Learning Disabilities and Their Effects on the American Educational Process
Running Head: EDUCATIONAL STUDIES: LEARNING DISABILITIES
Educational Studies:
Research on Learning Disabilities and the Effects they have on the American Educational Process
Gideon Scott
South Carolina State University
Dr. Littlejohn, Spring 2013
April 20, 2013
Abstract
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
Educational Studies:
Research on Learning Disabilities and the Effects they have on the American Educational Process
Gideon Scott
South Carolina State University
Dr. Littlejohn, Spring 2013
April 20, 2013
Abstract
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
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