...Coping with Learning Disabilities Stephen Odom College 100 American Military University Maureen Augustin Coping with Learning Disabilities Many people around the world suffer from some type of Learning Disability (LD). Learning disabilities affect the way people receive, process, analyze, and store information. Many types of learning disabilities have been identified over the years. They can affect many different facets of a person's life, such as concentration, focus, reading, math, or writing. Many people that are diagnosed with a learning disability have more than one. LD has always been difficult to define as a disorder, but is typically seen as “unexpected” underachievement (Swanson, Harris, and Graham 2003). There are many tools and techniques that have been developed to help these people cope with their disability. Many disabilities are diagnosed early in life when a child is noticed to have difficulty communicating effectively, speaking, reading, writing, solving a math problem, or any other task that should be performed at their appropriate age level. There are many different types of learning disabilities that have been identified. Some of the more common ones are dyslexia, dyscalculia, and dysgraphia. Although they are not classified as learning disabilities, attention deficit hyperactivity disorder and autism also present learning difficulties. Dyslexia is the most common, and most well known, learning disability. According to Montgomery (2007), “The term...
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...students have a language based learning disability and the most common one is Dyslexia. I am one of those Dyslexic people. To deal with Dyslexia, I had to use some life skills to cope and overcome the adversity. It was hard work, but it paid off because eventually. I felt very proud of myself as my reading improved. Insight and initiative were two key skills that helped me. I found out that I had Dyslexia at age 8 after having some testing done with a psychologist. She explained that Dyslexia was not my fault because it can be caused by the genes you are born with. She told me there was not a cure to make me better but some...
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...Autism Autism or autism spectrum disorder (ASD) are complex disorders of the brain. These disorders include difficulties with verbal and nonverbal communication, difficulties in social interaction, and uncontrollable repetitive behaviors. All of these can have different degrees of severity. Symptoms tend to emerge between the ages of two or three 1 in 68 American children are on the autism spectrum Autism is associated with intellectual disability, issues with motor coordination and attention Other characteristics often associated with autism are: resistance to environmental change and / or change in daily routine unusual responses to sensory experiences In some cases, those with autism excel in math, art, and music Deaf-Blindness Deaf and blindness are impairments in hearing or an impairment of sight. It can also be a combination of the two. This impairment often restricts access to communication, the environment, and people. Both can be caused by birth defects, disease, and injury Both can create difficulties in communication With either impairment, students have the ability to excel in many subjects Developmental Delay Developmental delay is a condition of a child being less developed mentally and / or physically than is considered normal for its age. Often called “developmental milestones” Can be caused by genetics, complications of pregnancy and birth, and environmental issues Often observed with children who are born premature There are five developmental...
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...effective with learning disabled students is direct instruction. Students with a learning disability may have problems with reading comprehension, oral expression, or visual perception. Direct instruction helps LD students with these aspects they struggle with. Students may not understand the question being asked in a word problem no matter how many times they read it because being able to read it does not mean they understand the material being read. If the learning disabled student is lead step by step, they won’t get lost and will be able to better comprehend the learning material. 2. Fairness in the video was defined in the video to be giving people what he or she needs and not to treat everyone the same. If LD students were taught the same way as student, who learns at a normal pace, they would not be able to keep up with the rate of the lesson. A strategy that was mentioned was the use of a one on one conference. With the use of one on one conference, the teacher can address problems observed in the class and work out compromises with the student. Teachers can also give students worksheets that are easier to understand and more straight to the point to the learning goals if he or she is struggling to keep up. 3. LD students will receive more assistance to help them get to the same learning goals as the rest of the class even if it is a slower process. Differentiated lesson plans will provide different rates of learning so that all students, including learning disabled students...
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...Learning Disabilities Learning Disabilities I choose an article about second and third grade students with a learning disability, specifically fluent oral reading. This study was large statewide study with 10,339 learning disability students. The study showed that most of the children with the learning disability were not up to grade level reading. Historically, most students with a learning disability struggle with reading. Students who struggle with reading will most likely struggle in all other classes because almost all classes have to do with reading. In the article it tells how most students with a reading disability struggle with not only reading fluently but, reading fluently out loud to a teacher or peers. This is a problem because with out being able to read fluently out loud it could become very hard to comprehend what the text is saying. To fix this problem the schools are trying to detect the reading problem as soon as possible, then get the student in a reading program and only focus on reading out loud. For the program they would need to set a standard but some people don’t think that there should be a stander set for disability children. I think that a early learning reading program would be a great idea over all just because of how important reading is for all of school and the rest of a persons life. I also think the their should be some sort of standard set but the standard should be set for each personal...
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...Learning Disabilities A learning disability is a neurological disorder. A learning disability results from a difference in the way a person's brain is "wired." Children with learning disabilities are as smart or smarter than their peers, but they may have difficulty reading, writing, spelling, reasoning, recalling and/or organising information if left to figure things out by themselves or if taught in conventional ways. Two important facets of learning disabilities are: There is a discrepancy between achievement and intelligence of a learning disabled person. Learning disabilities do not include learning problems that are primarily the result of visual, hearing, or motor disabilities, of mental retardation, of emotional disturbance, or of environmental, cultural, or economic disadvantage. A learning disability can't be cured or fixed; it is a lifelong issue. With the right support and intervention, however, children with learning disabilities can succeed in school and go on to successful, often distinguished careers later in life. Characteristics for identification of a child with LD: At the PreSchool Stage: Speaks later than most children Trouble learning numbers, alphabet, days of the week, colors, shapes Extremely restless and easily distracted Trouble interacting with peers Difficulty following directions or routines Fine motor skills slow to develop At the Primary and Middle School Stage: Slow to learn the connection...
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...graders in the 90-minute math block. The small group contained six Specific Learning Disability students. The opportunity to perform and teach this lesson proved to be challenging, but at the same time very rewarding. Specific Learning Disabilities “Specific Learning Disability means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. This does not include the learning problems that are primarily associated with visual, hearing or motor disabilities, cognitive impairment, emotional disturbance, or that of environmental, cultural, or economic disadvantages” (SLD, n.d.). Teachers and parents may look for the following patterns in students of specific learning disabilities: •Short attention span, unable to concentrate on a task for very long. •Disorganized in the book and materials •Unable to follow along or often appears to be daydreaming. •Student has difficulty understanding the meaning of the assignment and when it needs to be completed by. •Difficulty in solving multiple math problems. •Difficulty learning the counting system. •Easily upset or frustrated with assignment After researching...
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...Due Process and Parental Rights: Kroot v. District of Columbia (1992) When dealing with children whether they have a disability or not parents have rights that are explained in IDEA. When dealing with children who have disabilities due process and parental rights need to be assured so that the child is receiving the proper services and help. When these rights are not adhered to parents have the right to take action as we will see through the case Kroot v. District of Columbia. In Kroot v. District of Columbia Joseph Kroot’s parents sought reimbursement from the District of Columbia school district for the cost of a private school which they sent their son to after he was not progressing in the public school system because he was not receiving the services he needed (KROOT v. DISTRICT OF COLUMBIA, 1992). Joseph’s parents had him evaluated after receiving reports f4rom his pre-kindergarten teachers and evaluators that he was not paying attention in class, had a short attention span, he had weak fine motor skill and a delay in his language development (KROOT v. DISTRICT OF COLUMBIA, 1992). The psychologist determined that Joseph not only had a delay in motor skill development but also a sensory processing shortcoming that would impede the learning process. Joseph’s parents filed a Confidential Student Services Form with DCPS (District of Columbia Public Schools) for special education services and provided DCPD with reports from educators at his previous school as well as other...
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...Intellectual disabilities commonly known by “Mental Retardation”, is dubbed for a term used to describe a person's ability to learn at a less than expected level and function in one's daily life. There are several known types of cognitive functions ranging from mild to severe that are viewed as with some form of Intellectual disability or another. The hypotheses of individuals who display or experience mental retardation normally have some type of mental or physical impairment. Due to the barriers and stigmas associated with around the term mental retardation, association, institutions and various fields are adapting to the new terminology intellectual disabilities. According to my reading, in 1990, Congress passed a Law 101-476, recognizing the Individuals with Disabilities Education Acts (IDEA). (Thomas, 2013) Special education terminology has historically under gone construction several times in the United States. (Thomas, 2013) As I began to discuss various questions related to individuals with Intellectual disabilities, you will see how the terminology, law, and the identification of ID is very much an open wide debate. Interesting enough, what was perceived as my understanding of children with Intellectual disabilities was not to far off in terms of my opinion. I would venture to say that, maybe I was not as informed as previously thought off. Now, moreover, in knowing that there are different levels of disabilities, ignorant people, I including, almost categorize...
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...“People with Learning Difficulties are unique individuals with their own likes and dislikes, history and opinions. They have the same rights as everybody else” To begin my assignment I will be discussing the history of social exclusion in relation to people with l’earning difficulties/disabilities . I will then outline process of Social work and in particular I will be focusing on intervention and how intervention has been used in relation to my chosen case study. In addition to this I will pay attention to a number of key issues in relation to society’s views on people with Learning Difficulties. I will also be discussing what Laws, Policies and Practices have been implemented to protect people with learning difficulties from oppression and discrimination and how effective these Laws have actually been in assisting people with Learning Difficulties to live the life they choose to live. During the late 19th century in particular, socially excluding people with learning disabilities was particularly inherent. At the time, those with ‘mental deficiencies’ were regarded as degenerates, and would often be blamed for social problems such as crime and poverty. This in turn led to the removal and institutionalisation of people thought to be ‘feeble minded’ and those referred to as ‘idiots’. Wolf Wolfensberger first published his thoughts about normalisation in 1972, through his works ‘The principle of Normalization in human service’. Wolfensberger argued that many of the problems...
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...You will want to tailor the weekly activities to your personal schedule and time commitment. Section Read View Study Activities Getting Ready to Pass Be sure you can access: 1. Course of Study (COS) 2. Learning Resources: Vital Source Text: Henley, M. R., Ramsey, R. S., & Algozzine, R. F. (2009). Characteristics of and strategies for teaching students with mild disabilities (6th ed.) UWillTeach Courses 3. External Websites: ParentCenter Hub IRIS Resource Locator 1. Watch the Welcome Video 2. Review the course competencies: Historical and Philosophical Foundations of Special Education Professional and ethical Practice Characteristics of Individuals with exceptional Learning Needs Special Education Law and Ethical Issues Special Education Policies and Procedure Connect with Course Mentors Email links: Dr. Amy Hughes x4920 Dr. Lynn Renz Brogan x4110 Set up a binder or online writing space for your Special Education Resource Manual Section Read View Study Activities Section 1 Historical Overview: Societal and Historical Issues, Landmark Court Cases and Laws Free Appropriate Public Education (FAPE) TEXT: Characteristics of Teaching Students with Mild Disabilities (Vital Source) Read: Chapter 1 Foundations of SPED Court Cases: pg. 3-13, pg. 21 Table 1.2 Selected Judicial Decision since Passage of Public Law 94-142 TEXT: FAPE Defined UWillTeach Course 9, Module 2, Lesson...
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...Article Review: Teacher Attitudes Toward Dyslexia: Effects on Teacher Expectations and the Academic Achievement of Students with Dyslexia A study by Bakker, Denessen, Hornstra, van den Bergh, and Voeten (2010) examined teacher attitudes toward dyslexia and the effects of these attitudes on teacher expectations and the academic achievement of students with dyslexia compared to students without learning disabilities (Bakker et al. 2010). The objective of the experiment is to examine whether students with dyslexia are indeed at risk for stigmatization by their regular education teachers, which can result in lower teacher expectations for these students, and whether lower teacher expectations can affect the achievement of students with dyslexia. Throughout this correlational descriptive research study, three research questions took emphasis: 1.) To what extent do teacher attitudes toward dyslexia predict teacher expectations for individual students with dyslexia? 2.) To what extent do teacher attitudes toward dyslexia predict the achievement of students with dyslexia? 3.) Does the association between teacher attitudes toward dyslexia and the achievement of students with dyslexia appear to be significantly mediated by teacher expectations? The results of their study were inconclusive, as they received variable results across the spelling, math, and overall academic achievement that the author(s) was unable to make a definitive correlational statement on the relationship between...
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...Case Study: Student with Special Needs Essay Andrew Robidas Grand Canyon University UNV 555 May 14, 2014 Case Study: Student with Special Needs Essay Introduction Beginning in the mid-2000s, more than six million kids ages between six and twenty-one were receiving special education and other needed special services through the Individuals with Disabilities Education Act (IDEA) that was implemented starting in 1997. This was a twenty-five percent increase from 1993, where approximately 4.8 million children were getting special necessities. In today’s society, students who have disabilities are offered attention that is different from students who do not have disabilities in public schools and the court system. Before 1975, an administrator could refuse special services to student with disabilities if they did not exist. In 1975, Congress passed the Education for All Handicapped Children Act (EAHCA). In addition, Congress also reauthorized the Individuals with Disabilities Education Act (IDEA) in 1990. Both of these acts allowed disable students the opportunity to obtain a quality education, as well as prepared them for a future career and living on their own (GCU Lecture Notes 2010). The following essay identifies a problem that happened within a school regarding a disable student. It summarizes the problem and provides a thorough examination of reactions of the perceptions and conventions of those individuals involved in the problem. Finally, it discusses...
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...Intellectual Disability KAR 91-40-1 (oo) "Intellectual Disability" means significantly sub-average general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period, which adversely affects a child’s educational performance. Exclusionary Criteria: A child must NOT be determined to be a child with an exceptionality if the determinant factor is: Exclusionary Factor How to Evaluate Evidence shows that the student’s previous reading instruction Lack of appropriate instruction in reading, and curriculum addressed phonemic awareness, phonics, including the essential components of reading vocabulary development, reading fluency (including oral reading instruction (defined in section 1208(3) of the skills), and reading comprehension strategies. This evidence may ESEA(NCLB); come from; (a) an evaluation of the school’s basal curriculum and supplemental materials, and (b) that the student actually received instruction provided by highly qualified teachers using appropriate basal curriculum and supplemental materials. For a child three to five years old, who is not yet enrolled in kindergarten, teams should consider “appropriate instruction” as the child’s participation in appropriate activities. This evidence may come from interviews with family and other caregivers and through observation in the child’s natural environment that indicates whether or not the child has been exposed to activities appropriate for...
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...help him to overcome symptoms of abnormalities or the disorder. First of all I am going to give you information related to the term behavior. Every one of you are very much familiar with the term behavior you use this word many time in your class Learning disabilities are neurologically-based processing problems. These processing problems can interfere with learning basic skills such as reading, writing and/or math. They can also interfere with higher level skills such as organization, time planning, abstract reasoning, long or short term memory and attention. It is important to realize that learning disabilities can affect an individual’s life beyond academics and can impact relationships with family, friends and in the workplace. Learning disabilities should not be confused with learning problems which are primarily the result of visual, hearing, or motor handicaps; of mental retardation; of emotional disturbance; or of environmental, cultural or economic disadvantages. Generally speaking, people with learning disabilities are of average or above average intelligence. There often appears to be a gap between the individual’s potential and actual achievement. This is why learning disabilities are referred to as “hidden disabilities”: the person looks perfectly “normal” and seems to be a very bright and intelligent person, yet may be unable...
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