The Importance Of Learning Disabilities In Education

In the United States, one person is born every eight seconds and one dies every eleven seconds (“U.S. and”) causing there to be a net growth of one individual every fifteen seconds (“U.S. and”). Consequently, as the population continues to exponentially grow, the number of American students in public and secondary schools has increased from “50.6 million enrolled in fall 2016” to “about 50.7 million” in fall 2017 (“Fast Facts”). On a global scale, the world population has reached almost 7.5 billion (“U.S. and”) with “[o]ver one billion people or 15% of the world’s population liv[ing] with some form of disability” (Lansdown “Children and”). Moreover, “[t]he estimated number of children with disabilities between 0 and 18 years ranges between 93 million and 150 million” (Lansdown “Children and”). Many people who attended grades K-12 in an American public school system during the 1990s can recall similar memories of their schools’ methods of educating those with physical disabilities, mental disabilities, or both. Prior to 1997, “services for individuals with disabilities were still primarily provided through a pull-out or resource-room model in which students were provided services outside of the general education classroom, either by being pulled from their general education classroom or by attending a separate, segregated class often called a resource room” (Provenzo 746). However, individuals who attend public schools in the 21st century are able to recognize that as the

It is not often that parents who are from a different cultural environment know the language of that culture. But, the parents can be encouraging to their child to learn and gain

There may be a recognised syndrome or disorder that causes language difficulty for the child and is not able to communicate with others. The child may have a lack of stimulation and support to provide the rich language experience necessary to develop speech, language and communication skills. For example at school, the setting may not have an enabling environment to stimulate the child’s different interests necessary for acquiring language. The books, music, songs and so on may not stimulate and interest the child.

Two particular aspects of this topic I saw play out was their economic status, and linguistic background. The learning cite where I participated was aimed at helping children who came from a low income household, and also those who had English as their secondary language. Due to the fact that their families struggled financially I noticed many of these children where behind in school, and primarily in their English development. This could be a direct effect of low economic status because perhaps they lacked resources which could aid their learning, or their parents where not as involved because they were constantly at work. Therefore, they had very limited schedules and their involvement in their child’s education was short. Their linguistic background played a significant role in how they performed at school, because their practice was strictly limited to the time they spent at school they showed detriments in how well they acquired other languages such as English. They came from homes where they only spoke Spanish or otherwise and therefore they were taught to not practice it at home and leave everything they learnt or acquired at school, restricting them from further developing skills, which would develop their English. The environmental context in which children are brought up has a very significant role in children’s development; in my experience, I particularly saw the effect it had within their cognitive

1) 1.1 Effective communication is important in developing positive relationships with children, young people and adults in all walks of life and at any age whether it be with relatives, friends, neighbours, colleagues, associates or even total strangers. Also, effective language skills are essential for children to access the curriculum. In the classroom, spoken language is the main way that teachers teach and children learn. Therefore if the skill of communicating in an effective manner isn’t learned or grasped at an early age then it could lead to various complications in terms of interacting with other people, be it in the home or

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

When some people think of someone with a learning disability they often think of someone who is not able to contribute to society. It is often assumed people with learning disabilities are people who have low intelligence, work the school systems, and are socially awkward. As someone who has a learning disability these misconceptions have made it difficult for me to be open about it and prove these stereotypes wrong. Most of these misconceptions stem from people not understanding what alearning disabilities are, a learning disability “results from a difference in the way a person's brain is wired. Children with learning disabilities are as smart or smarter than their peers. But they have difficulty reading, writing, spelling, reasoning, recalling and/or organizing information if left to figure things out by themselves or if taught in conventional ways” (idonline.org).

While perceptions of learning disabilities (LD) may vary according to country, culture, and teachers, it is often necessary to diagnose students in order to receive funding for services. It can be helpful to recognize those learning disabilities that students may have in order to provide extra assistance when necessary. It would be advantageous, too, if wide recognition of LD could take away the stigma that is often present. However, since LD is a multi-faceted topic, labeling often carries a negative connotation and can lead to ostracizing of students. It is beneficial for a student if the classification of a student with LD results in an enhanced educational experience.

Learning to read is one of the most foundational skills needed for educational success. As children learn to read they develop the ability to decode, interpret, and store information from what they are reading. Reading comprehension allows a child to gain meaning from text and decoding allows a child to process sounds into words. Reading is vital to educational success because it allows a student to learn new information and build upon their prior knowledge. Students who attain reading skills are more likely to achieve academic success while students who have reading difficulties are likely to struggle academically and fall behind their peers. Reading difficulties have been prominent within the US for years. For example, the most recent National Assessment of Educational Progress statistics shows that only about 33% of fourth graders are at or above proficient at reading (National Center for Educational Statistics, 2011). Studies show that the cause of reading difficulties is based primarily on genes, environment, and instructional experience (Vellutino, Fletcher, Snowling, Scanlon, 2004). Students with a language learning disorder have difficulty comprehending spoken and written language thus making it difficult to learn new information. Children with reading disabilities are more likely to struggle during elementary school years as students are asked to think about what they read more critically. Speech language pathologists and teachers can help

     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.

The setting of a classroom has changed over the past few decades thanks to innovations in technology and improvements in education. Instructors are now more equipped to handle a variety of students with different learning abilities and backgrounds, than any previous generation. Still, the problem with learning disorders in a classroom setting can never be fully decoded although educators and psychologists have been trying to understand them for decades. A child’s behavioral pattern and learning capabilities are observed from the time a child enters grammar school so that counselors may identify handicaps or disorders that would prevent the child from learning at an acceptable pace. These handicaps can range from physical or mental issues that

The importance of education for all children, especially for those with disability and with limited social and economic opportunities, is indisputable. Indeed, the special education system allowed children with disability increased access to public education. Apart from that, the special education system has provided for them an effective framework for their education, and for the institutions involved to identify children with disability sooner. In turn, this promotes greater inclusion of children with disability alongside their nondisabled peers. In spite of these advances however, many obstacles remain, including delays in providing services for children with disability, as well as regulatory and

Over the last two years of my life I have located a passion within myself that has shown me what Gods purpose maybe for my life. In learning the importance of providing a quality education for students of all types. I can now acknowledge and recognize the benefits that it allows for students with and without disabilities. I have founded an area of interest that goes far beyond a job. It has become a passion, in understanding this passion for special education I can now identify methods to help increase students with or without disabilities view on lifelong learning.

Many disability groups give a different argument as to why some SEND children were refused education. Disability groups, such as Disabled People's International (DPI), have argued that disability is socially constructed. Farrell and Ainscow (2002) believed that it is the barriers that society places on particular groups of people that create disability. Norwich (2014) furthers the argument that the politics of disablement is a lively area of social engagement. All this points to the explanation as to why some SEND children are excluded from schooling and from receiving an appropriate education. Consequently, this led to the concept of normalisation, which means making maximum use of the regular school system with a minimum resort to separate facilities. It may, therefore, be argued that normalisation gave rise to the concept of integration. However, normalisation did not recognise the existence of a wide range of individual differences in the society and "the diversity of educational, vocational and other opportunities that are available to people in the adult world" (reference). A comparison to the psycho-medical model is the social model which rejects the categorisation of disabled people based on their impairment, (Elkins, 2009). This model supports the idea that attitudes, values and beliefs cause disability not medical impairments. It is believed that a full application of this model would ensure that the segregated system of special schooling would end. However, there

Under the Individuals with Disabilities Education Act, individuals with disabilities were granted the right to receive free and appropriate public education back in 1975. () Unfortunately, the education most of these individuals receive is that of 1975. Special education programs are dying due to the lack of funding and the lack of fundamental research on the disorders that are rapidly increasing in today’s society. It seems, as the number of children diagnosed with mental disorders rises the number of programs that aid these children in the education system declines. It is estimated that 1 in 68 children in America are affected by autism alone each year. () Most of these children will be pushed through the education system without receiving proper education on essential skills that will aid them later in their lives. Consequently, these children will be forced into adulthood without the proper tools needed to succeed. The conversation on how to implement improved programs into schools for children with autism is ongoing and is a constant struggle as the funding for said programs is dwindling rapidly. Parents and teachers alike demand for change as it is these children’s right to receive an education that will help them later in life. Two articles that add to the conversation are an article from EBSCOhost--“All Children can and Should Have the Opportunity to Learn” and an article from TIME--“Autism: Special Education Isn’t Giving My Child Life Skills.”. Each article individually provides solutions to the issues the education system faces with the implementation of programs specifically designed for children with Autism Spectrum Disorder, however the TIME article by Katherine Sanford provides a singular look at the issue from a parent’s perspective and the EBSCOhost article by Erinn Finke provides a compiled look at the issue from educators who worked directly with children with Autism Spectrum Disorder. (Should I add a thesis statement here or is the previous statement good enough to be the thesis? Should I make a statement of effectiveness?)