[{"id":"5","title":"Helping children who are slow learners","detail":"Personally, I despise the term slow learner. To label children as anything at all is deplorable, but to label them as \u2018slow\u2019 is demeaning and degrading\u2013not to mention telling them they are not as good as others. But nevertheless, there are children who do need extra help and who do need specialised teaching to allow them to learn and grow. Does this make them a slow learner? Maybe, but remember\u2013if you tell someone they are something long enough and loud enough they will become just that.One of the most difficult tasks of parents and educators is to determine if their child is a slow learner because they cannot keep up with others or because they choose not to keep up with others.","image":"http:\/\/apps.mechuter.com\/abc\/newsimage\/fj.jpg","video":""},{"id":"4","title":"Slow learners need care","detail":" Slow learners need care Pupils with limited ability due to different reasons in the education process need care Gowhar Naz Srinagar, Publish Date: Feb 2 2018 11:34PM | Updated Date: Feb 2 2018 11:34PMSlow learners need careFile Photo \u201c If a child can\u2019t learn the way we teach, we should teach the way they learn\u201d \u2014 Ignacio Estrada Probably all among you would share the same thought that awareness of varying styles of conceptualization help us understand the wide individual differences in the way students react to different approaches of teaching. Some students seem to be characteristically reflective and some impulsive. However, impulsive students have fast conceptual tempo. They tend to come-forth with the first answer they can think of and are very much concerned about giving quick responses. In that way, they often win plaudits of their teachers. On the contrary, reflective students take time before they speak. They seem to prefer to evaluate alternative answers and to give correct rather than quick responses. It is the short period of meditations that has labelled the reflective students as slow learners. Notwithstanding the fact that reflective students perform better tasks requiring analysis of the details, they are often under-estimated and repressed. The commonest fate is mental depression.","image":"http:\/\/apps.mechuter.com\/abc\/newsimage\/dfh.jpg","video":"sd"},{"id":"3","title":"U.S. autism rate up 15 percent over two-year period","detail":"Researchers at the Johns Hopkins Bloomberg School of Public Health contributed to a new U.S. Centers for Disease Control and Prevention (CDC) report that finds the prevalence of autism spectrum disorder (ASD) among 11 surveillance sites as one in 59 among children aged 8 years in 2014 (or 1.7 percent). This marks a 15 percent increase from the most recent report two years ago, and the highest prevalence since the CDC began tracking ASD in 2000. Consistent with previous reports, boys were four times more likely to be identified with ASD than girls. The rate is one in 38 among boys (or 2.7 percent) and one in 152 among girls (or 0.7 percent). ASD is a developmental disorder characterized by social and communication impairments, combined with limited interests and repetitive behaviors. Early diagnosis and intervention are key to improving learning and skills. Rates have been rising since the 1960s, but researchers do not know how much of this rise is due to an increase in actual cases. There are other factors that may be contributing, such as: increased awareness, screening, diagnostic services, treatment and intervention services, better documentation of ASD behaviors and changes in diagnostic criteria.","image":"http:\/\/apps.mechuter.com\/abc\/newsimage\/dgd.jpg","video":"dfsdf"},{"id":"2","title":"Language is learned in brain circuits that predate humans","detail":" The research combines results from multiple studies involving a total of 665 participants. It shows that children learn their native language and adults learn foreign languages in evolutionarily ancient brain circuits that also are used for tasks as diverse as remembering a shopping list and learning to drive. \"Our conclusion that language is learned in such ancient general-purpose systems contrasts with the long-standing theory that language depends on innately-specified language modules found only in humans,\" says the study's senior investigator, Michael T. Ullman, PhD, professor of neuroscience at Georgetown University School of Medicine. \"These brain systems are also found in animals -- for example, rats use them when they learn to navigate a maze,\" says co-author Phillip Hamrick, PhD, of Kent State University. \"Whatever changes these systems might have undergone to support language, the fact that they play an important role in this critical human ability is quite remarkable.\" The study has important implications not only for understanding the biology and evolution of language and how it is learned, but also for how language learning can be improved, both for people learning a foreign language and for those with language disorders such as autism, dyslexia, or aphasia (language problems caused by brain damage such as stroke). The research statistically synthesized findings from 16 studies that examined language learning in two well-studied brain systems: declarative and procedural memory. The results showed that how good we are at remembering the words of a language correlates with how good we are at learning in declarative memory, which we use to memorize shopping lists or to remember the bus driver's face or what we ate for dinner last night. Grammar abilities, which allow us to combine words into sentences according to the rules of a language, showed a different pattern. The grammar abilities of children acquiring their native language correlated most strongly with learning in procedural memory, which we use to learn tasks such as driving, riding a bicycle, or playing a musical instrument. In adults learning a foreign language, however, grammar correlated with declarative memory at earlier stages of language learning, but with procedural memory at later stages. The correlations were large, and were found consistently across languages (e.g., English, French, Finnish, and Japanese) and tasks (e.g., reading, listening, and speaking tasks), suggesting that the links between language and the brain systems are robust and reliable. The findings have broad research, educational, and clinical implications, says co-author Jarrad Lum, PhD, of Deakin University in Australia. \"Researchers still know very little about the genetic and biological bases of language learning, and the new findings may lead to advances in these areas,\" says Ullman. \"We know much more about the genetics and biology of the brain systems than about these same aspects of language learning. Since our results suggest that language learning depends on the brain systems, the genetics, biology, and learning mechanisms of these systems may very well also hold for language.\" For example, though researchers know little about which genes underlie language, numerous genes playing particular roles in the two brain systems have been identified. The findings from this new study suggest that these genes may also play similar roles in language. Along the same lines, the evolution of these brain systems, and how they came to underlie language, should shed light on the evolution of language. Additionally, the findings may lead to approaches that could improve foreign language learning and language problems in disorders, Ullman says. For example, various pharmacological agents (e.g., the drug memantine) and behavioral strategies (e.g., spacing out the presentation of information) have been shown to enhance learning or retention of information in the brain systems, he says. These approaches may thus also be used to facilitate language learning, including in disorders such as aphasia, dyslexia, and autism. \"We hope and believe that this study will lead to exciting advances in our understanding of language, and in how both second language learning and language problems can be improved,\" Ullman concludes.","image":"http:\/\/apps.mechuter.com\/abc\/newsimage\/223-Creative-Brain-Logo-Template.jpg","video":"fh"}]