Which practice is least recommended when helping a child with learning disabilities in a primary classroom?

Maintaining a focus on logical-mathematical intelligence is the least recommended practice when helping a child with learning disabilities in a primary classroom. Children with learning disabilities often benefit from various teaching methods that cater to different learning styles and intelligences. Focusing solely on logical-mathematical intelligence limits the opportunity for children to engage with other types of intelligence, such as linguistic, spatial, or interpersonal, which may be more aligned with their strengths.

On the other hand, providing many visual cues is advantageous for supporting understanding and retention of information. Visual aids can help children grasp concepts that they may struggle with when presented only verbally. Offering cooperative learning activities fosters peer interaction and allows children to learn from one another, which can be especially beneficial for those with learning disabilities who may need social reinforcement or alternative perspectives. Creating a flexible classroom schedule accommodates students' individual needs, allowing adjustments to be made for those who may require more time or different approaches to learning.

By not centering on just one type of intelligence, educators can create a more inclusive environment that recognizes and nurtures the diverse capabilities of all students, particularly those with learning disabilities.