Specific Learning Disability Study

Sumter County School District 17 is a public school district in South Carolina. T.H. is a student who qualifies for services under the Individuals with Disabilities Education Act. Sumter County School is appealing the decision of the lower district court, who found that the school district did not provide TH with a Free Appropriate Public Education. The school is also appealing the district court’s findings, which verified that T.H’.s current placement at home was appropriate. The school argues that the home placement of T.H. was not the Least Restrictive Environment. The school district’s appeal further contends that they at least in part provided a FAPE for T.H. because he was making some educational gains during the time in question even though the school was not providing the amount of service indicated in T.H.’s Individualized Education Plan. The school also asserts that they remedied internal problems and were able to provide the full range of time and services require through T.H.’s IEP.

EE107’s teachers referred EE107 to the Determination Team. EE107 was retained once in kindergarten and placed in a transition classroom for a portion of her 4th grade year. She currently receives math and reading interventions. However, she is not responding to the interventions based on progress monitoring data. Thus, the Determination Team has requested a comprehensive evaluation of EE107 to assist the team in determining whether or not she would qualify for assistance through the Exceptional Children’s program.

Learning disabilities are defined as the inability to process information and the inability to communicate effectively. This can cause problems during the child’s years in school. It is often characterized by as having a below average intellectual functioning level as well as below average adaptational skills.

EE107 is a 12 year, 3-month-old girl in the 5th grade student at ABC Elementary School. She previously attended Pitt County schools. EE107 has a history of frequent absences. She was retained once in kindergarten and for a portion of her 4th grade school year, was placed in a transition classroom. EE107’s scores on her 4th grade EOG tests and her math and reading iReady assessments indicate that she is performing below grade level and will need intensive academic support. Her teachers report that she has significant academic challenges. She struggles with basic reading and math skills. They also noted that she has trouble applying her knowledge to problem-solving scenarios. Her teachers report that EE107 is a hard worker and is well-liked

1. Identify legislation and policies that are designed to promote the human rights, inclusion, equal life chances and citizenship of individuals with learning disabilities

During the 2012-2013. 2013-2014, and 2014-2015 school years, the Student passed the State of Texas Assessments of Academic Readiness. After reviewing all of the evidence, it was finally concluded that the Student did not need to receive special education services. The argument the Students parents were making was that ECISD did not evaluate the Student for an IDEA disability. However, the Respondent’s evaluation and application was done in agreement with the IDEA. Evidence also showed that the Student did receive educational benefits from the school’s regular education

TT: “Today we are going to practice adding one digit numbers. I am going to demonstrate on the board. 9+1 = 10, 5+3 = 8.” The numbers will have the same number of animals on each number. Example, the number 9 will have animals on it. The number 1 will have 1 animal. The teacher will show flash cards with 2 numbers. The teacher then calls on students randomly and asks students to answer the flash cards. Students will be reminded that they cannot use fingers and are to try to know the answers from memory. If students get the answer wrong the teacher will tell each student to count the number of animals. This activity can be differentiated to meet the needs of students with specific learning disabilities by providing additional visual cues to help with the addition. I anticipate the animals will help all students but particularly students with specific learning disabilities. Additionally, students with specific learning disabilities will be provided items they can physically move (example 9 beans and 1 bean) to help them learn the concept

On September 18, 2017, I received the opportunity to observe a triennial IEP meeting for B.T., a 13-year old male who attended the 8th grade at Northern California Preparatory, a non-public school. The IEP meeting consisted of a few key members such as the program specialist, a representative-special education teacher, school psychologist, B.T. and his parent, their advocate, and another member of the school. The reason for this meeting was to reevaluate the student’s special education placement and if B.T. could transfer back to a public school.

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

Meiling is a 6th grade student attending Northeast Middle School. As a result of the reevaluation conducted on December of 2015, she is currently identified as a student with a Specific Learning Disability in Basic Reading Skills, Reading Comprehension, Written Expression, Mathematics Computation, and Mathematics Problem Solving as well as a Speech and Language Impairment. Meiling receives academic support twice in a six-day cycle with the learning support teacher. She is in an itinerant learning support classroom and the learning support teacher is with her in all academic classes.

In the United States today, there are over fifty-one million disabled adults and children. Throughout our nation’s history, we have not allowed the best treatment and care for these numerous citizens. But, in the recent past, the government has passed laws, made exceptions, and thoroughly tried to provide accommodations to these people with special needs. While this is true, America, as a whole, still views this group as strange or different. Even though this is exceptionally normal, it is not correct. The United States needs to be opened up to the truth about their fellow American citizens. The people of America ought to understand that these disabilities affect not only those who are disabled, but that it affects the family and friends

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.

     When a child doesn’t seem to be learning, some teachers and parents in his/her life might criticize the child and think of them as stupid, or maybe just too lazy to want to learn. What they don’t realize is that the child might have a learning disability. But how are these children being helped? There are many programs, special schools and facilities, home teaching methods and many other ways in which children with Learning Disabilities are being helped.

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.

The respondent of the study is a disabled person, who will serve as the subject of the experiments throughout the study. The researchers use purposive sampling. The respondent will be a handicapped person who suffer from a locomotive disability but capable of giving voice commands. Furthermore, the researchers themselves are participants that evaluated the entire functionality of the system.