Placement of a student in your classroom after receiving a diagnosis of one of the 13 types of Specific learning disabilities (SLD’s) may leave you scratching your head as to what the name actually means and how to modify lesson and extend accommodations for it. When a person is learning disabled, they present weakness in the areas of memorizing, producing information (output), organizing it, or taking in information (input). Across learning environments, teachers should know how to deliver services to students to the highest efficacy attainable even where disability names are unfamiliar to the instructor and the IEP team as a whole. In this article, find the names of SLD’s, their characteristic, classroom strategies to address characteristics, and associated disorders based on information availability. Auditory and visual processing disorders Auditory processing disorders-(APD) Another name for APD is (Central) Audio Processing Disorder (C)APD where the brains center’s for processing sound are impaired in some way making it difficult to distinguish one sound from another. This set of disorders is not the same as hearing impairment as the problem is not in the inner ear. Characteristics Trouble recalling information Problems with multi-part oral instructions Although there is no problem with hearing, a need to hear sounds at a higher volume may be present Difficulties with background noises in crowded spaces Would rather read than listen for expressed communication Classroom strategies Work with the student on their language skills after conferring with the IEP team to include an audiologist for explicit guidance based on goals and ability Preferential seating Adjust acoustics within the environment Transmit ... ... middle of paper ... ...he IDEA classifies ADHD/ADD necessary of special education services in instances where the disorder is chronic and pervasively affects one’s health as “other health impairment”. Researchers point to the imbalance in chemicals in the brain that help to control behavior as the cause of ADHD/ADD. SLD beyond 13 Upwards of 20 SLD have been identified based on the federal definition of the term. Although the incidence of placement of a student with one or more the lesser-known learning issues decreases by a number of factors including availability of assessment devices for evaluation, expectations of preparedness to teach these populations are consistent. Research low incidence LD’s through medical journals, education texts, and by attending professional development opportunities, as they are available to stay abreast of the latest and best practices in the classroom.
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).
Will, M. (1986, November). Educating students with learning problems-a shared responsibility. Washington, DC: Department of Education, Office of Special Education and Rehabilitative Services.
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.
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
While perceptions of learning disabilities (LD) may vary according to country, culture, and teachers, it is often necessary to diagnose students in order to receive funding for services. It can be helpful to recognize those learning disabilities that students may have in order to provide extra assistance when necessary. It would be advantageous, too, if wide recognition of LD could take away the stigma that is often present. However, since LD is a multi-faceted topic, labeling often carries a negative connotation and can lead to ostracizing of students. It is beneficial for a student if the classification of a student with LD results in an enhanced educational experience.
The term “learning disability” applies to a multitude of different disabilities. This term can refer to a specific disorder, specific disability, or a specific weakness within a student. Using the term learning disability is similar to grouping all people living in the United States as Americans. An important point of learning disabilities is they can occur with other disorders such as ADD or ADHD. This does not mean they occur with every disability, but can be present or contribute to a learning disability (Horowitz, Ed. D and Golembeski, Ed. M. par 9).
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...
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.
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.
specific learning disabilities in the United States of America. The Journal of International Association of Special Education, 10(1), 21-26.
Today, students are separated into many categories, one of which is special education; the students under this label are likely to model “atypical” behavior rather than “typical” behavior. Defining and distinguishing these behaviors is what creates the special education process; evaluating and viewing each student individually and taking into consideration the individuals strengths and weaknesses. Special education is a broad term used to describe many children on a spectrum. The general term “special” can be used to include children from the gifted program that test above that of their normal grade level, to students suffering from impairments such as being deaf or blind, to students with learning disabilities such as dyslexia, and students suffering from a wide range of mental disabilities including, but not limited to, autism, and downs syndrome. This paper focuses specifically on the intellectually disabled side of special education, which is only a portion of special education. People with intellectual disabilities have a wide range of limitations in areas such as recognition, ability and social adaption skills, they are more prone than the rest of the population to chronic, life-long physical, mental and social conditions that require specific forms of health and social services (Jin-Ding. 2006, p. 1). Students that suffer intellectual disabilities are usually identified through tests and measures of adaptive behavior. These tests indicate a person’s ability to “perform functional activities expected of age and cultural norms”(Smith, 2011, p. 5). Individuals in this classification have significant limitations, both in intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practica...
Many factors contribute to the millions of Americans suffering from some form of deafness. Many Americans have been born with this problem, but there are also many others who lost their hearing throughout some point in their life. In many cases, deafness can be contributed to the passing of genes from parents to their children, and this trend continues from generation to generation. In most cases, hereditary deafness is caused by malformations of the inner ear, which may cause some form of genetic mutations (Hadadian). Some genetic disorders that cause deafness include trisomy 13 S, and lentigines syndrome. “While there are many other causes of deafness, they can be generalized somewhat according to the anatomy that is affected. Damage or malformation of the conducting parts of the ear can cause deafness and hearing loss” (Jones & Ewing).
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)
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.