio-cultural problems,
frustrating past classroom
experiences, inadequate use of
strategies or lack of interest.
Learning disabled students
are formally diagnosed as
“learning disabled” by
specialist in child psychology.

7. Factors that may account slow learners
(Khan, 2008)
• Lack of emotional growth.
• Lack of secure environment
• Limited opportunities for learning
• Absenteeism from school
• Untrained teachers and large class size

8. HOW TO IDENTIFY SLOW LEARNERS
 IQ Test
 Scores on tests
 Grades and teacher’s
rating
 Genese and Upshur (1996:97) note,
“Observation is basic to assessing human
skills and behavior”.

9. CHARACTERISTICS OF A SLOW LEARN
1. Masters skills slowly; some skills
may not be mastered at all.
2. Works on all tasks slowly
3. Has a poor self-
image4. Scores consistently low on achievemen
5. Functions at ability but
significantly below grade level

10. QUESTIONS FOR
TEACHERSWhen you are setting up the lesson:
The student cannot find his/her
materials
When you remind the student about
the last lesson, he/she doesn’t seem to
remember anything
The student appears to have low
“bank account” of general
knowledge and experiences.

11. The students is upset and gets all
the answers wrong, at least in the
way you are asking them to
demonstrate understanding
When there is independent practice:
The student cannot
remember how to do what
you taught in class

12. The student cannot relate and
apply previous learning to new
lessons
When the class is remembering the lesson:
The student does poorly on
tests or on other evaluation
The student cannot explain the lesson

13. How can we deal with slow learners?
Lescano (1995)
 Look for the student’s problem areas
and focus on them with extra tutorial
help.
 Give daily
evaluation.

14.  Reduce distraction as much as possible.
 Shorten or simplify the tasks and
activities. Use simple vocabulary in
instruction and directions.
 Slow learners need
repetition. They can
remember the first and last
word so repetition helps them
establish the middle
information.

15.  Emphasize strengths. Use lots of
praise and reinforcement frequently.
 Be concrete as possible.
Use pictures to present some
words. Pictures help solidify
the important points.

16.  Add variety to academic routine. Do
active things and use educational
games. (Puzzles, word hunt, etc.) Make
learning fun and comfortable. Your
positive attitude is important.

17.  Use eye catching materials
such as colored chalks and
colored papers.

19. FYI:
Short term memory is
commonly limited to 5 to 9 items.
For slow learners, 5 items is
most likely. Too much information
confuses the slow learner.

20.  Let parents know you need
help with their child.

21. Emotionally Disturbed
- refers to youngsters
who present severe behavior
problems or emotional
issues in the classroom to
such a degree that their
ability to be successful
academically in school is
compromised.
National Dissemination Center for
Children with Disabilities (NDCCD)

23. Unusual rage or anger
Gets irritated fast
Unhappy/depressed
(Withdrawal) Anti-social
hyperactivity
immaturity
Characteristics of Emotionally Disturbed Child

24. How to Teach Emotionally Disturbed Child
• Become familiar with the students. Do
not shy away from reaching out.
Resistance, in an emotionally disturbed
child, fuels distrust and animosity.
•Get personal with the child while
maintaining boundaries.

25. • Sit top students near the front of the
class—surrounding the emotionally
disturbed student—to feed positive
energy and fresh motivation.
• Meeting with parents should be
frequent.
• Develop a behavior intervening
strategy.

26. Socially Maladjusted
- is
conceptualized as a
conduct problem,
whereby maladjusted
students choose not
to conform to
socially acceptable
rules and norms.

27. Patterson, DeBaryshe and Ramsey
(1989) describe the process of
antisocial behavior as beginning
with lack of positive family
interaction leading to school
failure and social rejection, then
leading to membership in a
deviant peer group.

28. Characteristics of Social Maladjusted Ch
(Clarizio, 1987, 1992)
• Underdeveloped conscience
• Truant, incorrigible and delinquent
• Lack of empathy
• Failure to take responsibility for behavior

29. Emotionally Disturbed Socially Maladjusted
INTENTIONALITY
“Don’t get it” Gets it but chooses to violate
Misses school due to
emotional issues
Chooses to go truant
Rules
Attendance
DomainAffective disorder Character disorder
AggressionHurts self or others
as an end
Hurts others as a
means to an end
Peer relationIgnored or rejected Generally accepted by
socio cultural group
School behaviorSeen as unable to comply;
Inconsistent achievement
Seen as unwilling to comply;
Generally low achievement;
Excessive absences; rejects
help

30. How to Deal with Socially Maladjusted Child
1. Attempt to identify reasons for the child’s
maladjustment.
2. Speak daily with the child about his day.
3. Discuss misbehavior with the child.
4. Help the child create a list of alternatives
to misbehavior.
5. Refer the child for special education
testing.
6. Meeting with the parents should be
frequent.

32. Reporter:
Ms. Mary Krisna A. Marcos
A.F.G.B.M.T.S.