The Stigma Surrounding Learning Disabilities

In last manager’s meeting you asked us to share good stories, not just bad ones. There are many, so it is hard to pick . Here is one that happened recently…

While conducting research on inequalities found between schools in Vermont, I found it difficult to find studies, data, and information. After spending about fourteen years in school, I believe that one reason as to why there is a lack of public concern for schooling inequality, is due to a lack of knowledge on existing schooling inequalities. Although there are those, such as the students, who know and see the schooling inequalities between schools in their town, they don’t voice concern. They don’t question why there is inequality, because, they understand why the inequality exists, whether it be because of demographics or financial statuses. For those who are not affected by the schooling inequalities may be in denial about the inequalities, because they do not want to change their

I believe that the anti-federalist structure of government is the right choice of government in our country. My position is to stand as an anti-federalist, is because I believe that the majority of the power should reside within the state level rather than the federal government. I believe in not only having one government but having each state make its own rules and regulations that best suite its citizens.

Invisible disabilities are exactly what they seem to be: hidden from view. Invisible disabilities come in almost endless varieties, including mental illnesses, HIV, AIDS, diabetes, learning disabilities, epilepsy, and more. While there may be visible components to these disabilities, all of them can be virtually invisible and “hidden” from view. People often make assumptions based on what is visibly seen, so when someone is suffering from something invisible, it is assumed that the person is fine, because they appear to be fine. This assumption causes the reinforcement of stereotypes and prejudice that form misconceptions regarding invisible disabilities. Despite these physical and psychological

Is the rising poverty rate of America negatively affecting the education of high school students across the nation? Unemployment, parents’ level of education and a profound list that continues has shown to impact a child’s education. In 2013, “a majority of of children attending our K-12 public schools [came] from low-income families” (Suitts 35). Poverty-stricken students are more likely to receive poor grades than those living above the poverty line. What seems to be affecting the grades of these impoverished students? The constant need to support their family financially, physically, and emotionally. Teachers may be unaware that some students face these hardships throughout their daily lives. They need to understand that students of lower socioeconomic statuses may not prioritize homework over taking care of their family during a time of need. Teachers should be more aware to better serve and understand their students. There is crucial evidence that supports that socioeconomic status does affect the education of those living under the poverty line, but some researchers believe that it has no effect on students’ education at all. Teachers should be more aware how socioeconomic status affects the grades of high school students.

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:

Even though they are not from wealthy families, these children still want to learn and have the same drive for success just like any other child. The low income students are learning in environments of old buildings, underpaid teachers, and low funded sports teams due to their district. Yet, once they graduate high school, they still have to meet the same requirements to get into colleges, although they did not have access to high-impact education. Whereas the higher-income schools suffer nothing as they have no experience of budget cuts, and they have access to endless opportunities for their students. Their students do not have the same struggle to get into higher education as they were prepped for it in high school. This kind of financial unintentionality is hurting the children of the future

individual these people including friends, peer groups, companions and colleagues. As individuals begin to interact with new people they begin to change their attitudes, behaviour, habits, ideas and values in order to be accepted.

The concept of desirability has divided society in two groups. One group has been categorized as the higher- achiever and the other group as the low-achievers. This comparison has been embedded into society for so many years. During the 50’s it was used to protect white middle-class students. Today is mostly used to described people who have mental or physical impairments. Sleeter and Longmore researched how the concept of disability has had a negative development through the US society.

There are many stereotypes regarding those with intellectual disabilities. This may be because these individuals range in cognitive ability, receptive and expressive language, and physical need. While it may be assumed that those with disabilities are not able to process the world around them, they are not immune to mental health disorders and the, sometimes tragic, events that take place throughout a lifetime. Someone without an intellectual disability may find solace in a friend, partner, or family member. If the event is impactful enough, they may even turn to a mental health professional that is trained to help those going through a tough time. Unfortunately, individuals with disabilities do not always have that same network of support.

I teach at Marshall Elementary School in Dubuque, IA. Marshall is in a suburban area of our city. The families at Marshall are in a wide range of incomes, but mostly the families are low to middle income level. The school is located in an area around houses, there is train tracks that run behind the school, then behind that is an industrial area. The Mississippi River runs along the industrial area. The families at Marshall are employed in a wide range of places throughout Dubuque. There are quite a few stay at home moms, factory workers, food service employees, office staff, etc.

I assume my vision for America would be similar to any other high school senior or person my age. A place where everyone is equal; for the generations to precede us not to be suffocated by debt as our generation is; to be able to trust the politicians we elect to work for the peoples of America, and not solely in their own interest; those are just some of the ideals I see for a more perfect America. Some might say that those ideas are or would be a utopian idea, but they shouldn’t be seen as that because those are common ideals and what America should strive for to become better.

There are many different types of learning disabilities; the most common ones are dyslexia and attention deficit disorder. (Jerome Rosner. –third ed. 1)

In the U.S., low income students who live in high poverty neighborhoods do not receive the proper funds for school. The schools that they attend do not get enough of the state’s money in order to get the education they need. Students that come from wealthier families can get the help they need outside of school, if they cannot get it in school. Low income students have to take what they are given and that is not always a lot. Every student might not get a textbook that they can take home and that leaves them with no help to do their homework. This can push the student behind the rest of the class and may take them longer to catch up because

​Generally individuals with special needs continue to be the most disadvantaged and neglected in third-world countries (Charema, 2007). This paper is concerned with the moral necessity and biblical mandate of providing special education programs in Christian schools in third-world countries when society in those countries does not recognize or value people with special needs.