The support system of an individual with a specific learning disability plays an important role throughout their life. The article “Ecocultural Perspective in Learning Disability: Family Support Resources, Values, Child Problem Behaviors” by Cen and Aytac (2017) discusses how the influences such as the ecocultural theory which focuses on family and cultural factors, have an effect on a child with a learning disability. Cen and Aytac (2017) state that the “ecocultural theory assumes that familial factors (e.g., family support resources) and cultural factors organize and shape family activities, and influence child developmental outcomes such as child daily living activities, communication skills, and developmental status of disabled children” …show more content…
Students with specific learning disabilities have been found to be less engaged in the subject matter that is being taught, unable to listen to and handle many instructions at once, and poorly organized. The article “The Effects of a Modified Direct Instruction Procedure on Time Telling for a Third Grade Student With Learning Disabilities with a Brief Comparison of Interesting and Boring Formats” focuses on the outcomes of using boring and interesting methods of direct instruction to teach students with learning disabilities (Wieber et al., 2017). Teachers typically focus their resources on developing skills that are found to be essential for success in and out of the classroom for a student with a learning disability. One of the main factors that contributes to the learning process for students with disabilities is how the students are able to interact with the material that is being taught to them. Wieber et al. (2017) states, “Direct instruction takes on different characteristics, depending on the type of student being taught and the lesson objective. With the objective of learning time telling skills, direct instruction allows for variation in the instruction while maintaining positive results” (p. 240). This is why teachers are encouraged to incorporate various learning styles into their daily lessons in addition to modifying the organization of the classroom and assessment
Students with disabilities who are in self-contained classrooms struggle with many issues pertaining to independence. In their classrooms they become more dependent on their teachers and classroom peers (Jones & Hensley, 2012). This is the opposite of what is needed for these students (Jones & Hensley, 2012). Learning is a full circle process, which encompasses more than academics. In order for students with disabilities to obtain a complete education, inclusion in social dynamics should be an integral part of their learning environment (Arnon, Shamai, & Ilatov, 2008).
Bryant, D. P., Smith, D. D., & Bryant, B. R. (2008). Teaching Students with Special Needs in
Students with high incidence disabilities or HID are the most common in schools. The group of high incidence disabilities include students with emotional, behavioral or mild intellectual disabilities as well as those with autism, speech or language impairments and attention deficit disorder (Gage et al., 2012). Students with HID are usually taught within the general education classroom. There are either co-teachers or a resource teacher that takes the students out of the general education classroom for short periods of time to work in a more individual, structured environment (Per...
Another perspective that I have regarding students with disabilities is that they do not need to be rushed to answer or respond to a question. They need to be provided with ample time to respond, so that they can think without just blurting out something. Providing ample time for them to respond will also make them feel more comfortable about being in a classroom surround by other students, who may learn differently. Allow students to use their thinking caps. The students in this video did not even have time to be creative. It was like the teacher asked one question after another. The style and rate at which the class was being taught was like at the AP or Pre AP level, which even those classes should not be taught like this. The speed or rate was hasty. I like the examples and comparisons that the instructor gave of students. I have never considered evaluating a class in that manner, but I will moving forward. This will definitely help with students’ comprehension levels and my ability to teach all students, regardless of how they learn. The teacher explained the difference between the channels in which a student’s brain functions as far as a student that may be easily distracted and a student that may have a short attention span. He explained the breakdown of how the function. The explanation is listed
As classrooms become more diverse, and with the push-in model being implemented for special education, this can be a difficult task. There are many things to consider when deciding upon a teaching format for each lesson. The most important is the student’s instructional level or Zone of Proximal Development. There is a fine line between independent, instructional, and frustration level. Lessons should be differentiated so that all students are challenged. To meet the needs of all students it may be necessary to collaborate with the special education teachers and the ESOL teachers. Teachers should be facilitators to student learning. It is helpful to connect the learning to a student’s prior experience. Teachers also need to consider the role of technology in their
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...
The impact of having a learning disability are lifelong. A student with a learning disability may always need extra help to get through certain aspects of life after they graduate high school. If the student is going to college accommodations and specific learning strategies will need to be used to help them through their courses. Their personal lives may also be affected due to a learning disability. “For example, Johnson and Blalock found that, of the 93 adults studied in an LD clinic sample, 36% continued to receive counseling or psychotherapy for low self-esteem, social isolation, anxiety, depression, and frustration.” (1987) The difficulties associated with learning disabilities can affect them daily and their past experiences with it can follow them into adulthood and bring up unhappy memories of struggling with learning disabilities as a child.
In today’s educational environment, all students expect to receive the same level of instruction from schools and all students must meet the same set of standards. Expectations for students with learning disabilities are the same as students without any learning difficulties. It is now unacceptable for schools or teachers to expect less from one segment of students because they have physical disabilities, learning disabilities, discipline problems, or come from poor backgrounds. Standardize testing has resulted in making every student count as much as their peers and the most positive impact has been seen with the lowest ability students. Schools have developed new approaches to reach these previously underserved students while maintaining passing scores for the whole student body. To ensure academic success, teachers employ a multi-strategy approach to develop students of differing abilities and backgrounds. Every student is different in what skills and experiences they bring to the classroom; their personality, background, and interests are as varied as the ways in which teachers can choose to instruct them. Differentiated instruction has been an effective method in which teachers can engage students of various backgrounds and achieve whole-class success. When using differentiated instruction, teachers develop lesson strategies for each student or groups of students that provide different avenues of learning but all avenues arrive at the same learning goal.
Students with learning disabilities in the regular classroom may have challenges that require special attention. If the teacher is able to identify the disabilities and the features associated with them then the teacher can tailor the lessons to meet the needs of the students. These may include differentiated instruction and facilitating an inclusive classroom which will see inclusive strategies employed that will cater to the needs of students with learning disabilities. These inclusive strategies can range from individualized learning programs to team and co-teaching. In some cases, the teacher can arrange for a special education teacher or arrange for a pull out program to assist students who have learning disabilities. Strategies that will also cater to learning disabilities may also include the use of technology. According to Ford 2013 ‘In some situations it may be best for students with LD to be taught in separate pull out classrooms with a teacher who can provide targeted skill instruction in areas where a student is struggling.’ ‘When provided appropriate support within this setting, many of these students can achieve academically and develop positive self-esteem and social skills. (American Speech-Language-Hearing Association 1991). They also recommend that schools should ‘require in-service programs for all school personnel to give them the knowledge and skills necessary to provide education for students with learning disabilities in the regular education classroom.’ Schools should include activities to help participants learn strategies to meet individual needs of students, foster attitudes conductive to educating students with learning disabilities in the regular education classroom, and promote
During the late 1980’s and 1990’s the number of children with learning disabilities receiving special education services grew rapidly, but during 1998 and 2007 the number of children classified as having a LD has declined by 7% (Cortiella, 2009). “In 2007, 59% of students with LD spent 80% or more of their in-school time in general education classrooms. In 2000, that figure was just 40%” (Cortiella, 2009). In addition, students with disabilities are spending more time with students in traditional classroom settings. According to the Department of Education, “approximately 6 million children (roughly 10 percent of all school-aged children) receive special education services” (Pardini, 2011).
Kids with learning disabilities may not be the best in the class room, but they are smarter than what most people think. A lot of people think that kids with L.D think that they are “dumb” or “lazy,” when really, they just have troubles understanding. One third of kids in Special Ed. have a learning disability. (Nichcy) One million kids between the ages of six and twenty -one, have a L.D. (Nichcy) Five to six percent have a learning disability between six and seven years old. (Daniel P. Hallaham, 2008) Boys outnumber the girls by three to one. (Daniel P. Hallaham, 2008) Since 1976, Learning Disabilities have more than doubled. (Daniel P. Hallaham, 2008)
Effects and Outcomes of Assistive Technology for Students with Learning Disabilities Introduction: The conversation I hear among some teachers and parents regarding the use of assistive technology include the following complaints on limitations and disadvantages; The negative affects using technology has on students' attention span, seeing technology as entertainment and not as a tool to learn, the cost of technology, students relying too heavily on it, worries about regression in other skills, and that teacher training is time-consuming. This topic is important because IDEA requires special ed as well as general education teachers to service students in the least restrictive environment. Meaning, general ed teachers are also responsible for
Education is a profession which requires a teacher to be able to communicate with a multitude of students on a variety of levels. There is not a class, or student for that matter, that is identical. Therefore, teachers must be able to identify and help educate students from all different types of backgrounds and at different levels. Teaching a singular subject presents difficulties, but teaching students with disabilities should not be one. There are three main teaching areas that need to be focused on when teaching a student with a learning disability. Teachers need to focus on the strategies that will assist students with reading comprehension skills, writing skills, and maintaining appropriate behaviors in a classroom setting.
In society today, there are many children and parents who face the diagnosis of having a developmental disability that would qualify them for special education and needs. This time can come with many questions for the parents when they realize the specialized care and education their child will need. Most often, questions arise about their schooling and how they will be included with other children, as well as what services are available to their child. How their disability impacts their life is a very valid concern because their education will be impacted. When a disability is discovered, it effects trickle down from the child to the parents, to the teachers and finally the medical and educational specialists.