Specific Learning Disability Report

The importance of school completion in the transition of students with disabilities to postsecondary life has received considerable attention (Blackorby & Wagner, 1996). However, it appears that students with disabilities do not fare well in their lives beyond high school in terms of employment or postsecondary education (Blackorby & Wagner, 1996). Most students who drop out of school because of a disability often find it hard to find a job then does their peers getting a high school diploma.

     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.

TT: “Today we are going to practice adding one digit numbers. I am going to demonstrate on the board. 9+1 = 10, 5+3 = 8.” The numbers will have the same number of animals on each number. Example, the number 9 will have animals on it. The number 1 will have 1 animal. The teacher will show flash cards with 2 numbers. The teacher then calls on students randomly and asks students to answer the flash cards. Students will be reminded that they cannot use fingers and are to try to know the answers from memory. If students get the answer wrong the teacher will tell each student to count the number of animals. This activity can be differentiated to meet the needs of students with specific learning disabilities by providing additional visual cues to help with the addition. I anticipate the animals will help all students but particularly students with specific learning disabilities. Additionally, students with specific learning disabilities will be provided items they can physically move (example 9 beans and 1 bean) to help them learn the concept

Genevieve Wentzel-Smith is a 21 year old woman who resides in Greenfield Massachuesetts. Genevieve’s primary diagnoses consist of: Autism Spectrum Disorder, Attention Deficit Hyperactivity Disorder and Dyslexia, and secondary disability of Anxiety, which impacts all areas of academics, including reading rate and fluency, working memory, processing, concentration, writing output, organization, planning. Genevieve had graduated from Greenfield High School in 2013 and continued her education at Greenfield Community College within the Educational Transition Program. She was able to complete the necessary coursework within the program, which qualified her to continue her education by earning credits towards an Associate’s degree as a paraprofessional.

My Educational past and struggles with my A.D.D. The unsuccessful strategies that I went through.

In this essay I am going to be explaining the term learning disability, identifying causes of those learning disabilities and comparing and contrasting the medical and social models of disabilities.

In which state are you certified and/or will you be certified to teach? I am currently certified in the state of Louisiana.

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.

ADHD stand for Attention Deficit Hyperactivity Disorder and it is actually a very common disorder that affects children and young adults. For some it may continue into their adulthood. It is estimated that around three to ten percent of children have ADHD. There are many questions by professionals as to kids can really outgrow ADHD, meaning that it may be more common amongst adults than originally thought to be.

The extent to which differences were present in college-readiness rates in reading, mathematics, and both subjects by disability category for students who were enrolled in special education in Texas public high schools for 2008-2009 through 2010-2011 school years were determined in this investigation. Statistically significant differences were revealed in reading, mathematics, and both subjects college-readiness in each school year. No students who were Emotionally Disturbed or had a Speech or Language Impairment met the college-readiness standard in reading, mathematics, or both subjects. Of importance were extremely low college-readiness rates in reading, mathematics, and both subjects for students who were enrolled in special education

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.

Specific Learning Disability is a developmental disorder that begins by school-age, although it may not be recognized until later. It involves learning difficulties including reading, writing and math. If the specific learning disability is not treated, can potentially cause problems throughout a person’s life, including lower academic achievement, lower self-esteem, higher rates of dropping out of school, higher psychological distress, and poor overall mental health.

Anthony articulates well, and he has better explained the material verbally rather than typing. The ATS discussed the possibility of using speech recognition software instead of writing. The ATS had Anthony try the Window Speech Recognition program. He liked having the computer write for him as he spoke. Next, Anthony tried the Dragon NaturallySpeaking program. Both programs could provide him with the ability to place his thoughts down on paper before he forgets them. Although, having the playback feature which the Dragon NaturallySpeaking program provides will help Anthony with the writing process. He also liked the thought that he can use the Dragon NaturallySpeaking program when emailing. The Windows Speech Recognition program does not operate with other applications. The ATS is recommending Anthony is provided with the Dragon NaturallySpeaking Program Premium version with a USB headset. The ATS is recommending Anthony access the research project calculator application rpc.elms4you.org to help organize his time with large writing assignments. To help Anthony with grammar and punctuation, the ATS will give Anthony a list of free grammar checkers to support him with his

Literacy instruction is intended to offer students the skills and strategies that are necessary to embark in the education process. Each student has a different path towards comprehension of literacy, also about the different types of texts and the focuses within those texts. To have effective literacy instruction, the student should be able to decode, comprehend, and discuss the text. They should be able to be skillful enough to work with the text in a variety of formats, including reading aloud and silently, being read to with comprehending and focusing, using the print to access web sources and all understand all genres of text. Have proficient skills in literacy also addressees all other areas including; comprehension, fluency, vocabulary, and writing (Cohen, 2001). This case study will introduce a student struggling with literacy comprehension and theories to support the student’s case. Also included is an understanding for this issue and examples to help the student succeed.

Kaleigh is a 28 year old woman who resides in Greenfield, Massachusetts and is attending the UMass Center in Springfield, where she is pursing a certificate as an Addictions Counselor. She would like to continue her schooling and received a bachelor's degree in this field. Kaleigh’s disabilities include: a specific learning disorder and a disorder of written expression. These disorders affect all curricular areas as well as her organization and recall. She suffers from depression, Attention Hyper Activity Disorder and anxiety. She was placed on an Individual Education Plan in grammar school which followed her all throughout her educational career. She continues to state she has problems with concentration, organization and recall. She has been working with her Massachusetts Rehabilitation Counselor to identify appropriate support that could be implemented to help her be successful with her vocational goals. For this reason, an assistive technology evaluation was requested to determine if any, technologies could assist her with the successful completion of this goal.