Prevalence and Incidence
According to the 2006 report from Statistics Canada, there are more children in Canada that have a learning disability than all the other types of disabilities combined. More than half or 59.8% of all children with disabilities have a learning disability and it was reported that about 3.2 percent of Canadian children have a learning disability-that is approximately one child in every school bus full of children. As children shift from home to school, the prevalence increases by nearly 25%. According to reports, more than half a million adults in Canada live with a learning disability.
In the Philippines, records show that approximately 1.5% of the population have learning disabilities. According to the Department of
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This can affect the comprehension and production of speech
Acquisition of Language o There might be delays in the acquisition of language because of the problems with hearing.
Language o Receptive Language
Due to probable problems with Hearing, comprehension will most probably be affected.
They may find it difficult to answer questions and follow commands.
They may have difficulty interpreting figurative language. They may take it literally. o Expressive Language
They may have word retrieval issues, making their speech slow, and labored.
Their conversations are characterized by long pauses or silences because they are having problems in keeping the conversation going. They are often unable to answer a question, or respond to another’s statement. They have the tendency to answer their own question. They tend to make task-irrelevant comments and make those with whom they talk uncomfortable.
Content/Form/Use
People with learning disabilities often have difficulty with syntax, semantics, and phonology. They also have struggles in using language. They are often inept in the production and reception of discourse. They are not very good conversationalists and they are not able to engage in the turn-taking of
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This lack of use of strategies is a good indicator of problems with cognition. o Students with learning disabilities often exhibit disorganized thinking that results to problems in planning and organizing their lives at different settings. o Difficulty generalizing, inconsistent in thinking and makes illogical arguments, cannot jump from one idea into another o They usually have difficulty with computation of mathematical problems. o Problems with metacognition include problems in discerning how difficult tasks can be, deficits in the ability to select and implement strategies (problem-solving), and deficits in comprehension monitoring. Comprehension monitoring refers to the ability employed when reading and trying to comprehend textual information.
Behavior & Socio-emotional o These kids may exhibit problems with attention such as distractibility, impulsivity and hyperactivity. o They are often isolated and rejected by their peers. o They may have problems with social cognition (i.e. they often misread social cues, and may misinterpret the feelings and emotions of
...etter than their own parents? With that being said in my future of teaching if I even come across as student with a learning disability I was always make an effort to talk to the parents and see what they would recommend, before just deciding myself, or leaving to an expert.
Disability can affect development in a variety of ways. It is important that every pupil feels valued and included. Diversity should be welcomed. Children should not be stereotyped because of
Especially for infants and children, loss of hearing at such a young age can be detrimental for a developing child (Williams & Jacobs, 2009). The first two years of life are the most important as they hold critical milestones of language acquisition (Zumach, Chenault, Anteunis, and Gerrits, 2011). If these milestones are not met, then the subsequent ones will be harder and take longer to learn. The loss of hearing in young individuals can alter the perception of words and sounds, and this can lead to a difficulty in learning language (Williams & Jacobs, 2009). For example, the child will not be able to determine the difference between similar sounds, which negatively affects speech perception, which then leads to the inability to interpret and acquire language later on (Williams & Jacobs,
Will, M. (1986, November). Educating students with learning problems-a shared responsibility. Washington, DC: Department of Education, Office of Special Education and Rehabilitative Services.
Cognitive therapy recognizes ten common patterns of faulty thinking. “All-or-nothing thinking” refuses to see a middle ground and is characterized by the use of such words as always, never, and forever. This pattern can be recognized by statements such as “I will never pass this class”.
When a child doesn’t seem to be learning, some teachers and parents in his/her life might criticize the child and think of them as stupid, or maybe just too lazy to want to learn. What they don’t realize is that the child might have a learning disability. But how are these children being helped? There are many programs, special schools and facilities, home teaching methods and many other ways in which children with Learning Disabilities are being helped.
Finding reliable sources of information for learning disabilities is difficult. The subject is broad and many of the individuals offering information on the subject are doctors or professionals within the field of education. Similarly to the medical field, the opinions and research findings of the educational field very greatly between the researchers and what those researchers are attempting to discover or reveal.
Santa Barbara, CA: Learning Works, 1996. Print. The. Girod, Christina M. Learning Disabilities. San Diego, CA: Lucent, 2001. Print.
Adults with Learning Disabilities The field has not quite reached consensus on definitions of LD, and there are professionals as well as members of the public who do not understand them or believe they exist. For example, in a Roper (1995) survey of 1,200 adults, 85% associated LD with mental retardation, 66% with deafness, and 60% with blindness. In Rocco's (1997) research, faculty "questioned the existence of certain conditions or if they existed, the appropriateness of classifying the condition as a disability" (p. 158). However, most definitions describe learning disabilities as a group of disorders that affect the ability to acquire and use listening, speaking, reading, writing, reasoning, or math skills (Gerber and Reiff 1994; National Adult Literacy and Learning Disabilities Center 1995a; National Center for Learning Disabilities 1997).
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.
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.
Although it may not seem possible in today’s society, deaf and hard of hearing children in mainstream settings continue to face isolation. The inability to communicate with their peers and teachers may cause further disconnect to what is happening in the classroom. An estimated 90% to 96% of deaf children are born to hearing families (Kasulis, 2017). Having hearing parents does not necessarily doom a deaf child, but it does increase their risk of language deprivation. The window for language development is between the ages of birth to five years of age.
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,
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)