A Student With A Learning Disability

1. Their are many reasons why most adults tend not to understand people / students with learning disabilities. Thinking that we can relate to how the special needs child feels and precieves their world is probably the most daming concept. We can never “know how they feel” like what Richard Lavoie said “ I worked with these kids for 30 years, I have spent my entire adult life among these children and to this day I have no idea what it must be like to be unable to read, spell, and deal with language in a world that insists that you be able deal with language. I have no idea what it imust be like”. So the simple fact is, is that we must first understand that we have to get pass ourselves before we can help them. Another reason adults don't

Her kindergarten teacher recognized her inability to stay focused compared to her peers. In first grade, Grace took longer to complete assignments, had a tendency to daydream, and had difficulty with paper and pencil tasks which was the most noticable in math. Her first and second grade teachers provided her with additional educational support through small group instruction, and she receives weekly instruction from the reading specialist. Finally, her scores on the Wechsler Intelligence Scale for Children, Fourth Edition and Woodcock-Johnson III Tests of Achievement show she has deficits in the areas of Working Memory, Passage Comprehension and Math Fluency. Since information has been obtained by a variety of dependable sources, identifying Grace as a learning disable child is

The Woodcock-Johnson Tests of Cognitive Abilities: Fourth Edition (WJ-COG IV) was administered to determine Leyla’s intellectual ability in regards to her academic performance at school. Leyla achieved a General Intellectual Ability (GIA) standard score of 108, which is in the Average range at the 69th percentile. This means that Leyla performed equal to or greater than 69 percent of her same aged peers. This is in the confidence interval range of 99 to 116, meaning if Leyla was tested again, there is a 95 percent chance her score will be within the same range. Leyla’s ability is better represented when considering each intellectual ability separately rather than her overall score.

I have had the pleasure of planning an activity within my placement. My placement is based within an NHS hospital where they provide therapeutic interventions for adults who have learning disabilities, complex needs and a forensic background. The therapeutic intervention that I have planned, is to assist Stacey to travel independently to various locations within Dundee using public transport. Whilst this is the main aim of the therapeutic intervention, it is hoped that whilst this intervention is being carried out, it will assist Stacey to grow in her self-confidence, she will be able to utilise her money management skills, it will assist with her budgeting skills, help to process and retain information and to also help Stacey relearn her

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:

he obtained a GAI score of 82 (12th percentile). The GAI domain measured Alexander’s Verbal Comprehension and Perceptual Reasoning abilities. Alexanders verbal skills fell as a weakness and his reasoning skills were a personal strength. The Verbal Comprehension Index assessed Alexander’s ability to demonstrate the breadth and depth of knowledge he has acquired from formal classroom education. He obtained a score of 78 (7th percentile/Borderline range).

For the social justice project, my group chose to focus on college student with a learning disability. College students with a learning disability can sometimes be overlooked or not represented in the classroom setting that Beneful for them. My initial impression of a person that has a learning disability is having trouble retaining information that can be seen as simple to others. They need a little bit more help which can be tutoring, study method or extra time on assignment. After this project, I have a new respect for people with learning disability. They must do more in order to achieve a goal that comes easily to other. They never complain, nor they do give up on a task that could be difficult to them. The most interesting aspects of what I learned about learning disability through my individual interview is a new-found respect for my best friend.

Growing, developing and learning are the facts of life for all children. Each day children are faced with many new concepts and various challenges. Can you imagine how it feels for a child to face not only new challenges life has, but to face these challenges while living with a learning disability? These challenges are met not just when they begin school either. Students suffer from learning disabilities from the moment they begin learning, not when they start school. Learning disabilities are real and they affect millions of people. “One such disability that affects over approximately 15 percent of the total American population is dyslexia” ( Nosek 5).

Richard D. Lavoie, in his F.A.T. City workshop presentation, highlighted the difficulties and struggles a learning disabled child faces in the general education classroom. The title F.A.T. City comes from the acronym standing from frustration, anxiety and attention, a whirlwind of emotions felt by the learning disabled child in a classroom where he/she is not understood.

Growing up with two siblings who are both handicapped has influenced me most as a person and student. My older sister Alex, who is 31, has cerebral palsy which impairs her both mentally and physically. This disability leaves her unable to care for herself and makes it hard to accomplish the most basic tasks that some take for granted like eating a meal or holding a conversation. My younger brother Harry, age 27, was diagnosed with severe learning disability as a child. He lives in Boston and works a part time job (stop and shop) but is heavily dependent on my parents to support him. Additionally, his potential for higher learning and employment is bleak.

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

When Mia was only two-years-old, her parents noticed that she was not up to speed with other children her age. This discovery led her to the genetics department at A.I. DuPont Children’s Hospital. For a child with developmental delays, I only saw that she lit up the room with her energy and friendly nature, which made me fall in love with her as she explored the room. While the counselor consulted her parents, Mia continued to come up to me and grab my hands, something that she apparently did quite frequently. During the appointment, her mother began to cry, worried that she may have inadvertently caused Mia’s condition during pregnancy. Her father had concerns that his first child may never be able to live a normal life and have children of her own. The counselor eased the parents’ concerns by educating them on her syndrome and basic genetics as well as getting them in contact with a support group for children with the same syndrome. Mia and her family went home well-informed and in good spirits despite the devastating news they received. This family is a prime example of the benefits of genetic counseling, and why patient care is crucial in the profession.

Living with a learning disability you always feel separated. I can remember comparing myself to others. Wondering when will I be smart like everyone else. In this life everyone wants to feel like they are succeeding. No one wants to feel like they are the weakest link. Each grade I went through I was supposed to build me up for the next grade. I remember the actually feeling when I know I was no longer learning and growing. That when I stop gaining self-assurance and started feeling low self-esteem building.

(1) Encouraging student collaboration, in a setting that includes students with severe disabilities can be challenging in number of areas. First, students may have limited verbal and written communication skills. Second, general educators or parents may perceive students with disabilities as inappropriate learning partners for typical students. Finally, students may resist group work based on a variety of prior experiences.

This article discusses the use of grade level biographies adapted and read to students with severe disabilities and then using least intrusive prompts and organizers to answer comprehension questions starting with wh and sequence of the story. Previous studies used time delay and task analysis to study the learning of students with severe disabilities. Para professionals showed constant time delay worked for students learning science and history. Students with severe disabilities were also taught using multiple exemplar training and graphic organizers.