The Role Of The Development Of Children With Learning Disabilities

Family involvement plays a major role when helping students prosper in the school setting. In order for children to be successful, as a teacher, we have to provide support to the parent’s to make an effort in wanting to play apart in that success. Communication plays a major part in the effective relationship between families and school. Giving the parents a sense of idea as to how their child is doing in school is built through the student’s academic needs.

Every parent wants the best for their child, after all a child is a person’s most precious possession. For this very reason having a child with a learning disability becomes extremely stressful. Nathan V’s was a very outgoing child verbally articulate and a

Teaching students with learning disabilities: perceptions of a first year teacher were an article written by Todd. W Busch.

     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 author performed two separate interviews face-to-face, selecting two individuals with different backgrounds in order to obtain unique perspectives. The first interviewee, named Jennifer Hodge, works for Allen ISD as a special education teacher for a self-contained DEAR (Developing Early Academics Readiness) class for students in kindergarten through sixth grade. In addition, her experience includes teaching for 22 years, with seven of those years teaching students with disabilities in both self-contained classrooms along with resource and inclusion environments. The meeting to discuss psychoeducational testing occurred in Jennifer’s work place during her conference period over a 45 minute period on Friday, August 28, 2015. The second

The important to promote family involvement in educational settings for children with disabilities. That was the topic of class CE 220 unit 6 project 9 that I had to focus on. I choose this artifact because it demonstrates the disorders that a family with a disabled child has to face every day. In my assignment I was instructed to list three pacific disorders that cause physical and mental development delays. My artifacts shows delays in their cognitive skills and their effects on a child’s developmental growth, and the disorder of muscle movement, muscle tone, and posture due to abnormal brain development. Being aware of the different obstacles a child and the parent deal with make it essential that I promote family involvement. I recall studying the different disabilities that children had, and the many obstacles they faced daily, I could relate to their situation because I have a close family member struggling to do simply things we take for granted. What a tremendous challenge for them and their family members. As an educator, I now promote family involvement in

Families’ attitudes and understandings of children’s exceptionality. To increase the degree of participation, involvement, and engagement of CLD parents in special education and IEP, besides support from outside environment, the key point is the change of consciousness of each family. Understanding, accepting, respecting, and receiving help from special education positively and naturally should be achieved by CLD families with children identified formally as exceptional pupils.

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).

On the other study conducted by Waldron, the results show that children with learning disabilities did poor on math compared to children without learning disabilities. Programs to help children with learning disabilities improve in math should be enforce in every school to help these children succeed. The dropout rate on children with learning disabilities was 14.1 percent on a longitudinal study conducted by Doren. The reason for dropouts was that children with learning disabilities felt they were not compatible academically as children without learning disabilities. They felt disadvantaged compared to the other children. This shows that children with learning disabilities are in greater danger to dropping out of school. Programs designated for children with learning disabilities to help them on their reading, math, and writing would drop the rate and help those students graduate

These setbacks also need to be addressed because those children are mixed with the general population of students. Some parents have special education plans with schools to allocate their child the educational support they need for success, while other parents are still in denial or do not recognize the symptoms their children demonstrate. As shown in the figure, there are arrows in both directions symbolizing the affect that disabilities have on the family’s support system while also outlining that disabilities can be conquered with a solid support system at home. Many students with disabilities, like Autism or Down syndrome, are extremely intelligent they just require more supervision to keep them on

Being said, Kochhar-Bryant (2008) developed a five stage “resilience model” that identifies experiences and tasks for parents as they move from learning their child’s disability through acceptance and appreciation (Heward, 1996). The five stages of the resilience model toward family strength include; Stage 1: Identification of disability, meaning the family may be disappointment and in denial that their child has a disability. Stage 2: Self-education, this stage is when the family learns about the disability and learns about the services needed or whom to reach out to for help. Stage 3: Reflection about self and family, where the parent recognizes own feelings, coping skills, goes about supporting the child. Step 4: Advocacy and empowerment, the family now participates in the school and becomes stronger.

In today’s educational environment, all students expect to receive the same level of instruction from schools and all students must meet the same set of standards. Expectations for students with learning disabilities are the same as students without any learning difficulties. It is now unacceptable for schools or teachers to expect less from one segment of students because they have physical disabilities, learning disabilities, discipline problems, or come from poor backgrounds. Standardize testing has resulted in making every student count as much as their peers and the most positive impact has been seen with the lowest ability students. Schools have developed new approaches to reach these previously underserved students while

The modern classroom has many challenges that face it. Shrinking budgets, less parental involvement, higher expectations, and growing class sizes, just to name a few. If this list was not daunting enough you also have the special needs students that have an array problems in your classroom that need specialized attention, lessons and seating. There are many forms of diverse learners from students who suffer from ADHD to physical disabilities to students with autism to ones that are bullied in school. There are so many things going on in our students lives we sometimes forget they have lives, pressures and disabilities that affect their performance and attitude in our class that have a profound impact on how they learn. For this paper I

The key to any successful school district is the administration. Teachers essentially provide structure, organization, and the background of a child’s future. To educate students with learning disabilities, it is essential that the staff has the training and resources needed for the appropriate people, place, and time (Lazarus) (What is Inclusion, 2001, n.p). It is unrealistic to expect that regular education teachers will always be aware of the latest research or be able to readily adapt the school's

According to the Individuals with Disabilities Education Act, students with disabilities should be placed in a “least restrictive environment.” One of the main ideas of this act was to improve the learning experiences of students with disabilities by giving them learning opportunities outside of a special education classroom. The number of students with disabilities being placed in their general education classrooms is increasing more and more each year. The U.S Department of Education’s 27th annual report to Congress on the implementation of The Individuals with Disabilities Education Act (2005) indicates that the number of students with disabilities in general education classrooms has risen to almost 50 percent. This is about a 17 percent increase from the 1997 U.S