Student Students With Learning Disabilities

Lauren expressed to me that students who spend their day within a self-contained classroom are introduced to fundamental life skills such as brushing their teeth, tying their shoes, and holding a spoon or fork in order to feed themselves. In addition, many of the students need assistance with toilet training as well, basic skills we take for granted. The goals seem simple enough to an average everyday student, but to the student who suffers from one disability or another, the goal can seem unattainable and the work required to achieve these goals is hard and at times very frustrating (Ursta, L.,

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

After watching the two AAIDD videos, my perspective on self-determination has grown. I never realized before just how important self-determination was to a student who has intellectual or developmental disabilities’ ability to succeed. Teachers and parents should provide a supportive environment that will foster these self-determination skills such as goal setting. By setting their own goals, they are working on developing skills that will help them have a higher quality of life later as they transition into adulthood. Setting goals and working toward goals was just a normal part of my education, but I didn’t realize just exactly what they provide skills wise for students who have exceptionalities. It is important for these students to gain

To better understand college students with disabilities and the importance of self-determination; consider these objectives:

Student A is a 7th grade student with an intellectual disability. This student receives small group instruction in math, reading, writing, and social skills. He is included in the general education population for science and specials classes. This student has IEP goals and objectives in math, reading, writing, and behavior in his IEP. This error pattern analysis will focus on his math computation abilities.

You can hear the frustration in Susan’s voice. Because learning disabilities are not visible to the common observer, family, teachers and peers often do not understand the challenges faced by individuals with learning disabilities. The University of Wisconsin-Madison notes in College Students with Learning Disabilities (2012), those individuals with learning disabilities often have to prove their disability is "real". Susan can organize and communicate her thoughts in a one-on-one conversation but she finds it difficult to organize and articulate her ideas in writing. Susan explains that writing was her most challenging academic area in high school. She confides that she is worried that she will not be able to keep up with the course workload and is worried about failing her freshman English course but she is determined to make her first year a successful one.

Parents send their student to school with the expectation that they will desire to become doctors, lawyers, educators, and perhaps even the President one day. Most educators open their doors on the first day of school longing to receive a classroom bursting with scholars. However, this is not always the circumstance. For this is not a perfect world and there are children who have disabilities and it is one’s duty to stay prepared to educate them too. Therefore, students with these special requirements such as, emotional and behavioral disorders, physical and health impairments, and traumatic brain injury need their educators to know effective teaching strategies based on research, how to develop their self-confidence and develop their self-support

Teachers will undeniably continue to face the challenge of being able to teach all students who have learning disabilities. They will continue on the journey in researching the availability of treatments, services, and new theories. There are numerous tools available in teaching; however, discovering exactly which tools will work for all with some type of learning disability, will continue to be a work in progress. Teachers will persist in expanding their education on how to effectively teach special needs children, because of the desire and passion they have for their

As a special education teacher, it’s important that I use and apply various teaching techniques, strategies, learning styles, methods, and the latest innovative practices to make certain my students’ meet the yearly goals I’ve set for them and the goals they have according to their IEP’s. These

Specific strategies to do this have been explored in this presentation. Another internal support is developing an optimistic attitude with a belief in a positive future, including exploring the concept of metacognition and how a dyslexic brain thinks differently about thinking. For students with dyslexia who do not have this, it can and should be explicitly taught (Eide & Eide 209). Strategies to do so include discussing the way their brain processes information and how these strengths have been used by others to achieve success (give examples, have the student do a project about one of these successful individuals, etc.). Part of developing this positive mindset also includes teaching that the struggles they are facing are temporary, can be overcome, and are not a reflection of their self-worth. Realistic goal setting and tracking of progress can make these concepts more concrete for students (Eide & Eide 210). External supports, such as genuine praise and encouragement from teachers for even the smallest achievements by a student with dyslexia, can be the confidence builders that students need to remain motivated. Another external support is placement in the right educational

Meiling is a 6th grade student attending Northeast Middle School. As a result of the reevaluation conducted on December of 2015, she is currently identified as a student with a Specific Learning Disability in Basic Reading Skills, Reading Comprehension, Written Expression, Mathematics Computation, and Mathematics Problem Solving as well as a Speech and Language Impairment. Meiling receives academic support twice in a six-day cycle with the learning support teacher. She is in an itinerant learning support classroom and the learning support teacher is with her in all academic classes.

I have been working with students with exceptionalities in many different complicates over the past 6 years. My first job working with students with disabilities was aa a camp consoler at Aaron's Acers,a summer camp that helps students with disabilities work on their social, motor and communication skills. My main responsibilities in this position was working with one child and helping them improve the desired skills decided on by their parents and teachers during the school year. I was also responsible for helping the other staff members plan activities and events for each of the camp sessions. I worked with this amazing organization for 5 consecutive summers between 2013- 2017.

To make sure that people with learning difficulties are able to live in their flats independently and not go through any abuse, there are various strategies to help them such as:

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).

Individuals with low self-esteem often suffer from feelings of inferiority and depression. In these cases, academic success is certainly challenging. I reinforce this notion by paralleling with the social and emotional well-being of students with learning disabilities. Those that have had positive experiences both at school and at home do not necessarily suffer from low self-esteem. Support and guidance are key issues in maintaining good self-concept in these individuals. Focusing on skills other than those measured through academic evaluations allows students with learning disabilities to recognize their value and self-worth as a whole not just through academic performance. Justifiably, most do have a negative self-perception of their academic competencies, but still prove to have good self-esteem.