¶ … learning disabilities in the light of teaching children with this disorder. It uses 4 sources in APA format.
It is not easy to say who is a learning disabled. A lot of arguments have taken place for a certain time in order to classify the learning disabled. According to the term "specific learning disability" means 'a disorder in one or more basic psychological processes involved in understanding or in using language, spoken or written, which may manifest itself in an imperfect ability to listen, speak, read, write, spell, or do mathematical calculations.
The term includes such conditions as perceptual handicaps, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia'. (Siegel, 1999). Students with genuine LDs who are set with children with imaginary complaints are denied of the education that needs to be given to them. If there is any kind of weakness when classifying a person with LD then, this may create a chaos from the kindergarten till the university level of the child along with the educational institution (Siegel, 1999).
Studies have indicated that learning disability (LD) children achieve less in schools as compared to the normal children. LD's suffer in their nonverbal and verbal social cues. Students with LD have been found to be less competent as compared to normal children at understanding soap operas. Although language deficits are primary characteristics of learning disabilities and have been hypothesized to be related to social problems, few studies have examined the contribution of language deficits to social problems (Bryan, Sullivan-Burstein, Mathur, 1998).
ANALYSIS
What is now not taken into consideration is that there has been a lot of research done on LDs and children with emotional/behavior disorders (EBD), yet what needs to be noticed is how frequent has researches been conducted on children with both of these. "Characteristics common to both disability categories, such as deficits in executive function, hyperactivity, poor social skills, and inattention, provide further evidence of the association of learning and emotional/behavioral problems" (Rock, Fessler, Church, 1997).
LD/EBD appears to suggest general adult adjustment problems. Children discriminated...
consisted of LD and EBD. In addition, unsuccessful students had significantly higher rates of residential or hospital placement.
Unable to access education due to their behavioral deficits or excesses are the students who have EBD. Teachers often complain that serious EBD affects their teaching skills. Many special education teachers are not adequately prepared or trained for the demanding task of meeting the particular educational, behavioral, affective, or social needs of students with EBD (Rock, Fessler, Church, 1997).
Another characteristic common to many students with behavioral disorders that may significantly impair learning is severely reduced frustration tolerance. Systematic introduction to students to new skills, receiving error correction, practice things according to the teacher's guidance etc. should be provided to students with LD. The teacher's duty in response is to endeavor new ways and styles to convey the required rule or conception to the children.
Decreased self-concept is considered a secondary characteristic in large numbers of children with EBD. A student with LD may be able to build self-confidence through performance in other areas, including social connections, positive reinforcement for effort, personality, or character traits, and success in nonacademic ventures. Students with both learning and behavior disorders, however, have a totally opposite feed back. As a result, these children may receive more negative feedback about themselves from others and suffer an associated reduction in self-concept. Decreased academic achievement in students from preschool through postsecondary school is then linked with the reduction in the self-concept. (Rock, Fessler, Church, 1997).
Another important concern for both the students with LD/EBD relates to the potentially lasting effects and negative prognosis of poor social adjustment and social isolation. Deficits in social skills are characteristic of both students with LD and those with EBD. If the child with draws himself/herself from the social circle, then the social rejection can put in danger the social and personal development of the child (Coleman, 1992; Kauffman, 1993; Rosenberg et al., 1992)…
Learning disabilities in children are sometimes difficult to identify. Children can go years without proper diagnosis. If they are never diagnosed, they can go well into adulthood without knowing anything was wrong, impacting their academic performance and career choices. Therefore it is important to understand what some of these learning disabilities are in order to identify it sooner and assist children once identified, by properly instructing the disabled child to
Among all the measures, sentence imitation illustrated the greatest power in discriminating poor and adequate readers (2010). Another study conducted by Flax, Realpe-Bonilla, Roesler, Choudhury, and Benasich (2010) studied the profiles of children with a family history (FH+) of language-learning impairments (LLI) and a control group of children with no reported family history of LLI (FH-) with the hope of identifying "which language constructs (receptive or expressive) and which ages
Distance learning education provides a wide range of resources and learning experiences that are usually much more diverse than the traditional brick and mortar classroom can furnish. This makes this mode of learning more adaptable to a variety of needs by different learner. The next article by Edmond addresses the requirements and standards that need to be met in order to provide adequate access to traditional educational environment for those
Dyslexia is a learning disability, and is a relatively broad term. It makes reading difficult because of the lack of learning comprehension and fluency seen by the dyslexic person (Cherry & Kruger, 1983). There are many ways in which dyslexia can manifest, including the processing speed of language, the verbal comprehension, the phonological awareness, and other factors (Willcutt & Pennington, 2010). Typically, most dyslexic people have trouble reading. It was
Specifically, the parents want their son's teachers to help him not only learn, but to be able to receive instruction from others. So far, they are fairly pleased with the progress that they have seen their son make in the classroom, but wish the teachers could develop more large-group activities and take the time to really make sure their son was a full participant, which they feel would help
Expounding upon a group that has received little attention, and in fact has only been acknowledged for a few years, Vaidya's article is beneficial to the teaching and learning community. Although the identification of such gifted/learning disabled students has occurred, few teachers understand how to best cater to them. Vaidya gives teachers and understanding of some of the techniques that teachers may use to help these students achieve to the