Specific Learning Disabilities
Specific Learning Disabilities
How Many Are Affected by a Learning Disability?
Specific learning disabilities are affecting 10 percent of the population in classrooms today. About 2 or 3 pupils in every classroom have dyslexia, dyscalculia, or autism. Some of these children have more than one disability. Children with attention-deficit/hyperactivity disorder also suffer from dyslexia and dyscalculia. There is about 33 percent to 45 percent of children with ADHD that suffer from dyslexia and 11 percent from dyscalculia. These conditions provide a challenge to educators because they have to modify their teaching in order to help these children learn (London, ScienceDaily, 2013). Roughly 2.8 million students have Specific Learning Disabilities (SLD) which makes up 51 percent of all individuals receiving special education services under the Individuals with Disabilities Education Act (IDEA) (U.S. Department of Education, 2003).
The rise of learning disabilities is due to many disorders of neurological development even in children who have high intelligence. The good news is that now they are many effective ways to help learners who have a SLD. Research suggests that students with a learning disability need specialized support in order to adapt their distinctive combination of disabilities. By training teachers about this condition it will help children with this neurological development in becoming better learners and at the same time give teachers the necessary tools to help them in their classroom. The education system needs to adapt to the learner’s existing range of skills and knowledge (London, Science Daily, 2013). What are Learning Disabilities?
What the school systems need to understand is that a learning disability is not a problem with intelligence or motivation. Students who have SLD are not dumb or lazy; it just means that their brains receive and process information differently. These children just see, hear, and understand things differently; thus giving them problems with learning new information and skills, and putting them to use. Children with a specific learning disability have problems with reading, writing, math, reasoning, listening and speaking. (Kemp, Smith, & Segal, 2014). Eligibility
Once the child has been diagnosed as having a learning disorder, decisions have to be made in regards to eligibility and appropriate interventions and services. An interdisciplinary team which consists of regular education teachers, special education teachers, parents, related services, and anyone that has an educational interest in the child should be part of the decision making process. The decisions have to be made in a timely manner to ensure the child needs are addressed. The eligibility for special services should be made from information gathered from a comprehensive individual assessment using numerous techniques and sources of vital information. Once the student has been identified as having a specific learning disability, he or she will need different levels of special education and related services under IDEA at different times during the school day (U.S. Department of Education, 2003).
Parents have a hard time accepting that their child has a learning disorder. They just can’t tolerate the idea that their child is suffering by not being able to make it through school. The most important thing parents need to remember is that if they suspect their child has a learning disability, to get help right away. The sooner their child gets the help he or she needs, the better possibilities of their child reaching his or her full potential (Kemp, Smith, & Segal, 2014). Signs and Symptoms of Learning Disabilities and Disorders
Learning disorders in children are not the same. One child might be struggling with reading and writing, while another one loves books...
References: Disabilities, N. J. (2006). LD online. Retrieved from LD online: http://www.ldonline.org/article/11511/?theme=print
Kane, J. (2012, March 16). PBS Newshour. Retrieved from PBS Newshour: http://www.pbs.org/newshour/rundown/five-misconceptions-about-learning-disabilities/
Kemp, G., Smith, M., & Segal, J. (2014, December). Helpguide.org. Retrieved from Helpguide.org: http://www.helpguide.org/articles/learning-disabilities/learning-disabilities-and-disorders.htm
London, U. C. (2013, April 18). Science Daily. Retrieved February 20, 2015, from Science Daily: www.sciencedaily.com/releases/2013/04/130418142309.htm
U.S. Department of Education, O. o. (2003). LD online. Retrieved from LD online: http://www.ldonline.org/article/5720/:theme=print
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