Personal Narrative: My Personal Experience With LS

Ms. Foster teaches a self-contained classroom of ninth to twelfth graders. Her students have mild to moderate cognitive disabilities and one student is considered autistic although at a high functioning level. Ms. Foster’s students move to other settings throughout the day, but they receive reading and writing instruction from her. She has one child who is considered ESOL but he has been in the US since he was small and does not appear to have problems with English.

If a student has a learning disability that should be immediately addressed by perhaps sending those students for one hour to a special need class at the school or getting permission from the parent to provide him or her with tutorial on certain days, if it is necessary this show that the

The Special Education team for learning disabilities will test the student. These students have shown signs of continuous problems with interventions in place. Psychologist, psychiatrist, and any other testing will be conducted with parental consent have evaluated the student. Parents will be mandated to attend all assessment evaluations and the team shall review the findings for referral back to tier two or upgrade student to tier four for special educational services based on educational or problematic behaviors.

The state of Texas, the first to adopt a law requiring instruction for students with dyslexia in 1985, continues to set the standard when it comes to dyslexia education reform (T. Flanders, personal communication, August 30, 2011). Until recently, little consideration was made in the use of assistive technology (AT) for students with mild disabilities, specifically in the field of dyslexia education and intervention (Edyburn, 2006, p. 18). With the passing of Senate Bill 866, concerning the implementation of classroom technology plans for students with dyslexia, the pursuit of reform has become of utmost importance (The Texas State Senate-Information News and Events of the 82nd Legislative Session, 2011). Although Texas is proactive in

First, Rather than focusing on the child's learning deficiencies, emphasize and reward the child’s strengths and encourage them to find new interest and hobbies. Second it is important to meet with the child's teachers, tutors, and school support personnel to understand performance levels, and attitude toward school. After the student has been evaluated they are now eligible for special education services. Special education services are provided to student to work with a team of professionals, including your child's teacher, to develop an Individualized Education Program. The individualized education program is created to provide a summary of child’s current education and future goals within education. Children with learning disabilities need to know that they are loved and that they are not dumb. They need to know that they are intelligent normal people who just have trouble learning because their mind process words and information differently. Students with learning disabilities are just like every other student they just need more focus on certain learning

For students with special education it is stated under IDEA that “with regards to school discipline, schools may consider each situation on a case-by-case basis when determining if a change of placement appropriate for a special education child who violates school education code” (Understanding School Discipline for Special Education Students). The discipline process for students with disabilities in the special education program can be a difficult topic for most school districts. This paper will answer questions from the case scenario considering what should happen immediately to Charlie?, what services, if any, are provided to Charlie during his removal to an IAES?, and who needs to be contacted?. This paper will also consider the topic of if a manifestation determination review is held for Charlie answering questions on what disciplinary actions are permissible?, What, if, any, services will be provided to Charlie during the duration of the disciplinary action?, and finally what happens if Charlie’s parents appeal the manifestation determination?.

After successfully completing his five first academic years in a public school setting, Jerry was diagnosed with several medical problems. The diagnoses were attention deficit hyperactivity disorder (ADHD), oppositional defiant disorder (ODD), and a conduct disorder (CD). Afterwards, the team that conducted Jerry’s Individualized Education Plan (IEP) decided to place Jerry in a special education setting. The special education team decided that he would be considered successful if he achieve to follow instructions from his teachers 80% of the

In Liz’s public school career she was given the support of many teachers who had experience working with high needs children, but her learning disabilities accompanied by emotional instability and physical difficulties left them dumbfounded. The alphabet completely eluded her and her memory failed her making almost every area academic area a struggle for her even with a great deal of support. Liz learned to copy what others were doing so that she could blend in as a “normal” child. She would come home with headaches and stomach aches on a regular basis. School was not a happy place for her and the accommodations her teacher made for her, made her the victim of teasing. By the time Liz was in grade 4 she was lagging far behind her peers and would beg her mom not to make her go to school. Eventually her mom agreed and Liz began homeschooling.

Rose* and Trey* are students I observed in third grade who both have learning disabilities. Rose moved from school to school when she was younger, so she “slipped through the cracks” and passed several grades even though she had not yet mastered the material. Today, she falls very far behind in comparison with the other students. Her reading level is still at a kindergarten level, along with her math skills, causing her to retake this grade again next year. Trey has a different story. He has lost his father and is being raised by his mother and older sister. He casually mentioned one day that they almost got “evicted”, giving the impression that he did not fully understand what that entitled.

Alex is a 17-year-old Caucasian female. She is being raised by both parents and has one older brother and one older sister. Alex was diagnosed with Down syndrome at birth and had also had a hole in her heart. Despite Alex’s health concerns, her family history shows no sign of any major health problems. Alex attends a special education program at her school and enjoys participating in swimming, art, and solving puzzles. Two years ago Alex’s sister, whom she was very close to, moved out of the house. Her brother had already been gone for quite some time now and Alex took her sister moving out very hard. Around this same time, Alex became very sick and was hospitalized for quite some time. Ultimately,

I am L.R. from Wildwood New Jersey. I am pursuing a Master degree in English and fiction writing. My undergrad is in Business Administration and Management and I studied theology for four years. I worked the last 11 years 8:30-4:30 wishing my life away, praying for Friday to hurry up and come on a Monday afternoon. What a way to live life. I sacrifice those years for my son. He suffers with asthma and the job provided 100% medical coverage anywhere in their national network.

The mother explained she cannot read or write in the English Language, but her son’s older siblings can and try to help the younger sibling. The two older siblings have been very successful throughout their educational experience and have not struggled as the younger. She stated that her son as no desire to read at home, and completing homework is an everyday struggle with him. This student is in Tier 3 of the Response to Intervention (Mesmer & Mesmer, 2008) process, and has been referred for testing for special education services.

Melanie was in a car accident at four months old and went through the windshield of the car. Due to this accident she has brain damage and has the brain development of an eight year old. Although she should be in the intimacy versus isolation stage, I believe she is in the identity versus role confusion stage. She was very slow to answer many of the questions and had a difficult time doing so. One question I asked her was where she sees herself in ten years. Her answer was “with family” which shows she has nothing else to do but to be with family. She is unable to work and does not have a family of her own. Another question I asked her was who she admires and why. Her answer was Linda, a friend of hers, because she is “helpful and understanding”. Many people do not understand when people have disabilities and I think her having a friend that is understanding helps her with her identity. I don’t believe she will ever get past this stage in her life. Although she should be in the intimacy stage, she does not understand what that means. She will always have a developmental delay and continue to stay in this stage

Growing, developing and learning are the facts of life for all children. Each day children are faced with many new concepts and various challenges. Can you imagine how it feels for a child to face not only new challenges life has, but to face these challenges while living with a learning disability? These challenges are met not just when they begin school either. Students suffer from learning disabilities from the moment they begin learning, not when they start school. Learning disabilities are real and they affect millions of people. “One such disability that affects over approximately 15 percent of the total American population is dyslexia” ( Nosek 5).

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