Running Head: EDUCATIONAL STUDIES: LEARNING DISABILITIES
Research on Learning Disabilities and the Effects they have on the American Educational Process
South Carolina State University
Dr. Littlejohn, Spring 2013
April 20, 2013
In this research paper viewers will be introduced to learning disabilities is are and what they are not . Understanding learning disorders are important because the public frequently confuse them with conditions such as attention deficit, hyperactivity disorder, autism, intellectual disabilities, deafness and blindness, as evidenced by a recent surveys conducted by researchers. Recent empirical data indicates that the number of school-age children with learning disabilities who receive federally-authorized special education services has declined by 14 percent over the past decade. In this research paper I also include state-by-state information about the number of students with learning disabilities. .The argument I present in this paper corresponds to the data I collected that represents the fact that while students with learning disabilities are spending the majority of their school day in the general education classroom, they struggle to make adequate gains toward grade level standards.
Research on Learning Disabilities and the Effects they have on the American Educational Process Learning disabilities are not problems with intelligence or motivation. Students with learning disabilities aren’t lazy or dumb. In fact, most are just as smart as everyone else. Their brains are simply wired differently. As a result of this difference, it affects how they receive and process information. Learning disabilities look very different from one student to another. One student may struggle with reading and spelling, while another loves books but can’t understand math. Still another may have difficulty understanding what others are saying or communicating out loud. These problems are very different, but they are all learning disorders. Basically, learning disabilities are classifications including several areas of functioning in which certain students have difficulty learning in a typical manner, usually caused by unknown factors. According to what experts know about learning disorders, Learning disabilities arise from neurological differences in brain structure and function and affect the brain’s ability to store, processor communicate information. However, it remains unclear what creates the neurological disorders that lead to learning disabilities, heredity is considered a major factor because learning disabilities seem to occur within members of the same families. Moreover, other suggested possible contributions include pre-natal and birth problems a list that covers illness or injury, drug and alcohol use during pregnancy, low birth weight, oxygen deprivation and premature or prolonged labor as well as childhood experiences of traumatic injuries, severe nutritional deprivation, and exposure to poisonous substances such as lead. Interestingly, there is a higher incidence of learning disabilities among people living in poverty apparently because poor people are more likely to be exposed to poor nutrition, ingested and environmental toxins and other risk factors during early and critical stages of development. Learning disabilities are both real and permanent, and there is a growing body of data to support neurobiological causes including new evidence documenting that families are genetically linked to learning disabilities. Unfortunately, students with disabilities suffer from low self-esteem, fall into juvenile delinquency or fail academically because their LD is not discovered and appropriate help provided until it’s too late to prevent these and other psychological problems from happening. Learning disabilities commonly fall into three different categories: dyscalculia, dysgraphia, and dyslexia. Moreover, other learning...
References: Bradley, R., Danielson, L., & Hallahan, D. (Eds.). (2002). Identification of learning disabilities:
Research to practice
Fletcher, J. M., Lyon, G. R., Barnes, M., Stuebing, K. K., Francis, D. J., Olson, R. K., et al. (2002).
Fuchs, D., Mock, D., Morgan, P, & Young, C. (2003). Responsiveness-to-intervention: Definitions,
evidence, and implications for the learning disabilities construct
Gersten, R., Jordan, N. C., & Flojo, J. R. (2005). Early identification and interventions for students
with mathematics difficulties
Kaufman, A. S., & Kaufman, N. L. (2001). Specific learning disabilities and difficulties in children and
adolescents: Psychological assessment and evaluation
Please join StudyMode to read the full document