Adults With Specific Learning Disabilities Analysis

Adults with learning disabilities can be very vulnerable and when they are accommodated in supported living, it is possible that they become exposed to further difficulties. Although the principles of the MCA set out to promote the independence of adults with learning disability whom obtain capacity, as outlined earlier, whilst they are living within supported accommodation they may have a loss of freedom and/or a reduction in choices and decisions, because although an individual may have the capacity to identify their needs and establish what they would ‘like’ to do, it is not always possible, again because of austerity measures and cut-backs which effectively impact staffing levels.

A child with learning problems may be many developmental years behind their peers, this will have a big impact on what they can do in all areas of development including physical skills, social skills and intellectual skills. They may find it especially hard to interact with children of the same age or stay interested in conversation. They may also need to have one-to-one lessons at school to help educate them as they may not be at the same cognitive stage as peers. This may leave them feeling left out.

One in five American students has a learning disability this is according to the documentary “Misunderstood Minds’’ produced by WGBH. Children with learning disabilities are more likely to become outcasts in school and in society. The documentary follows five families dealing with a differently abled child; Nathan V, Lauren, Sarah Lee, Adam, and Nathan S. The film focuses on difficulties the families go through, professionalism or lack of it by school officials and demystification.

Cheryl Jorgensen, the work of a scientist-philosopher named Thomas Kuhn in 1962 is referenced regarding disability and competence where Kuhn stated that, “intelligence … can be reliably measured… mental retardation is defined as low levels of intelligence… [these students] … can’t learn much general education content… we aren’t sure that students know, understand, can learn, or have something to say, we presume that they don’t, can’t, and probably never will” (2005, p. 5). Dr. Jorgensen refutes this theory and goes on to support it by citing other works on research suggesting that students with disabilities have shown greater progress when they are challenged with high expectations and good, supportive, nurturing instruction. “Children learn best when they feel valued, when people hold high expectations for them, and when they are taught and supported well” (2005, p.

If parents, teachers, and other professionals discover a child's learning disability early and provide the right kind of help, it can give the child a chance to develop skills needed to lead a successful and productive life. The LD online website provides a long list of characteristics that might indicate a learning disability between the ages of Kindergarten and high school. Some common signs of a learning disability that as a teacher we can look for in the classroom would be, a student speaks later than most children, pronunciation problems, slow vocabulary growth, student is often unable to find the right word, difficulty rhyming words, trouble learning numbers, alphabet, colors, and shapes, extremely restless and easily distracted, trouble interacting with peers, difficulty following directions or routines, and lastly the fine motor skills are slow to develop. Once the teacher or parents can understand what type of learning disability a child has they can help them succeed academically by providing instruction better and understanding the person

     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.

People with learning disabilities are often thought to have lower intelligence. In first through fourth grade I was thought to be one of the unintelligent kids in my class. I attended Saint Catherine’s of Sienna, a scary cold catholic school with some of the harshest nuns I have ever met. They would scowl at me every time I looked their way. During my time at Saint Catherine’s I was not yet diagnosed with my learning disability, as a result many of my teachers didn’t understand why I was not comprehending the information given to me like my classmates were. They often assumed my poor grades were a result of a

-if a child needs special education or does poorly in school, the parents often feel ashamed and perceive the child’s difficulties as a sign off their own personal failure.

1. Their are many reasons why most adults tend not to understand people / students with learning disabilities. Thinking that we can relate to how the special needs child feels and precieves their world is probably the most daming concept. We can never “know how they feel” like what Richard Lavoie said “ I worked with these kids for 30 years, I have spent my entire adult life among these children and to this day I have no idea what it must be like to be unable to read, spell, and deal with language in a world that insists that you be able deal with language. I have no idea what it imust be like”. So the simple fact is, is that we must first understand that we have to get pass ourselves before we can help them. Another reason adults don't

Growing up with two siblings who are both handicapped has influenced me most as a person and student. My older sister Alex, who is 31, has cerebral palsy which impairs her both mentally and physically. This disability leaves her unable to care for herself and makes it hard to accomplish the most basic tasks that some take for granted like eating a meal or holding a conversation. My younger brother Harry, age 27, was diagnosed with severe learning disability as a child. He lives in Boston and works a part time job (stop and shop) but is heavily dependent on my parents to support him. Additionally, his potential for higher learning and employment is bleak.

However, this disability is not necessarily bad because it could mean that the student has difficulty with their school work but still has either average or even above average intelligence like mentioned in the book. These students are very bright but just have a problem with obtaining the knowledge and information. Maybe they have a problem with listening, thinking, or even writing and that is why they have this disability and because there are many issues that come from learning disabilities it is very difficult to identify this issue on a student. As far as the characteristics of this disability, those students have reading problems because they often don’t understand some grammar, they show difficulties in learning math such as the rules or equations, their attention span is very limited and their memory is also very limited when it comes to learning new concepts, they have trouble thinking and solving problems, and they also tend to lack social skills because of how frustrated they might get in the classroom.

The website Patient Trusted Medical Information and support in the article General Learning Disability talks about the statics of people with learning disabilities. It classifies mild, moderate, severe and profound to explain the seriousness of a learning disability. This defines the severity of each stage which traditionally are based on IQ measurements. A person with an IQ lower than 20 would be specified as having a profound learning disability, if they have an IQ of 20-34, its known as severe, A person who has an IQ of 35-49, is moderate, and a person with an IQ of 50-70, has a mild learning disability. However, this categorization is only somewhat sufficient, as the degree of knowledgeably damage provides a small amount of facts about

Do you know anyone who suffers from a learning disability? There are several disabilities out there, so chances are you must know someone who battles with the day-to-day hassles. But, are learning disabilities really a hassle? More often than not, this can be considered a misconception. Learning disabilities (LD) affect the way a person “of at least average intelligence receives, stores, and processes information” (NCLD 2001). This neurological disorder prevents children especially from being able to perform well academically. Therefore more time and special programs are fostered to them. Once one is educated about what the disability means, the causes of LD, what programs are available to

In psychology, learning disabilities is one of the major topics that speak to low levels of self-esteem. Goleman (1995, as cited in, Lerner & Johns, 2014) argues that we have two brains, two minds and two types of intelligence known as rational and emotional. Emotional intelligence includes such characteristics as being able to motivate one and persist in the face of frustration, to control impulse and delay gratification and to regulate one mood and keep distress from the overwhelming ability to act. Emotional intelligence can be as powerful, and at times more powerful, than Intelligence Quotient [IQ] (Lerner & Johns, 2014). Goleman (1995, as cited in, Lerner & Johns, 2014) argues that the intellect cannot work at its best without emotional

Individuals with low self-esteem often suffer from feelings of inferiority and depression. In these cases, academic success is certainly challenging. I reinforce this notion by paralleling with the social and emotional well-being of students with learning disabilities. Those that have had positive experiences both at school and at home do not necessarily suffer from low self-esteem. Support and guidance are key issues in maintaining good self-concept in these individuals. Focusing on skills other than those measured through academic evaluations allows students with learning disabilities to recognize their value and self-worth as a whole not just through academic performance. Justifiably, most do have a negative self-perception of their academic competencies, but still prove to have good self-esteem.