I'm going to be splitting the section until 3 different parts because there are sub-sections that I want to make sure that I understand more before I paraphrase it. I've mentioned in previous posts that whenever I mention "Children" in these posts it doesn't necessarily doesn't mean adults too. I've been trying hard to focus on the teacher's guide, other than digging up other sources, or especially not assuming.
The three sub-sections I'm going to focus on memory, math, and attention. Children with hydrocephalus can throw off their teachers or parents with the ability to memorize facts via root learning. But at the same time not being able to explain the material or answer questions about it. With math the teacher's guide is specific with it not being a problem with all children with hydrocephalus. They are usually able to understand the general concepts, but are stumped by things like sequencing and rote tasks, and things that involve their fine motor skills. I'll be talking about fine motor skills in my next post. They used the difference between learning the concepts of multiplication, and being able to recite the multiplication table. With some students math learned in higher grades like algebra may be impossible. So it's important to see if something can be done about in with the child's IEP if it's a problem. Some children with hydrocephalus possibly regardless of having nonverbal learning disability considering the way the teacher's guide have trouble staying focused in class. This may either having trouble focusing/staying on track in class and/or getting lost in instructions or with complex language. This can be seen as bad behavior. The teacher's guide used the words lazy, dreamy, unmotivated, and inattentive.
For me the memory problems was only ever a major issue in church. So instead of going off topic I'm going to post a link to a post talking about it on the bottom of this one. With both math, and attention my experiences partially has to do with me no longer wanting to put an effort in School through most of Junior High, and High School. But I've realized that it has way less to do with it after reading through the teacher's guide. When it comes the multiplication table, it was a bigger issue trying to memorize. Compared to how long it took my siblings, it took a lot longer than either of them, but I can recite a lot more of it than they can now. With Algebra I was flunking it badly weeks in. I couldn't understand the concepts, but I also refused one on one tutoring, I also constantly forgot to do my homework which wasn't something that was fixed until I had a teacher that forced me to do all of my homework during her class. When it came to attention I thought it had to do completely with not wanting to put in the effort. I got "kicked" out of Algebra after flunking the first semester. I got an "A" in Pre-Algebra the next semester. Then they had me skip between complex math classes, and eventually ended up getting stuck in Special Ed math until I finished school. I would lose track of note taking so at some point I decided to put in the effort. I've spoken with at least two people who attempt to write everything down out of fear of forgetting it, and end up crashing mid-day because of it. When it comes to instructions the experience that sticks out the most is in web design class my last semester of high school. Since it was a complex situation I couldn't understand the first step, and didn't have time to get help before I got way behind in the steps. It was curriculum needed for the second semester, and I had finished my credits so it wasn't necessary to go back and get help at all at that point.
https://www.hydroassoc.org/docs/A_Teachers_Guide_to_Hydrocephalus.pdf
http://timothy-landry.blogspot.com/search/label/Faith
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