FORUM SUBMISSION SHEET

ASSIGNMENT (INDIVIDUAL)SUBMISSION SHEET

Course Code : ESEB3483

Course Title : INTRODUCTION TO LEARNING DISABILITIES

Course Leader : MISS RABIHA MAYA ADIERA AB RAHIM

Lecturer : DR NALDO JANIUS

Title of Assignment : FORUM DISCUSSION

Submission Date : 29/OCTOBER/ 2024

Student’s Affirmation :
Matric Number Student Name Signature
MS220917932 FATIN ASYIERA NABILA BINTI FATIN
SHAMSHOL BHARI

I will acknowledge the submission of this assignment. I will be responsible if this

assignment is found plagiarized or did not make an improvement as the feedback
received from my Tutor / Lecturer and will bear the consequences.

Lecturer’s Signature:

__________________________
 TABLE OF CONTENT

No. Content Page

1.0 Introduction 1-2
2.0 Overview of Interventions and Instructional Approaches 3-6
3.0 Effectiveness of these interventions 7-9
4.0 Integration of Strategies into Teaching 10-12
5.0 Conclusion 13
- References 14-16
1.0 INTRODUCTION

Learning disability (LD) is a broad term that refers to a specific type of learning
difficulties. A learning disability can make it difficult for someone to learn and apply specific
abilities. Reading, writing, listening, speaking, thinking, and maths are the most common
skills impaired by learning difficulties. Learning disabilities differ from person to person.
As a result, one person with LD may not experience the same learning difficulties as
another. One person may have difficulty with reading and writing. Another person with LD
may have troubles with maths. Another person may have difficulty in all of these areas, as
well as understanding what others are saying.
Surprisingly, there is no clear and consistent definition of learning difficulties. There
are many sectors involved, and people are still questioning what the definition should be.
Currently, professional writings contain at least twelve definitions. Technical definitions from
a variety of health and education sources are provided.

1.1 SPECIALISED INTERVENTIONS

Specialised interventions are important for students with learning disability, it is because they
provide:

❖ Enhanced Learning:
This intervention is intended to develop basic abilities that will be useful for future
learning and growth. These include phonemic awareness, decoding abilities, and
vocabulary growth in reading, as well as the development of maths skills to lay a solid
foundation for future academic achievement.
❖ Increased Independence:
This intervention also promotes independence and self-advocacy by teaching students
the right learning strategies and ways to improve their self-advocacy. It will empower
them to become active participants in their education as well as take ownership of
their learning journey.
❖ Targeted Support:
Interventions show specific learning challenges, such as reading comprehension,
writing skills, or mathematical concepts. That is why we must provide individualised
strategies and ways to overcome these challenges.
❖ Inclusive Environment:

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 This specialised intervention identifies the essential of creating a support and
inclusive environment for students with learning disabilities. As an example,
collaboration between educators, parents and experts to give the necessary
accommodations, modifications, and individualised support that students needed.

1.2 MAIN APPROACHES TO SPECIALISED INTERVENTIONS FOR LD

The main approaches to specialised interventions for learning disabilities that I will discuss
include differentiated instruction, multi-sensory learning, and assistive technology.
❖ Differentiated Instruction:
This method tailors instructions to meet the special needs of each student, by
identifying that student learns at different paces and in different ways.
❖ Multi-sensory Learning:
This way engages multiple senses such as sight, hearing, touch, etc to improve
learning and cater to different learning styles.
❖ Assistive Technology:
This refers to devices, software or tools that help students with learning disabilities to
overcome barriers in the learning situation. For example, text-to-speech software,
speech recognition tools, or digital audiobooks.

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2.0 OVERVIEW OF INTERVENTIONS AND INSTRUCTIONAL APPROACHES
In this section, we will explore approaches to support students with learning
disabilities. As mentioned above, the approaches are differentiated instruction, multi-sensory
learning, and assistive technology.

2.1 DIFFERENTIATED INSTRUCTION

What is Differentiated Instruction? Based on my understanding, DI is a teaching
approach that follows the various learning needs of students in a classroom. It shows that
students learn at different paces and ways, and therefore teachers need to modify their
instruction properly.
The foundation of DI has three main areas of focus which are content, process, and
product.
Firstly, content differentiation. This approach focuses on modifying the information
presented to students based on their readiness levels. It might involve providing simplified
reading materials for students who have difficulty with comprehension, while offering more
difficult texts for advanced learners. For instance, a teacher might give a historical situation
through a simple timeline for struggling readers, while providing a very detailed analysis of
the event's complexities for advanced students. This is to make sure that all students are
engaged with the material at a specific level to their understanding.
Next, we have process differentiation that focuses on tailoring the learning activities
based on individual needs and preferences. This might involve providing different learning
stations, offering a variety of hands-on activities, or allowing students to choose the best
ways they prefer for exploring the material. For example, a teacher could offer a hands-on
experiment for kinesthetic learners, a group discussion for auditory learners, or a visual
presentation for visual learners. This to make sure that all students can access the material
based on their preferences and learning styles.
Moreover, product differentiation focuses on giving students a variety of ways to
show their understanding. This allows them to choose the format that is suitable for their
strength and preferences. For instance, students may be given the option to write a basic
essay, create a video presentation, or design a website to demonstrate their understanding of a
historical event. Through this, students have an opportunity to show their learning in a way
that is meaningful and fun for them.
There are many benefits of DI. It shows a positive learning environment where
students feel valued and supported. It promotes student engagement and motivation, as they

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feel challenged and empowered to learn in ways that resonate with them. And, it also helps to
make sure that all students achieve their goals, regardless of their starting point.
In a nutshell, differentiated instruction is a powerful tool that can be used to create a
more balanced and effective learning atmosphere for all students. By modifying instruction to
individual needs, DI empowers students to learn at their own pace, way and to demonstrate
their understanding in a way that is meaningful for them. As educators continue to strive for
excellence in teaching, DI gives a valuable framework for making a truly personalised and
empowering learning experience for all.

2.2 MULTI-SENSORY LEARNING

Multi-sensory learning is a method that engages multiple senses such as visual,
auditory, kinesthetic, tactile, and olfactory to improve learning and memory. This method
shows that individuals learn and gain information differently depending on how they process
sensory input. Let us delve into the impact of multi-sensory learning.
First, reinforces learning. It is based on the idea of multi-sensory learning that when
more than one sense is involved, several pathways are opened up in the brain for information
processing and storage, which leads to far better learning and retention. By activating
different sensory channels, the brain is then stimulated in a more comprehensive way,
creating a richer and more enduring understanding of concepts. For instance, while learning
fractions, a student will visualise the concept better using pizza slices while also listening to
the teacher explaining the mathematical concepts behind it. This kind of learning involves
many senses and helps the student understand the concept in depth and remember for a longer
period.
Furthermore, multi-sensory learning also increases engagement and motivation.
Students who learn more effectively through practical activities or visual learning find
traditional teaching less interesting and interactive. If there are activities that also involve
multisensory experiences, it would make the learning environment much more interactive and
vibrant, suitable for various kinds of learners. For example, using music and rhymes into
language lessons can make vocabulary acquisition more fun and memorable for students
who respond well to auditory stimuli.
In addition, multi-sensory learning enhances accessibility for students with
learning disabilities. By giving them different ways to access and process information, it can
help students overcome specific challenges connected with their disability. For example, a
student with dyslexia might find that using tactile tools such as sandpaper letters is helpful in

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learning the alphabet, while a student who struggles with processing auditory information
might benefit from visual aids, paired with hands-on activities.
The implementation of multi-sensory learning strategies can be effectively integrated
into numerous subjects. In mathematics, using manipulatives such as blocks or counters will
represent the maths concept to help students visualise and understand an abstract idea. In
language learning, by using music, songs, rhymes can help in remembering grammar and
vocabulary rules. Similarly, science classes can be improved by allowing students to carry out
experiments, prepare models, and other forms of visual aids in order to render the concepts of
science to be more solid and tangible.

2.3 ASSISTIVE TECHNOLOGY

Assistive technology (AT) is any item, piece of equipment, software program, or
product system that is used to increase, maintain, or improve the functional capabilities
of persons with disabilities. It can range from simple, low tech tools like highlighters,
organisers, and timers, high tech devices such as speech to text software and powered
wheelchairs. This is important because it can help individuals overcome barriers and get
greater independence in many aspects of their lives, including learning.
In the context of education, AT plays an influential role, impacting the learning
experience especially for students with difficulties in several profound ways.
Firstly, it enhances access to the curriculum, giving alternative pathways to obtain
information and demonstrate understanding. For instance, students with visual difficulty can
use screen readers to access any digital text, while those with auditory difficulty might
benefit from visual aids and video captioned.
Secondly, AT improves participation in class, enabling students with physical or
cognitive disabilities to engage actively in classroom discussions and activities. For example,
those with mobility impairments can use adapted keyboards or voice recognition software to
participate in discussions or even completing tasks.
Thirdly, AT promotes independence and self-advocacy, allowing students to take
control over their academic journey. By offering tools that support their learning, AT
encourages self-confidence and a sense of responsibility over their education journey. In this
matter, students become more experts at identifying their individual needs and advocating for
the resources they require to succeed. This to make sure that they always become active
participants in their learning process as well as increasing their self efficacy.

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 In conclusion, assistive technology is not just about offering tools, it shows a
paradigm shift in educational practices, encouraging a culture of inclusivity and accessibility.
By embracing AT, teachers can create a learning environment where every student feels
appreciated, supported, and empowered to reach their full potential. This commitment to
inclusivity makes sure that all students have an equivalent chance to learn, grow, and
succeed, regardless of their abilities.

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3.0 EFFECTIVENESS OF THESE INTERVENTIONS
In this section, we will explore the effectiveness of three common interventions for
students with learning difficulty which are Differentiated Instruction, Multi-sensory learning,
and Assistive Technology. This approach will be assessed based on research findings, and
point out their strengths and limitations.

3.1 DIFFERENTIATED INSTRUCTION

Research Supporting Effectiveness:
- Studies indicate that DI has the potential to improve academic performance among
students, especially those who have learning disabilities. (Minshew, 2020)
- Studies also show that differentiated instruction can enhance student engagement,
motivation, and self-confidence. (TheDigiTeachers, 2020)
- The methodology enables much more personalised education, where learners can go
at their own pace and explore materials in ways that meet their own unique learning
preferences. (Sahril et al., 2021)
Strengths:
- Individualised Learning:
DI provides teachers with the opportunity to cater to each student’s unique needs,
facilitating a more personalised approach in learning.
- Increased Engagement:
DI increases student interest and motivation by aligning the lessons with their
interests and learning styles.
- Enhanced Learning Outcomes:
Personalised learning methods can lead to better understanding, retention, and
academic achievement on the part of diversified learners.
Limitations:
- Time and Resource Restraints: To implement differentiated instruction properly, a lot
of planning, continuous assessment, and numerous resources are required, which are
very hard for the teacher to handle within time and budget limits.
- Standard Curriculum Requirements: It stresses the teachers as to how to balance
individual learning with keeping standard curriculum requirements.
- Professional Development: Teachers need to be adequately professionally trained and
supported to implement differentiated instruction techniques effectively.

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3.2 MULTI-SENSORY LEARNING
Research Supporting Effectiveness:
- Various studies show that multi-sensory learning could potentially bring about better
retention of memories, engagement, and understanding among students with learning
difficulty. (Obaid, 2012)
- Research has shown that multi-sensory techniques, in fact, may be quite highly
effective to help students with dyslexia through effectively enhancing reading, writing
and spelling skills. (Singh, 2021)
Strengths:
- Improved Memory:
This multi-sensory of learning embeds information more effectively into the memory
by opening multiple ways of processing it.
- Engagement:
It may be more intriguing and interesting if it involves a number of senses, that is the
reason for better and higher levels of participation and motivations from the students'
side.
- Better understanding:
Sometimes, explaining through different senses might get better comprehension,
p[articularly in those students who do not easily comprehend under conventional
modes of teaching.
Limitations:
- Overwhelm: Too much sensory stimulation can be too much to handle by some
learners, especially in the case of sensory processing problems
- Not suitable for All subjects: The methods are not always appropriate for all
subjects or learning objectives.
- Resource Intensive: Basically, multi-sensory methods demand more resources and
time compared to traditional ones.

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3.3 ASSISTIVE TOUCH
Research Supporting Effectiveness:
- Several research shows that assistive technology can completely enhance academic
outcomes for students with learning difficulty, containing improvement of reading
fluency, writing quality, and overall academic performance. (Obafemi Ayodeji
Olayemi & Ishola Ayodele Oluwaseun, 2023)
- Research has also pinpointed various positive outcomes of assistive technology on the
self-esteem, motivation, and social participatory skills of students with special needs.
(Hub, 2024)
Strengths:
- Increased Access:
Assistive Technology will provide learners with disabilities the access to information
and learning opportunities that otherwise would not be accessible.
- Promotes Independence:
By providing the tools and strategies to overcome certain challenges, assistive
technology can promote student independence and self-efficacy.
- Enhanced Learning:
Assistive technology can facilitate learners with learning difficulty to engage with
content more effectively to enhance their understanding and academic performance.
Limitations:
- Cost:
The costs of some assistive technologies are also quite pricey, whereby schools
operating on extremely tight budgets may face difficulties in acquiring proper devices
and software.
- Training:
Teachers and students should be given proper training and support to use assistive
technology.
- Accessibility:
Not every student with a certain kind of disability could have access to all kinds of
assistive technology, and that is why individual adjustments or modifications may be
required.

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4.0 INTEGRATION OF STRATEGIES INTO TEACHING
In this part we will delve into how to successfully integrate differentiated instructions,
multi-sensory learning and assistive technology into a classroom setting to make a
personalised and supportive learning environment.

4.1 PERSONALISED LEARNING: MEETING INDIVIDUAL NEEDS

(Assessing Individual Needs)
- Pre-Assessment:
A pre-assessment is a beginning of a year assessment that is useful for formative and
summative purposes. Some of the ideas this may be considered for include:
Learning Style Inventories:
Teachers may be able to determine through things like the VARK model what their
preferred learning style is. Students seem to prefer Visual, Auditory, Read/Write, and
Kinesthetic in applying the VARK model.
Diagnostic Tests:
Administering standardised tests or designing one’s own assessments to identify
where students stand in terms of their knowledge and skills in key areas of the content
area.
Student Interviews:
Engaging in individual conversations with students to learn about their strengths,
weaknesses, learning preferences, and certain challenges each might face.

(Designing Lessons Accordingly)

- Content Differentiation:
Providing multiple levels of content for each lesson will make sure that all students
can access and engage with the material. This could involve:
Tiered Activities:
Giving different levels of complexity or challenge within a single activity, allowing
students to choose the level that best suits their skills.
Choice Boards:
Providing students with a menu of learning activities in which to engage, giving them
choices in order for them to make decisions on what best fits their interests and
learning styles.

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 Practical Example: In a unit about the Malaysian Revolution, a teacher might
provide tiered activities for students involved in a research project. Options might
range from a simple timeline to developing a more intricate infographic to writing a
persuasive essay on arguing for or against an event.

4.1.1 COLLABORATIVE ENVIRONMENT: VALUING DIVERSITY

(Fostering a Supportive Classroom)
Establish Clear Expectation:
Clearly set up expectations for respectful communication, active listening, and
collaboration that make students feel safe and valued.
Celebrate Diversity:
Acknowledge that every student has different strengths that each of them brings to the
classroom. Allow them to express experiences, cultures, and ways of learning.
Practical Example: A teacher could create a “Learning Styles Wall” where students
can share their preferred learning methods such as visual, auditory, and kinesthetic
and how they best learn. This encourages open discussion and understanding of
different approaches.

4.1.2 ONGOING ASSESSMENT: MONITORING AND ADJUSTING

(Continuous Monitoring and Adjustment)
Formative Assessments:
Provide regular formative assessments through exits, quick quizzes, or informal
observations, and use these to inform student understandings and areas of
improvement.
Student Feedback:
Utilise student feedback in informing teachers teaching by eliciting from students
their thoughts on a learning experience, concerns, and suggestions for improvement.
Practical Example: A teacher could use “Think-Pair-Share” activities at any moment
in lessons to explore student understanding, allowing them to make immediate
feedback and changes within the lessons itself, depending on the responses.

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4.2 MULTI-SENSORY LEARNING: ENGAGING MULTIPLE SENSES
Visuals Aids:
Teachers may use diagrams, flow charts, maps, and other types of illustrations to
deliver information in an interesting format.
Auditory Learning:
To engage with the auditory learners, teachers can use audio recordings, music, and
spoken word activities.
Kinesthetic Learning:
To blend in with kinesthetic learners, teachers encourage movement and hands-on
activities.
Practical Example: During a history lesson on ancient civilizations, a teacher could
use a combination of visual aids like maps and pictures, auditory learning as an
example audio recordings of historical narrations, and kinesthetic learning where
students can build models of ancient structures.

4.3 ASSISTIVE TECHNOLOGY: SUPPORTING DIVERSE NEEDS

Text-to-Speech Software:
Text- to text speech software can be made available for use in helping students who
are poor readers and those who may have visual problems.
Graphic Organizer:
Graphic organisers will be helpful for students in giving organisation, note- taking and
planning skills.
Adaptive Equipment:
Provide adaptive tools such as pencil grips, specialise keyboards, or alternative digital
input devices, this is to support students with physical difficulty.
Practical Example: The teacher may use a digital whiteboard with text to text
speech capability to read the text for students who had struggled in reading the text.
Students with dysgraphia might use a word prediction program that assists the
completion of their writing.

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5.0 CONCLUSION
In a nutshell, it is essential to use a variety of instructional methods in order to meet
the different needs of students with learning disabilities. Application of one size fits all thus
proves ineffective since most of the students with disabilities often need specific
interventions and accommodations to address the difficulties they face. This
multidimensional approach from the educator will make the learning environment all
inclusive and interactive , hence giving rise to a sense of belonging and developing
academically.
Moreover, personalised learning relies on differentiation to meet unique needs in each
of the individual students. It recognizes that students learn at different paces and in different
ways and gives the educator the actual freedom to do what each student may need
individually to optimise his or her learning process. It is at this point that educators will be
able to help students with learning disabilities develop their strengths, work out their
weaknesses, and realise their full academic potential by offering them the necessary support
and guidance.
Finally, it covers the adoption of numerous instructional strategies, hence the focus on
personalised learning as part of an effective and supportive learning environment for
learners with learning disabilities. With such practices, the educators can equip these
students to overcome the challenges, embrace their learning styles, and eventually be
successful in their education journey.

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