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advatages of disabilities in learning and teaching
advatages of disabilities in learning and teaching
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Imagine waking up every morning dreading going to school and doing homework. No, it is not just because they are teenagers. This is the frustration thousands of high school students face daily because of the inability to understand words. Many high school students are affected by the significant problem of reading learning disabilities; therefore, in order to effectively address this issue, the nature and level of each student’s needs must be evaluated. Upon researching the wide range of strategies and interventions used in education for such students, it is apparent that the educator who applies the strategy is more important than the choice of which strategy is chosen. Learning disabilities may have a significant impact on students in high school. According to the online article entitled “Learning Disorders”, a learning disability is an inability to understand different skills of learning such as mathematics, reading, listening, speaking, and writing (Learning Disorder 1). Researchers have discovered numerous causes of learning disabilities. The causes range from developmental issues in the brain (Learning Disorders 1) to genetic factors, as well as the environment. No matter what the cause of a disability, the capability to effectively address the problem is extremely important to the educational progress of a student. Reading disabilities pose the greatest impact in the high school arena of learning disabilities. According to Snow, Bruns, and Griffin, “Among students identified with learning disabilities, [eighty percent] have serious reading problems” (Rathvon 175). Learning disabilities in reading are the inability to understand the meaning of words and comprehension of passages (Horowitz 2). This disability can ... ... middle of paper ... ...Newswire, 19 Aug. 2013. Web. 28 Apr. 2014. 3. Horowitz, Sheldon H., Ed.D. “Teaching Reading to Teens with Learning Disabilities.” National Center for Learning Disabilities, 2002. Web. 15 April 2014. 4. "Illinois School Report Card." CPS School Reports. Lane Tech College Prep High School, 2012. Web. 8 Apr. 2014. < http://schoolreports.cps.edu/StateSchool ReportCard/ssrc_2012_unit1440.pdf>. 5. “Learning Disorders.” Student Resource in Context. World of Health 5 May 2010. Student Resource in Context. Web. 25 April 2014. 6. Rathvon, Natalie. Effective School Interventions: Evidence- Based Strategies for Improving Student Outcomes. New York: Guilford, 2008. Print. 7. "Transition Services: Did You Know They're Included in an IEP?" Educators Reference Complete. The Exceptional Parent, Sept. 2013. Web. 11 Apr. 2014. 8. Walton, Gloria. Personal interview. 5 May, 2014.
Reading Methods and Learning Disabilities. (1998, April). Learning Disabilities Association Newsbrief, 38(4). Retrieved December 18, 2013
As societal pressures for higher education increase, more emphasis has been placed on the importance of a minimum of a bachelor's degree from an accredited college or university. This has led to the increased enrollment of students with learning disabilities over the past decade. According to a recent survey from the National Clearinghouse on Postsecondary Education for Individuals with Disabilities, one in eleven full-time first-year students entering college in 1998 self-reported a disability. This translates to approximately 154,520 college students, or about 9% of the total number of first-year freshmen, who reported a wide range of disabilities, ranging from attention deficit disorder to writing disabilities (Horn).
A learning disability is defined as any one of various conditions that interfere with an individual's ability to learn, resulting in impaired functioning in language, reasoning, or academic skills. The National Center for Learning Disabilities explains it as a neurological disorder that affects the brain’s ability to receive process, store and respond to information. Basically, among people with learning disabilities there is a noticeable gap between their level of expected achievement and their actual achievement. Doctors and professionals agree there is no way to pin-point any specific causes for learning disabilities. The NCLD says some possible causes may include heredity, problems during pregnancy or birth, head injuries or nutritional deprivation after birth, and exposure to toxic substances.
The classroom is a diverse place where learners from all different genres of life meet. Included in these learners are those that display learning disabilities. According to the British Columbia School Superintendent’s Association, ‘learning disabilities refer to a number of conditions that might affect the acquisition, organization, retention, understanding or use of verbal or nonverbal information. These disorders affect learning in individuals who otherwise demonstrate at least average abilities essential for thinking and/or reasoning’. They also posit that ‘learning disabilities result from impairments in one or more processes related to perceiving, thinking, remembering or learning. These include, but are not limited to language processing,
With such high numbers of adolescents falling below basic in reading, illiteracy is a battle that must be fought head on. The largest dilemma with the struggle is the number of variations that cause adolescents to become reluctant, unmotivated or struggling readers. Fortunately, a large number of strategies exist to encourage and strengthen readers of all ages, proving that adolescence is not a time to give up on faltering students. Rather, it is a time to evaluate and intervene in an effort to turn a reluctant reader into an avid one (or near enough). Ultimately, educators must learn to properly assess a student’s strengths and weaknesses (Curtis, 2009) and pair them with the proper intervention techniques. If one method does not work, countless others exist to take its place.
The causes of reading difficulties often arise because of learning disabilities such as dyslexia, poor preparation before entering school, no value for literacy, low school attendance, insufficient reading instruction, and/or even the way students were taught to read in the early grades. The struggles that students “encounter in school can be seen as socially constructed-by the ways in which schools are organized and scheduled, by assumptions that are made about home life and school abilities, by a curriculum that is often devoid of connections to students’ lives, and by text that may be too difficult for students to read” (Hinchman, and Sheridan-Thomas166). Whatever the reason for the existence of the reading problem initially, by “the time a [student] is in the intermediate grades, there is good evidence that he will show continued reading g...
The common learning disability in reading is called dyslexia. Reading problems occur in a student when they have difficulty unders...
The National Joint Committee on Learning Disabilities (1998) have defined learning disabilities as a general term that refers to a heterogeneous group of disorders manifested by significant difficulties in the acquisition and use of listening, speaking reading, writing, reasoning, or mathematical skills (IJCP, 2013). Learning is acquisition of new knowledge, skills or attitude. Children during their early years of development learn to understand the spoken language first and then learn to speak. Subsequently during the school years learn to read, write and do arithmetic according to their age and intellectual capacity. But some children may not be able to learn one or more of these skills as per their age and intellectual capacity (Dr.Shah & Dr. Bhat, 2007).
Students with learning disabilities can learn; each student has his or her own strengths and weaknesses. Educators must continue to focus on the strengths of each student and building on them, creating a stronger student and person. Identifying the weakness is at the core of getting a student help with their learning disability, but after this initial identification and placement, the focus should shift to the strengths and adjusting the student’s schoolwork to reflect these strengths. For instance, if a student is weak in reading but has wonderful group interaction skills and is good with his or her hands, the students' reading tasks should then be shifted to reflect these st...
As noted earlier, students identified with E/BD typically show significant deficits in the area of reading. This is particularly true for secondary-age students with this condition. In a...
Many students struggle with learning disabilities. Two common disabilities are Dyslexia and Dysgraphia. “According to the latest dyslexia research from the National Institutes of Health, Dyslexia affects 20 percent of Americans” (“What is Dyslexia?”) Dysgraphia is difficulty with writing that sometimes accompanies Dyslexia. Students that have Dyslexia and Dysgraphia will struggle with vocabulary, grammar, and punctuation, but there is help.
It is a “reading world” we live in and students should be guaranteed every opportunity to succeed in this information driven society. Children today are overwhelmed with more reading material than ever before on billboard, television, the Internet and at school, causing reading to become a relevant and essential need in the life of every child (Lumpkin 1972). Being able to read has become the core of our information driven society. Yet, reading difficulties continue to plague the foundation of our education system creating a problem that only seems to be escalating. Hasselbring affirms that reading difficulties are a serious concern to our nation’s students claiming that, “as many as 20 percent of 17 year olds... [are] functionally illiterate and 44 percent of all high school students…[are] described as semi-illiterate”(2004). This is a harsh reality to face – a reality that stems from difficulties developed at the elementary level where reading complications arise and usually go unchecked. These reading difficulties are carri...
Unfortunately, that skill is rather ignored in middle school and is expected to be taught in elementary school. When those students do not grasp the concept in elementary and are pushed through to the middle school without the skill, they fall behind their classmates. With the reading skills for vocabulary lacking, these children are usually labeled with ‘learning disabilities’. All too often students read a passage and skip over the words that they do not understand. However, vocabulary skills in reading are essential to not only in the reading classroom, but in all the content area classrooms as well.
Reading is an essential skill that needs to be addressed when dealing with students with disabilities. Reading is a skill that will be used for a student’s entire life. Therefore, it needs to be an important skill that is learned and used proficiently in order for a student to succeed in the real world. There are many techniques that educators can use to help improve a student’s reading comprehension. One of these skills that needs to be directly and explicitly taught is learning how to read fluently for comprehension. “To comprehend texts, the reader must be a fluent decoder and not a laborious, word-by-word reader” (Kameenui, 252). Comprehension can be difficult for students with learning disabilities because they tend to be the students that are reading below grade level. One strategy is to incorporate the student’s background knowledge into a lesson. This may require a bit of work, but it will help the students relate with the information being pres...
Many students have a hard time when it comes to reading. There are many reading inventions that can help students out. Reading inventions are strategies that help students who are having trouble reading. The interventions are techniques that can be used to assist in one on ones with students or working in small groups to help students become a better reader. Hannah is a student who seems to be struggling with many independent reading assignments. There can be many reasons that Hannah is struggling with the independent reading assignments. One of the reasons that Hannah can be struggling with is reading comprehension while she is reading on her on. Reading comprehension is when students are able to read something, they are able to process it and they are able to understand what the text is saying. According to article Evidence-based early reading practices within a response to intervention system, it was mentioned that research strategies that can use to help reading comprehension can include of activating the student’s background knowledge of the text, the teacher can have questions that the student answer while reading the text, having students draw conclusions from the text, having