The world is made up of very unique people with diverse cultures and personalities. Which proves that everyone is going to learn in various ways, for example there is visual learners who excel in hands on learning. But then there are the bookworms, who love to read and are good at processing information from textbooks and notes. The list could go on and on, by ways people chose to learn. Learning does not come easy to everyone though, much time is needed to be put in for a successful outcome. One article and one book passage stick out in talking about the different effects of learning, the first one is Spirit Guides: Students crave emotional mentorship from their teachers that their parents can’t give them. There’s nothing wrong with that. …show more content…
As an educator there are many goals you want to achieve by helping your students become successful. But the students with disabilities cannot be left behind. Just like it took time to learn the skill of teaching, they need the time to understand the concepts that they have difficulties with. Most students that do have a learning disability dread going to school, as a teacher try to make that difference and make them want to come and learn. By being an excellent teacher, do the best to be able to teach any type of student, so for the future the students like Granger don’t hate going to school everyday. Learning disabilities run in my family, my dad has Dyslexia as well. He would always tell me how much he hated school and didn’t actually start trying until his junior year of highschool and wishes he started trying way before then. But unfortunately he didn’t really have the resources to help him throughout school. To wrap up, teachers need to know that students want to build relationships with them and to hear what they have to say to help make themselves more successful. And we can't take for granted those who have learning disabilities; something needs to be changed to help them appreciate school and want to be
Next, we need to tackle the many misconceptions associated with dyslexia. Many people acquaint having a learning disability as having a disease. This is completely false, dyslexia is not a disease, and therefore there is no magic pill that can cure it. Actually, there is no cure and it cannot be outgrown. According to the journey into dyslexia, “it is a lifelong issue.” However, it is manageable with the assistance and resources, those with dyslexia can continue to keep up and retain their grade level in
It is essential that all students have access to a quality education and an inclusive education system should meet their diverse needs. The Victorian Department of Education and Early Childhood Development [DEECD] (2014) stipulates that education providers must make ‘reasonable adjustments’ to support students with disabilities to comply with the standard. Graduate teachers should also demonstrate an understanding of legislative requirements and be able to identify teaching strategies that support the involvement and learning of students with disabilities (AITSL, 2014). They should understand the importance of focusing on what a student with a disability can do and work with the student’s strengths. A graduate teacher should know what resources, agencies and assistive technologies are available to support the learning needs of a student with a disability.
Dyslexia has been a commonly known problem in the Unites States. Even though, dyslexia is a mental problem that causes disabilities in reading, most people do not know the truth about it. There have been movies where a person with dyslexia sees letters moving around, yet people with dyslexia do not have disabilities like moving letters around. The truth is that there are plenty of misconceptions. The myths going around of what dyslexia supposedly is, is not the truth. These myths are just misconceptions and the truths about dyslexia are more complex than what it seems like. Dyslexics have different learning processes and different ways of handling the problems at hand.
Students with disabilities are not the only students who can benefit from creative tasks, projects, and assessments. A positive and caring approach to dealing with all student regardless of culture, disability or any other thing that make then different from the norm is key to the success of all concerned.
Dyslexia is a language-based learning disability (Dyslexia Basics). It is not because a student doesn’t want to learn. Students with Dyslexia are still students. They can still learn and they still want to learn. Students with Dyslexia have problems with the letters in words, and the sounds letters make. The letters can be flipped upside down, turned around and rotated to the eyes of someone with Dyslexia (Dyslexie Font). This can cause students to have problems with reading, writing and even understanding text that's given to them. Each student is affected differently, some students won’t have many of these problems. While other students could have extreme problems in which they are reading at a very significantly lower grade level. Dyslexia
In the end “The Short Bus: A Journey Beyond Norma;”, by Jonathan Mooney was very inspiring, and brought up many different aspects of how the educational system may need to re-examine their approach to those who do suffer from learning disabilities like ADD/ADHD, and Dyslexia. All of which I will take into consideration in my further as a teacher. After all even those who suffer from different learning disabilities, still deserve the best education possible.
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...
One obstacle that I believe many special needs students and families will face is understanding and dealing with the disability itself. Speaking from experience, this process can take time to understand and accept. This is where a special education teacher plays a significant role, assisting the student and family with information and support for understanding the student’s disability, facilitating education programs, and most importantly hope and progress for a bright future. Another obstacles that students with disabilities may face, is social interaction and acceptance. It is vital that all special education teachers and programs, try to incorporate strong social connections with their regular education peers and other community members and
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
Alison’s story is the perfect example of what many families must go through when faced with the possibility of having a child diagnosed with a learning disability. Alison was not diagnosed with visual and auditory dyslexia until the summer before entering college. However, while still a toddler, her symptoms had been brought to her mother’s attention by her sister’s teacher. Alison’s mother then noticed her habits in repeating words incorrectly and how Alison would need tactile clues to follow directions. At the recommendation of her kindergarten teacher, Alison was tested for learning disabilities and the results from the school psychologists were that she was acting stubborn or disobedient. Her family did not stop with the school’s diagnosis. They had private testing completed that confirmed Alison did not have a specific learning disability. The final word came from a relative that happened to be a psychologist. He insisted Alison would grow out of her difficulties. So Alison continued on with her entire elementary, middle and high school journey as a student and daughter with an undiagnosed learning disability.
The most common learning disability in children does not affect only one aspect of their lives, but alters nearly every measure. Dyslexia inhibits one 's ability to read, write, and spell. About 5 to 20 percent of children attending school have some sort of a disability involved with reading. When thinking of a condition that contains no cure, such as dyslexia, you may imagine a lifetime of complications and difficulties; although, dyslexia does not damage a person’s ability to learn, it merely forces them to grasp ideas and think in their own original way. Multiple obstacles can potentially arise, but successfulness and intelligence tends to prevail, and has in multiple situations. Numerous well known people have personally suffered through
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.
Dyslexia is now a widely accepted condition that is prevalent in many classrooms. However, defining dyslexia is difficult as it can be described as a continuum. Although experts largely agree that dyslexia is identifiable as a developmental difficulty of language learning and cognition (Rose, 2009). Dyslexia can pose a host of difficulties for the child and can make daily activities and school life very challenging. The NCLD (2013) states children with dyslexia may have difficulties with ‘accurate and fluent spelling, accurate and fluent written expression, phonological awareness, memory, verbal processing speed and information processing.’ As teachers it is vital that we are aware of the underlying difficulties as the child’s consistent underachievement can appear on the surface as carelessness and lack of effort (Hodge, 2000). Dyslexia is not only about literacy, although weaknesses in literacy are often the most visible sign, it effects all areas of learning as the ability to read and write sufficiently permeates all areas of learning within the curriculum. ‘Dyslexia occurs across the range of intellectual abilities’ however, the difficulties posed by having dyslexia can affect a child’s ability to learn (Rose, 2009). Every child has the right to succeed and so the teacher must strive to provide the key for learning and implement effective interventions which develop the child’s literacy skills and help them reach their full potential (DCSF, 2007; DfES, 2004).
To be truly inclusive teachers, we need to first know the student and identify the real reasons for any individual to be classified as having a learning disability.
When teaching students with disabilities it is important to know and understand the needs of all the students in the classroom. Ultimately, the goal for any educator is to educate all of the students in the classroom and ensure that appropriate accommodations are being made for students with disabilities. By utilizing these skills in reading, writing, and classroom management, an educator will be able to help all students be successful.