School Workshop Presentation : Difficulties And Struggles A Learning Disabled Child Facing The General Education Classroom

I found the videos, F.A.T. city to be extremely interesting and informative. I believe that the main message of the F.A.T. city videos that we must take the time to understand the learning disabled child and use our knowledge to create appropriate lessons, as well as, use the best practices in our teaching. I feel the most beneficial way to share this information with my colleagues would be to have them participate in the activities presented in the video. I was surprised and intrigued by many of the points during the video, but following points were the most interesting to me:

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

The research in this paper is to discuss strategies used to teach students with severe disabilities in mathematics. “According to the American Association on Intellectual and Developmental Disabilities, (AAIDD) Intellectual disability is characterized by significant limitations both in intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practical adaptive skills. The diagnoses of the disability should come before the age of 18 (Westling, Fox, & Carter, 2015).” Mathematics is a core subject area that can pose a challenge for a large amount of students in America, and especially those with severe disabilities. “According to a study, only a quarter of students with disabilities that

Standing at the front of the class, my nerves grew from a small, nagging annoyance to rampant thoughts of failure, causing me to scramble, my memory of the topic becoming fuzzy. My groupmate made his closing statement, which signaled to me that the hard part of our presentation was only just beginning. Watching several of my peers’ hands raise, it sunk in that the questioning phase of our presentation, and the only phase we could not thoroughly prepare for, had commenced.

Before planning how to support a student with severe and profound disabilities in my classroom, I need to first educate myself about the student and his/her disability. Without the knowledge about whom the students are and their needs that are needed to accomplish their goal is impossible to support the students. Once I am able to learn about my students, I will then start to plan different support to help the students achieve their potential as much as possible.

Learning environment – I chose to arrange the room in a horse-shoe shape with participants seated behind desks. This enabled everyone to have a clear view of the screen for my power-point point and video presentations. The desks were needed as the icebreaker and activities required making written notes. I provided fish shaped biscuits and sweets to promote the FISH theme and ensured participants had pens, post-it notes and paper required for the activities and icebreaker.

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

In the observed lesson, the teacher has strategically placed desks in a way that amplifies the potential discussion between the students in the inner circle. The students are able to easily pay attention to the speaker, which enhances retention and allows students to implement active listening in regard to their peers. This is not only found in

All teachers dream of the classroom filled with fifteen tranquil, enthusiastic students, all with their note books out and pencils prompt for note taking. This is the classroom where everyone works together, at the same pace, and without any interruptions or distractions. This is the ideal classroom setting. The only problem with this picture is that it does not exist. Students are all different. Kids all learn different ways, and at varying paces. Both Physical and Learning Disabilities can hinder a child’s learning speed and hold them back from the rest of the class. It can be very difficult to identify a child with a learning disability because students can often be misunderstood and labeled as unmotivated and lazy. These students

Immediately beginning the activity they categorized everyone by people who liked to talk the most and didn’t. Once they did this the ones that didn’t like to talk a lot, where given leadership skills and set of of instructions. They were not aloud to say one word and they could only motion what was going on. The individuals who were not aloud to talk had to stay in one point and could only motion. Afterwards we discussed how this can relate to society in a way. Another time we were all playing games of cards everyone had to stand in line and was given a number one through twenty. Starting off there were four to five teens at a table and a set of instructions. What we didn’t know was that each table had a different set of instructions. We were not aloud to explain

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."

Note* other States and Territories within the Commonwealth have separate legalisations and Acts which have been passed in by their representing government.

According to Heward (2009), students with intellectual disabilities have significant limitations in both intellectual functioning and in adaptive behavior. Learning, reasoning, and problem solving, as well as conceptual, social, and practical skills are all areas of difficulty for these students. While students with intellectual disabilities usually have poor memories, slow learning rates, attention problems, difficulty generalizing what they have learned and lack of motivation, there are effective educational strategies that teachers can use to help these students be more successful and ultimately improve their quality of life.

The F.A.T ((F)rustration, (A)nxiety, and (T)ension) City workshop was where a group of people got together and an instructor showed them first hand the struggles of a student with a Learning Disability. Through out the video they did different activities to show the different scenarios where a student might have difficulties and how one should handle the situation. It also showed how hard simple tasks might be for a LD student (Learning Disability). Everyone in the room got to experience the frustration of a student with a learning disability. They got to feel how much frustration, anxiety, and tension a LD student has on a day-to-day basis.

Daniel was a 6 year old student who was developmentally adjusted to a 2 or 3 year old child. At the age of 6, in 1985, his local school district made the decision about his placement. He attended a half day preschool for students with disabilities. Moving into the following year (1986-1987), Daniel’s parents requested that he solely be placed in full pre-k classroom. However, the school and pre-k classroom teacher decided on a plan that would place Daniel ½ the day in a special education classroom, and the other half of the day in a pre-k classroom. The school soon changed his plan, and placed him solely in the special education classroom, with certain stipulation. The school stated that Daniel could go to lunch and recess with his non-disabled peers as long as his mother was present.