Related Disabilities

Learning Disabilities Association of America. (2004). Learning Disabilities: Signs, Symptoms and Strategies. Retrieved June 18, 2012, from HYPERLINK "http://www.ldanatl.org" http://www.ldanatl.org.

Overcoming Math Anxiety by Sheila Tobias, 1995, lays out the groundwork for addressing math related stereotypes and understanding where peoples math anxiety has come from, why it continues, and most importantly, how to start working on overcoming it. A strong theme that continues throughout the book is the issue of gender differences in relation to math anxiety and why from Tobias’s findings and opinion is either true or false. However, the message throughout the book is clear. While math anxiety is a real issue that many suffer from, because of the everyday use of math and the benefits of being competent at using it, we are limiting ourselves by avoiding the subject like the plague and therefore must find ways to move past the anxiety.

Mathematics anxiety has been studies for the past “50 years” (McMahon 2015), because it is a problem that affect many Americans. With all of the studies done, there is still much to be known about it and its effect on students. Mathematics anxiety has been defined by Vahedi and Farrokhi (2011) as “negative cognitions, avoidance behaviors, and feeling pressured and inadequate in performance that combined interfere with solving math

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).

Growing, developing, and learning are the facts of life for all children. They are faced with understanding new concepts and challenges daily but imagine what it would be like facing new concepts and challenges life has to offer but facing them with a learning disability. Most people think of learning disabilities as something that only affects them upon entering school but, in reality, children with learning disabilities suffer from the moment they begin to learn; not when they start school. Learning disabilities are very real and affect millions of people worldwide. These disabilities affect the child’s ability to read, write, and speak, and if undiagnosed properly, can cause the child to struggle and fall behind in school and to act out. We have to remember, “no one is born knowing how to read. We all have to learn how” (Shaywitz, S, 2015).

All people have inborn strengths and weaknesses with certain topics and tasks. In modern day schools, it is not uncommon for a person to favor a subject or class over another. However, there is a degree at which a weakness may become clinical and affects one’s everyday life. When this happens, one may suffer from a learning disability. These disabilities are less understood and more stigmatized than physical disabilities, despite scientific research done to help identify their origins and treat sufferers of them. This essay will explore common colloquial views and scientific evidence towards three common learning disabilities.

A certain website stated that many students have a hard time to cope with solving and analyzing mathematical problems, wherein they develop a so-called math anxiety that builds hindrance for students to perform well in math. Math anxiety doesn't just make students unproductive but also gives a negative impact on their

Additionally, the characteristics of a person’s learning disability can vary greatly, making it difficult to diagnose since while there are some common characteristics of learning disabilities, each individuals most common deficit may be different. Dr. Karge’s power point, Learning Disabilities, she point out that it is almost impossible to provide a typical profile for individuals with learning disabilities “because a person’s unique characteristic is their unique difference” (slide 16). For many people with a learning disability, their diagnosis doesn’t come until elementary school, as an adult, or not at all (Theories & Strategies for Nonverbal Learning Disabilities, Pierson, slide 3). Since late diagnosis is often the case for those with learning disabilities those around them may believe that their deficits are caused by failure to pay attention is class or a misunderstanding of the material. This can lead to frustrations for the student, their parents, and teachers. If their learning disability is not diagnosed, one attempted solution might be to have the student repeat the grade, making the student younger than his or her peers the next year, and possibly feeling self conscious or socially ostracized. The student’s parents and teachers may feel frustrated because having a student repeat the grade, while providing no additional help will result in the same deficits. Until the student’s learning disability is assessed and diagnosed, no steps can be taken, or services provided to help them

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

According to Daniel P. Hallahan (2005), the term Learning Disabilities consists of 13 specific categories such as retardation, disorder, or delayed development in one or more of the process of speech, language, reading, writing, arithmetic, or other school subject resulting from a psychological handicap caused by a possible cerebral dysfunction and or emotional or behavioral disturbances (p.13). Additionally, the term learning disability is an umbrella term conceived by white middle-class parents to differentiate their children from low- achieving, minority students (Sleeter, 2010). In recent years there has been an increase of African Americans, and Hispanics students labeled as learning disabled.

Ashcraft and Krause (2007) examined if math anxiety has something to do with a decline in math performance. The researchers collected scores from eighty undergraduates on a math-anxiety test, and a standard math achievement test. The two tests were compared, but the standard math achievement test was rescored by a

Math anxiety can affect the education of children by causing them to avoid obtaining educational degrees beyond high school because they are afraid to enroll in college math courses. Since a majority of well-paid jobs require college degrees, anxiety toward learning math affects future career plans. What are the contributing factors of math anxiety in the United States in the past ten years, especially in children and young adults? Math anxiety can be divided into two categories: probable causes and possible solutions.

Learning disability is a term misused severally. In essence, it applies to students who have different learning challenges. Most people associate learning disability to the development of a child, thus assuming that it is a short-term condition and disappears as the person matures. The accepted definition, provided by the National Adult Literacy and Learning Disability Center states that; learning disability is generic and refers to a composite group of disorders that become evident in the person; through observing that they have challenges in the acquisition and use of speaking, listening, reading, reasoning and execution of mathematical concepts, as well as, understanding social skills. As teachers process the learning

Math Anxiety is different for everyone; it may affect an individual differently that it would affect any other individual. In recent years math anxiety among college students has very much become an epidemic. This type of anxiety is evident in all types of undergraduate students, traditional students, nontraditional students, students with learning disabilities, and regular students. There are various factors that can influence the varying degrees of math anxiety: gender, parental support, ones perceived ability, and perception of their previous math instructors teaching ability (Haynes, Mullins & Stein, 2004). Recent findings have shown that there is not a significant difference in math anxiety levels between males and females (Haynes, Mullins &

Math anxiety maybe unknown to many people and yet many more suffer from it. Math anxiety is defined as the feeling of tension and anxiety that interfere with the manipulation of numbers and the solving of mathematical problems in a wide variety of ordinary life and academic situations (Curtain-Phillips). Other studies suggest that math anxiety not only causes one to feel anxious in a mathematical situation but also causes a person to completely avoid a situation because of the ones insecurities of the subject ("Math anxiety,"). What can be done about it? What do I need to know? What is relevant? These feelings and tendencies all stem from somewhere, therefore knowing where it originates and what the facts are will ultimately help one to cope and in some cases prevent math anxiety.