IDEA Definition:"Specific learning disability" means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations. The term includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. The term does not include children who have learning challenges which are primarily he result of visual, hearing, or motor disabilities, of [intellectual disabilities], of emotional disturbance, or of environmental, cultural, or economic disadvantage.(IDEA, 2004, PL108-446, Sec. 602[30])
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Learning and Behavioral Characteristics |
Students that have a learning disability often have an above-average to near-average IQ, though it can be seen at differing degrees of intelligence as well. Students that have a learning disability have varying skill levels, like a rollercoaster per se. The student may be exceed higher than other peers in some areas, while in others is performing and functioning way below average.
As an educator you may see that your student has difficulties with different math skills such as counting, memorizing facts, understanding, and problem solving. Students may also have difficulty spelling, with their handwriting, The student probably will have a harder time paying attention, but they are just as eager and willing to learn. It takes time and patience to help. These students typically have an Individualized Education Plan to help them in their schooling and to make goals. In reading, they may have difficulty with basic reading and/or the comprehension. As an educator, if you have the child read aloud, one of the traits you may note is that they read in a word-by-word manner. They tend to lack a certain fluidity in their speech in regards to rhythm, patterns, they may omit words, add words, mispronounce, change the words, punctuation difficulties (pauses with commas and like rules), and the student may be hesitant to orally read. "Reading difficulties are observed among students with learning disabilities more than any other problem area of academic performance. It is the most prevalent type of academic difficulty for students with learning disabilities. It is estimated that as many as 90% of students with learning disabilities have reading difficulties, and even the low estimates are approximately 60% (Bender, 2001). Most authorities believe that this problem is related to deficient language skills, especially phonological awareness—the ability to understand that speech flow can be broken into smaller sound units such as words, syllables, and phonemes." (National Association of Special Education Teachers) Along with other disabilities, students that have a learning disability can also suffer from a low self-esteem and a negative persona, difficulties with social cues, and have frustrations. |
Teaching Accommodations |
Seeing that a student with a learning disability may become overwhelmed and frustrated with their learning process, it can be best to break down the learning into smaller steps.
"Success for the student with learning disabilities requires a focus on individual achievement, individual progress, and individual learning. This requires specific, directed, individualized, intensive remedial instruction for students who are struggling."(Learning Disabilities Association of America) Play to the child's strengths; perhaps through auditory, visual or kinesthetic learning strategies. For difficulties with reading, audio books can help the child read and follow along to better hear and understand the lecture. While teaching you may also use other technological devices found in your classroom to actively engage your students that have a learning disabilities (such as the interactive whiteboards, apps, and other programs). Have different hands on activities that will help them relate the material. Regularly check the students overall understanding of what has been taught so they do not fall behind. Use direct Instruction. You may even have to lighten the coursework load for some of the students. For more ideas on how to accommodate teaching in the classroom for those with learning disabilities visit here. |
REFERENCES
Hardman, Michael L., Clifford J. Drew, and M. Winston. Egan. Human Exceptionality: School, Community, and Family. Boston: Pearson/Allyn and Bacon, 2005. Print.
Kemp, Gina, Melinda Smith, and Jeanne Segal. Helping Children with Learning Disabilities. Retrieved from http://www.helpguide.org/articles/learning-disabilities/helping-children-with-learning-disabilites.htm
Nationa. Characteristics of Children with Learning Disabilites. Retrieved from <http://www.naset.org/fileadmin/user_upload/LD_Report/Issue__3_LD_Report_Characteristic_of_LD.pdf>.
Successful Strategies for Teaching Students with Learning Disabilities. Retrieved from http://ldaamerica.org/successful-strategies-for-teaching-students-with-learning-disabilities/
Hardman, Michael L., Clifford J. Drew, and M. Winston. Egan. Human Exceptionality: School, Community, and Family. Boston: Pearson/Allyn and Bacon, 2005. Print.
Kemp, Gina, Melinda Smith, and Jeanne Segal. Helping Children with Learning Disabilities. Retrieved from http://www.helpguide.org/articles/learning-disabilities/helping-children-with-learning-disabilites.htm
Nationa. Characteristics of Children with Learning Disabilites. Retrieved from <http://www.naset.org/fileadmin/user_upload/LD_Report/Issue__3_LD_Report_Characteristic_of_LD.pdf>.
Successful Strategies for Teaching Students with Learning Disabilities. Retrieved from http://ldaamerica.org/successful-strategies-for-teaching-students-with-learning-disabilities/