Learning Disabilities Literature Review

“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, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. Specific learning disability does not include learning problems that are primarily the result of visual, hearing, or motor disabilities, of mental retardation, of emotional disturbance, or of environmental, cultural, or economic disadvantage” (Special Education Guide, 2017).

Learning Disabilities Online’s mission is to assist children and adults with learning disabilities to reach their full potential by offering advice and up-to-date information. They also offer educators with authoritative information about learning disabilities so they have a place to obtain any help that they may need. This site offers reliable information so a parent or a teacher can research learning disabilities and get information such as the definition of learning disabilities, the signs to look for, how to respond, and how to get help. It is estimated now that 2 million children in the United Sates have ADHD, attention deficit hyperactivity disorder and they offer

To overcome from these problems, interaction among the teacher and students is required. If the students with disabilities bond with the fully abled students will help gain some self-motivation. And if the students are engaged in frequent interaction with the teacher the environment gets friendlier and the teachers should also encourage them to raise any questions. It will as come as a

     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.

Learning disabilities are defined as the inability to process information and the inability to communicate effectively. This can cause problems during the child’s years in school. It is often characterized by as having a below average intellectual functioning level as well as below average adaptational skills.

What are several principals for teaching social skills to students with learning and behavior problems? The text expresses many key principals that educators may employ for teaching social skills to students with learning or behavior problems. Teachers are encouraged to develop cooperative learning activities and groups. Students should be encouraged to work with their fellow peers in supportive and structured activities. Teachers should employ effective instruction strategies such as identifying target behaviors, modeling, rehearsing, role-playing, and providing students with positive feedback. Learned and target social skills should be taught and modeled in a way that students are able to transfer these skills from the classroom to outside of the classroom. Teachers need to empower students and help them identify their strengths. Students should feel that they are actively involved with their learning, as well as, understand the consequences to their

The common traits of ASD, which include anti-social and often disruptive patterns of behavior, can make children with autism challenging for typical learning children to approach. Though the issue of including children with disabilities in mainstream classrooms is a complex one, peer-mediated interventions can promote the growth of social skills at every level of education. By educating the general population of typical peers and empowering them to be a part of the process a dent can be made in the social exclusion often experienced by the ASD children in mainstream settings. Implementing these interventions enriches the lives of all of the children involved, “possibly developing sustainable social relationships” expanding the effects of the program beyond the academic setting (Hughes et al., 2013). Also, these methods provide teachers an unobtrusive method of teaching that has benefits for the entire class. These methods could be helpful to other student populations that have intellectual

For the social justice project, my group chose to focus on college student with a learning disability. College students with a learning disability can sometimes be overlooked or not represented in the classroom setting that Beneful for them. My initial impression of a person that has a learning disability is having trouble retaining information that can be seen as simple to others. They need a little bit more help which can be tutoring, study method or extra time on assignment. After this project, I have a new respect for people with learning disability. They must do more in order to achieve a goal that comes easily to other. They never complain, nor they do give up on a task that could be difficult to them. The most interesting aspects of what I learned about learning disability through my individual interview is a new-found respect for my best friend.

Students with autism spectrum disorder show benefits from being educated in general education classrooms with interactions with typically developing peers. However, behaviors exhibited by students with ASD often lead them back to segregated special education settings. The purpose of this study was to evaluate the effects of a simple peer support intervention on minor, disruptive, off-task behaviors of three elementary students with high functioning ASD from three different classrooms.

Social interaction and communication skills are important when it comes to learning in the classroom. Students with autism may have been delayed in communication at an early age, and this delay may have delay cognitive development. Conferring to the research of J. E. Ormrod (2012), teachers use adapted instructional materials to aid students with special needs to assist them in a general education classroom (inclusion); moreover, “teachers should expect to have students with a wide variety of special needs in their classrooms at one time or another” (Ormrod, 2012, 4).

After eleven intervention sessions, he was interacting, verbally and non-verbally, with his companions seven percent of the time (Gena, 2006). The interventions are not just effective for young children; a physical education instructor in a high school study observed that post-interventions the target children were more likely to, "...socialize with their peers more than with the aide” (Hughes et al., 2013, p.11). Using methods such as peer-to-peer, small group or class-wide interactions enriches the ASD child’s school experience by teaching them social skills in a natural environment and allowing them to make meaningful connections with their classmates while learning which behaviors are appropriate.

When you think of overcoming challenges in life, think of a game of baseball. The pitcher throws a player a curve ball, but he doesn't know until the pitch is thrown. Just like you, you have no clue what challenge is coming your way next. Your life could be flawless, but at the last minute, just like a curve ball; it changes. The curve ball represents the challenge, I encounter every day of my life; learning how to manage with a learning disability. Attention Deficit Disorder "ADD."

To encourage the development of social skills students are encouraged to interact with one another throughout the day in a variety of methods, including partner work, small group activities, and large group activities. These teaching techniques enable autistic children to relate to their peers. As autistic children relate to their peers more they are more accepted and in turn continue to learn and acquire new and improved social skills.

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.

According to the Individuals with Disabilities Education Act, students with disabilities should be placed in a “least restrictive environment.” One of the main ideas of this act was to improve the learning experiences of students with disabilities by giving them learning opportunities outside of a special education classroom. The number of students with disabilities being placed in their general education classrooms is increasing more and more each year. The U.S Department of Education’s 27th annual report to Congress on the implementation of The Individuals with Disabilities Education Act (2005) indicates that the number of students with disabilities in general education classrooms has risen to almost 50 percent. This is about a 17 percent increase from the 1997 U.S