Understand Students With Learning Disabilities Case Study

Outcome 1 Understand the legislation and policies that support the human rights ind inclusion of individuals with learning disabilities

Soome people with learning disabilities are good at speaking up for themselves. Sometimes they find it hard to get others to accept this or to listen to them.

On one side of the debate, people may argue that just because disabled children may feel uncomfortable in the world around them, it does not mean that nondisabled children are making them feel uncomfortable. However, many disabled children feel uncomfortable when they do not feel accepted by their peers or people in the world around them. For instance, Vicki Freedman, Linda Martin, and Robert Schoeni, authors of “Disability in America” state, “Understanding disability is an important step in ensuring that Americans of all ages and abilities have the opportunity to participate fully in society” (Freedman). Many people in this world do not understand disability, and that people with a disability should still be allowed to participate in the world around them, instead of sit back and watch everyone else do everything that they could possibly be doing. They may think that they are not doing as much as they could in the world, making them feel uncomfortable with people doing every single thing for them. Some disabilities are worse than others, and they may need more assistance than others, but whatever they are capable of doing, they should be able to do. Freedman also states, “Instead, disability exists when an individual's physical, cognitive, or

Children with disabilities need love, support, and lots of patience. Parents need to feel that they are ready to be part of their children's formation so the instruction provided by the educators can be reinforced at home.

Note* other States and Territories within the Commonwealth have separate legalisations and Acts which have been passed in by their representing government.

Think back to your experiences as a student. Picture yourself, your classmates, and your teachers. If you pictured a classroom full of normal children, you were like most children growing up about a decade ago. You see it was until recently that children with learning disabilities (LD) were allowed to join classes where they are least restricted. Restricted in what sense, you ask? For example, Emily can solve mathematical problems, is only slightly socially awkward, but struggles in reading. In previous years she would have been placed in a resource room with other children like her, students with LD. However, now Emily sits among general education students, and only receives extra assistance in the area she needs, reading.

In the early 20th century, special needs adults and those who cared for them led to encumbrance. To understand a special needs adult, you must understand their mental impairments. Cognitive impairments can change how they think, act and/or feels. These types of changes can cause conversations to be frustrating and makes them repeat of an idea or activity. Behavioral problems such as these can take an emotional and physical toll on the caregiver. Thus, the struggles facing special needs adults is communication difficulties, preservation and those that care for them suffer psychologically.

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.

Since the reauthorization of the Individuals with Disabilities Education Act (IDEA) in 2004, procedures for identifying students with specific learning disabilities (SLD) has been a controversial topic. In 2006 the law was updated to include “Additional Procedures for Identifying Children With Specific Learning Disabilities” (§300.307-311). These procedures indicated that states must not require the use of a severe discrepancy between intellectual ability and achievement for determining whether a child has a SLD; must permit the use of a process based on the child’s response to scientific, research-based intervention; and may permit the use of other alternative research-based procedures for determining whether a child has a specific

I really do agree with you that students with a disability can teach everyone around them. They have a unique viewpoint on the world and often times, they are among the strongest people around us. Also, I agree the that students who are gifted can have a hard time communicating with their fellow peers. Many programs in schools do not have enough resources to have a sophisticated gifted program. Through my primary school, the gifted program's teacher was only able to meet with the students once a week for an hour or so. I wish there was more time for the students to meet as many of them were able to communicate with each other about higher-level topics. Often times, I notice that younger students who talk about issues that their peers don't

In the article Learning Disability and Response- Ability (2015), the disability that is mentioned is Learning Disability (Corbett, pg. 459). Throughout the article, LD is implemented and studied for the students that were the focus for the study. For implementing in a special education classroom, one could take time with the student to see what he or she enjoys and how to input it into the classroom. For example, if it is a math class and the student likes sheep, one approach can be to count up the sheep or if the student enjoys TV shows such as Garfield, then you can show that student a small clip of Garfield eating lasagna then have him or her count up how many he ate. Small things like those can easily

Most normal students do not know why or how the disability students suffer from their illness. They just look at them and see that this kid is not normal and didn’t bother to know their story. Normal students should learn to understand disable students when they are in need of support because we live in a world where we should help one another. If normal students are more aware of disability, then there will be a higher chance that the normal students would care for the disability students. Granted that students can learn and help out one another if students know more about disability

Conspicuous Strategies- “Steps that students follow to achieve a certain goal” Steps are originally explained by the teacher then after practice and experience the students begin to follow them routinely (Carnine 134).

Most people automatically assume that speaking, communication and interaction with someone with a learning disability is difficult, impossible and some may say useless. These are stereotypes that are unproductive.

Every person deserves an education. It is what shapes us, allows us to grow. As future and current educators or parents, understanding the perspective of persons with disabilities in the classroom is important. Being confident in your own abilities and not being afraid to use the resources available to you.