Explain The Perceptual Barriers Often Experienced By Learning Disabled Learners

Today, there is a momentum towards researching the possible hereditary influences of developmental dyslexia. As recently as 2013, The Oxford Dictionary of Social Work and Social Care considers that there is an “inherited component” to dyslexia. (Harris & White, 2013, p. 179) Today’s social work perspective is more flexible with the term itself, as it is considered by to incorporate a range of difficulties with lexical information-processing. However, The Oxford Dictionary does not provide a context for these “difficulties” as they are experienced by the language-learner, and therefore seems to support (perhaps unwittingly) the notion that there is a so-called “normal” way for a person to learn language. Blachman (2013) advances a more orthographical conceptualization of dyslexia, whereby the dyslexic language learner defies common literacy principles in favor of their own. These tend to be more visually-oriented, so that a picture or a feeling is associated with an entire word, as opposed to the sound-to-syllable associations learners are “supposed” to

In this article, Swanson discusses how improving and increasing word recognition skills can be beneficial to students with learning disabilities. Also, he concurred that there were three instruction components that proved most effective in increasing word recognition skills in students with learning disabilities. The three components were: sequencing, segmentation, and advanced organizers. Some examples of sequencing are, having the child break an unknown word into separate sounds or parts they can sound out, matching difficulty levels to the tasks and to the students, and lastly using step-by-step prompts.

There are many different types of learning disabilities; the most common ones are dyslexia and attention deficit disorder. (Jerome Rosner. –third ed. 1)

Students with learning disabilities struggling with so many things and in so many ways. Problems with listening, reasoning, memory, attention, selecting and focusing on relevant stimuli, and the perception and processing of visual and/or auditory information are experienced by students with learning disabilities (Heward, 2010). These difficulties and struggles with learning may grow more apparent by middle school and will often continue for a life time. Not learning to read,

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.

Connor, R.. (2007). Teaching word recognition; Effective strategies for students with learning difficulties. New York: Guilford Press

A learning disability affects the way a person learns new things, how they understand information and how they communicate. This means they may have difficulty; being independent, learning new skills and understanding information. “It is thought that up to 350,000 people have severe learning disabilities. This figure is increasing.” (http://www.nhs.uk/Livewell/Childrenwithalearningdisability/Pages/Whatislearningdisability.aspx10). According to the Department of Health a learning disability is defined as a “significant reduced ability to understand

With every classroom you are able to see a dynamic between students and their teacher. It takes a strong teacher to really make everything accessible to all students including student with learning disabilities. The class that I watched was Christina Hilliker’s second grade. The disabilities that were part of this great dynamic were Downs, Autism, ADHD, auditory processing and behavior issues that cause learning difficulties.

Children with learning disabilities will show disparities between their receptive language and expressive language. Additionally, neurodevelopmental factors necessary for writing and speaking can lead to differences and difficulties in oral expression verses written expression. Most of the information on pages 169 to page 173 is a review for me and confirmed information I have already learned through prior coursework, student teaching, and subbing. In this section of the book, Pohlman identifies and defines the levels of language which includes phonology (word sounds), morphology (word parts with meaning), semantics (word meanings and use), syntax (complete sentences and sentence structure), and discourse (multiple sentences, paragraphs, stories, chapters,

The typical attainment level in literacy are low in children with hearing loss in comparison with their typically hearing counterparts (Harris & Beech, 1998; Kuntz, Golos, & Enns, 2014; Golos & Moses, 2013; Leybaert, 1998; Salmon, 2014). Specific to the foundation of literacy skills, phonological awareness is the understanding that words are broken up into syllables (a beat of sound), that are broken up into further individual sounds; it is the understanding that these sounds are noticed, thought about, and can be manipulated, and is general awareness of phonemes (Kamhi & Catts, 2012). A typically hearing child associates sound with meaning and within various contexts, and a child with hearing loss only associates visually what letters and

Most of my students’ have specific learning disabilities that relate to the basic psychological processes that involve, understanding or using spoken or written language, which may contribute to their ability to listen, think, speak, read, write, spell and to perform mathematical calculations.

The main purpose of the article was to identify, review, and summarize published articles associated with reading comprehension (Luckner & Cooke, 2010). The students who were researched included school-age students who are deaf or hard of hearing with various severities of hearing loss. This information in this article can assist others interested in discovering more about deaf students because while it does discuss reading comprehension, it also discusses the importance of word knowledge in order to fully comprehend what students are reading (Luckner & Cooke,

This will affect the accommodation and instructional strategies taken within the case. Some of the learning disability challenges may be caused by the language disorder and his struggle to efficiently process what he hears or reads. Similarly, his lack of attention to lessons may be related to language disability and his lack of understanding as much as the learning disability. His impairments in reading and written expression may be related to the specific learning disability as diagnosed, but it may be also related to the language disorder and his delays in receptive and expressive language skills. This overlap in challenges caused by both exceptionalities will affect the instructional strategies and accommodations used within the case. It may make it more challenging to decide which strategy would give better improvement results in regards to Liam’s processing as different accommodations and strategies work well for different exceptionalities. It will be challenging to find accommodations and strategies that work effectively for both of Liam’s

As a comparison between the three aforementioned descriptions of the concept learning disabilities set forth by, P.L. 94-142, NJCLD, and currently IDEA, it is noticeable that: speaking, listening, reading, writing, and math can be influenced which all definitions have been agreed on. Therefore, we can understand that LD is an umbrella term of which there are a set of different disorders that can be also related to each other (co-occurred).

Teaching Kids with Learning Difficulties in Today’s Classroom was a very interesting and easy read. The book offered a multitude of strategies when working with both those with learning difficulties and English Language Learners. I will keep this book on my resource shelf as well as offering and sharing it with my colleagues.