A child’s psychological processes, academic achievement, and social/emotional development are strongly affected if they have a learning disability. Psychological processes are thinking skills we use to process and learn information. The five psychological, or cognitive, processes that are affected by a learning disability are perception, attention, memory, metacognition, and organization. Perception provides us with our first sensory impressions about something we see or hear. A student relies on his or her perception to process information. Some children with learning disabilities reverse letters and mix up sounds when learning how to read. Attention deficit disorder is most frequently associated with individuals with learning disabilities. …show more content…
Some of the most common challenges for these students are phonological awareness, decoding, reading fluency, vocabulary, reading comprehension. (Hallahan, Kauffman, Pullen, 2015) Phonemic awareness is the ability to associate sounds with letters and letter combinations. Decoding is the ability to convert the printed words to spoken words and is highly dependent on phonemic awareness. Students who are unable to decode or have poor phonemic awareness will have problems with fluency. These students are sometimes called slow readers. If a student with learning disabilities has difficulty reading written material, then comprehension will always be greatly affected. A specific learning disability in math is call dyscalculia. Math involves memorizing multiply steps and building upon skills as they are learned The types of problems that students with dyscalculia include working memory, retrieval from long term memory, computation, word problems, and problem-solving strategies, (Hallahan, Kauffmann, Pullen, …show more content…
The student must have access to free appropriate public education (FAPE) where by the student is provided special education services at public expense. (34 CFR Sec. 300.17) Secondly, an appropriate evaluation must be conducted using research-based interventions and assessments (34 CFR Sec 300.304). Third, an individualized education program (IEP) must be developed. (CFR Sec. 300.320) The IEP team will design the student’s goal, monitor student’s progress, and place the student in the least restrictive environment (LRE) This means that student with disabilities will be educated with students without disabilities to the maximum extent appropriate (34 CFR Sec300.114). A student with a learning disability will most likely be placed in the general education classroom. “Because the students with learning disabilities make up the largest category of special education students and because their academic and behavioral problems are not as severe as those of student with intellectual disabilities or behavior disorders, they are often candidates for full inclusion in the general education classroom (Hallahan, Kauffman, Pullen, 2015). The special education teacher will co-teach with the general education teacher and modify instruction, assignments, or tests to meet the needs of the student that they serve. Some examples of these accommodations for a student with a learning
Torgesen (1998) claims that the top reasons students have difficulties with reading is because they have issues correlating letters and sounds in words, or phonological awareness. Many students also have trouble memorizing sight words and many also have an
The IEP team may include the student, their parents, a regular teacher, a special education provider and other representatives, such as a social worker or relative child care provider. These meets are required to be held within 30 days of the student’s acceptance into the special education program. Every IEP has the two main goals of setting reasonable learning goals and establishing academic services that the school will provide. The IEP should state which state and district-wide assessments that the student will or will not participate in and why.
Most ordinary characteristics of student with Learning Disability is Reading. Carlos has reading obscurity, most of the time he lose his place when reading. He understands better what is read to him. He is also unable to identify the theme when reading.
It is required that the student be placed in the setting most like that of typical peers in which they can succeed when provided with needed supports and services (Friend, 2014). In other words, children with disabilities are to be educated with children who are not disabled to the maximum extent appropriate. Removal may only occur when education in regular classes, with the use of supplementary aids and services, cannot be achieved satisfactorily (Yell, 2006).
A child with dyslexia may not have the problem of translating letters into sound but just struggle with understanding what is being read causing schoolwork to take longer than their classmates. As the child gets older, dyslexia may cause the child to complain about reading, to have trouble remembering dates and require more time for assignments and tests. (Yale Center) When a child suffers with dyscalculia he might find it hard to get the math basics down at a young age. This is because he cannot visualize numbers as meaning something more that just a shape. Often when a new math concept is learned, it is forgotten the next day, causing low grades on tests. These children also commonly have a hard time telling time and direction. Some symptoms of dysgraphia are poor handwriting, the inability to record thoughts on paper, missing letters or using replacement words that don’t always make logical sense. Spelling is a struggle and the child tires from writing
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 (Personal Improvement Center, n.d.).... ...
Culture has a huge influence on how people view and deal with psychological disorders. Being able to successfully treat someone for a mental illness has largely to do with what they view as normal in their own culture. In Western cultures we think that going to a counselor to talk about our emotions or our individual problems and/or getting some type of drug to help with our mental illness is the best way to overcome and treat it, but in other cultures that may not be the case. In particular Western and Asian cultures vary in the way they deal with psychological disorders. In this paper I am going to discuss how Asian cultures and Western cultures are similar and different in the way they view psychological disorders, the treatments and likelihood of getting treatment, culture bound disorders, and how to overcome the differences in the cultures for optimal treatments.
In a country based around free will, the United States contains a vast variety of personalities and behaviors. Plenty of people, probably more than we know, exert abnormal behavior. Abnormal behavior is patterns of emotion, thought, and action that are considered pathological. Historically, people blame witchcraft for this eccentric type of behavior and tended to perform exorcisms in hopes of abolishing such actions. Anxiety disorders and personality disorders, two forms of abnormal behavior, can alter a person’s personality as a result of life experiences.
Phonemic Awareness is very important part of literacy. Phonemic awareness includes sounds of a word, the breakdown of words into sounds. It includes rhyming and alliteration, isolation, counting words in sentences, syllables and phonemes, blending words, segmenting, and manipulating.
Santa Barbara, CA: Learning Works, 1996. Print. The. Girod, Christina M. Learning Disabilities. San Diego, CA: Lucent, 2001. Print.
The Individualized Education Program is developed by a team that includes the parents of the student, a general education teacher, a special education teacher, a school representative (principal), a person knowledgeable about evaluation (school psychologist), and others at request of IEP participants. The primary job of the IEP team is to plan a program of special education and related services that is reasonably calculated to provide a meaningful education benefit. The IEP Process includes a review of assessme...
According to the American Psychiatric Association (APA), it defines mental illness as Mental illnesses are health conditions involving changes in thinking, emotion or behavior (or a combination of these). Mental illnesses are associated with distress and/or problems functioning in social, work or family activities. (What Is Mental Illness? (n.d.). Retrieved June 26, 2016, from https://www.psychiatry.org/patients-families/what-is-mental-illness). Mental Disorders are a wide range of mental conditions that affect mood, thinking, and behavior. There are a lot of different psychological disorders here is a list of the major psychological disorders and their definitions:
There are many things that need to be included in an IEP. There are the obvious things like the students name and identifying information. Also, the date that the special services will begin, where the services will be delivered, and the duration to which these services will extend. Places to which these services can be administered include schools, homes, and/or hospitals. The age for which services can begin are at the age of 3 and end at the age of 21. Another thing that will be included in the IEP is a statement of the child’s present academic achievement and functional performance. This may include how the child’s disability affects his/her performance in the general education classroom, or how a child may be unable to participate in certain activities. After identifying the child’s problems in the general education curriculum, goals can be put into place. These goals include both academic and functional goals that are designed to allow the child to progress in the general education curriculum. There must also be assessment information in the IEP. This information includes
In this response, I will define learning disabilities and general characteristics of individuals with learning disabilities. I will also discuss the eligibility criteria that is required for an individual to receive placement in special education. Finally, I will discuss the impact that tiered systems have had on the category learning disabilities. According to Smith, Polloway, Patton & Dowdy (2012), learning disabilities are defined as “a disorder in one or more of the basic psychological processes involved in understanding or using language, spoken or written,” which might affect an individual’s ability to “listen, think, speak, read, write, spell, or do mathematical calculation” (p. 154).
There is a discussion about the abnormal psychology in this paper. We also talked about the diagnosis under consideration. What we also spoke of the article is addressed the etiology, descriptive psychopathology either treatment. Abnormal psychology is the investigation of anomalous contemplation, emotions, and practices. Strange contemplation, sentiments, and practices could be a piece of a bigger maladjustment, or psychopathology.