Learning Disability - Essay Example

Learning Disability Definition chart Learning disabilities Learning disabilities are neurological disorders which make it hard for a learner to acquire definite academic or social skills (The National Center for Learning Disabilities Inc., 2012). They comprise problems which affect an individual brain capability to receive process, evaluate, or amass information. Such problems make it hard for a student to learn as quickly as someone without learning disabilities. Characteristic includes: Making numerous mistakes, especially when reading loudly. The learner does not frequently understand what he or she is reading. Confusing mathematical symbols plus numbers. Awkward pencil grasp and pitiable handwriting skills. Trouble observing multiple directions, organizing thoughts along with what they want to speak. Communication disorders Problems associated with speech, language as well as auditory processing. They range from uncomplicated sound repetitions like stuttering, to sporadic misarticulation of terms, to absolute inability to utilize speech plus language for communications, or aphasia (Haynes, Moran, & Pindzola, 2011). Basis of communication disorders comprises hearing loss, neurological disorders, or brain injury. Others include mental retardation, history of drug abuse, emotional and psychiatric disorders, physical impairments like palate, and developmental disorders Characteristics includes: Difficulty in observing directions, attending to conversations, and articulating words. Difficulty in understanding perception of what has been said and expressing oneself. Do not observe social rules of conversation. Difficulty in using verbs. Difficulty comprehending jokes or sarcasm (National Institute on Deafness and Other Communication Disorders, 2012). Teaching strategies for learning disabilities It is important to begin by defining specific expectations with the learner first. Provide instantaneous reinforcement of accurate responses. Apply various modalities, like oral presentation, overheads, diagrams, and activity-based learning. Apply direct teaching methodology, such as phonics, or pronouncing words simultaneously. Use alternative evaluation methods, like oral test, closed book test having dissimilar requirements for answers, and taped tests. Negotiate written assignments (Martin, 2008). Teaching strategies for communication disorders First understand what form of communication disorder the student has. Show consideration in terms of patience and acceptance Support speech practice through one-on-one conversations about their interests. Never mimic those with speech disorder. Create practicing verbal skills sessions involving pairs of students as they read aloud, and working on problems orally, or otherwise play games which encourage speech development (National Institute on Deafness and Other Communication Disorders, 2012).. Placement options for learning disabilities Learners with learning disabilities should be educated under least restrictive environment, with flexible setup to meet the learner individual needs. This includes: General education class having aids and modifications. State special schools. General education class having specialist services, or residential program. Placement options for communication disorders Focus on classroom interactions, language and communications applied, so as to help students learn to communicate in these environments. Apply unambiguous language, as well as communication planning within a non-deliberate language application. For instance, unconscious selection of language is significant features of school and class environments (Haynes, Moran, & Pindzola, 2011). Part 2 Question 1 According to the Los Angeles unified county school district, referrals should be done in writing to the chairperson of the school districts committee dealing with special education and the administrator of the school the student with learning disability is attending. They well then decide whether to form an individual evaluation plan for the child, and the eligibility for any special education programs or services (Los Angeles Unified School District, 2007). The parents must also be notified by the school district regarding the referral, so as to obtain parental consent to assess the student. The entire process is based on due process which is intended to guarantee that the child with learning disabilities and communication disorder receive free appropriate public education. The school district follows the guideline set forth by the Individuals with Disabilities Education Act (Los Angeles Unified School District, 2007). The assessment is determined through the learner intelligence quotient score, achievement test scores all within precise academic fields of reading, math, and written language. For those with communication disorder, assessment is done through evaluating child language processing ability, the listening and comprehension, in addition to oral expression. Placement decisions for children with learning disability and communication disorder should be based on least-restrictive-environment authorized obligations (Los Angeles Unified School District, 2007). Therefore, such children should be educated with other regular classes learners, and that provision of special classes, separate schooling, or otherwise removal of such children from regular educational environment, should take place only if the nature or severity of the learning disability or communication disorder, does not achieve its objective when using supplementary aids plus services within the regular class. If placement is necessary, the learner should not be placed in settings which are more restraining than needed, in attaining their educational needs, and should be in learning institutions they would go to if they had no learning disability, or else to schools that are closer to their home. Such decisions should only be conducted by a team comprising District personnel, parent, the learner if appropriate, before they come up with a documented individualized education program. The individual education program or IEP should be formed within 60 days, but not above 30 days after the learner with such disability is determined with approval from parents (Los Angeles Unified School District, 2007). The IEP requires the use of adapted evaluation procedures based on if the learning outcomes for the plan have been fulfilled. Furthermore, the individualized education plan comprises descriptions of Specially Designed Instructions for learners with learning disability, so that the learners can attain their educational goals. The regulations also require the formation of instructional conditions plus environments which permit the teacher to exploit on the child strengths and remediate for the weaknesses of such students. They comprise rational class size, sensible paperwork needs, as well as non-instructional assignments. There should be suitable physical environments, which factors awareness to noise levels and adequate time for teaching plus collaborative planning. Additionally, there needs to be fitting materials integrated with learning technology tools, and suppleness in determining a set of skills necessary for realization of in general curricular objectives. When language is an obstacle, the school district requires the use of an interpreter for communicating with the student toward aiding in assessments or planning sessions. Such an interpreter should be familiar with the language plus culture of student (Los Angeles Unified School District, 2007). The learner should also have direct services from educators certified in the field of learning disabilities, and who are supplemented with other qualified professionals, in particular the school psychologists, school counselors, a speech and language pathologists, and reading teachers (Los Angeles Unified School District, 2007). Moreover, teaching assistants or aides who are specifically trained to work with learners are required, and they should be facilitated with an audiologists and social workers. Question 4 The speech-language therapist work with the teacher to evaluate, identify and build up treatment plans for children with speech disorders. Based on American Speech–Language–Hearing Association, a teacher can use certain checklist in assessing the learner speech, language and hearing condition (2012). This includes, whether the child can hear the teacher when they are called from another room, the child is able to respond to straight forward answers in “Whom?” “What?” “Where?” and “Why?” questions or the child converses easily without having to replicate syllables or even words (National Institute on Deafness and Other Communication Disorders, 2012). Furthermore, assessment includes whether the child is able to use sentences having four or additional words, or whether the child converses in a manner which is understood by their classmates, family members or friends. The speech-language therapist works in conjunction with the special education teacher to produce comprehensive treatment strategy for the child. The task includes operating in one-on-one, as well as in groups, so as to manage voice disorders. The therapist assists the teacher to use audio-visual devices, conducting of physical strengthening exercises, and to perform instructive and repetitive practices, in an attempt to help the student to utilize verbal communication. Speech-language therapist expects the teacher to make available a running commentary based on the child present activity when utilizing an appropriate intensity of language. Hence, the teacher aids the therapist in ensuring that the child follows language being applied in the context of their individual actions, but not just of others in class. Moreover, the speech-language therapist offers advice on vocabulary work, together with structured language instruction (Horton, Byng, Bunning, & Pring, 2004). References Haynes, W., Moran, M., & Pindzola, R. (2011). Communication Disorders in the Classroom: An Introduction for Professionals in School Settings:. Jones & Bartlett Learning. Horton, S., Byng, S., Bunning, K., & Pring, T. (2004). Teaching and learning speech and language therapy skills: the effectiveness of classroom as clinic in speech and language therapy student education. Int J Lang Commun Disord , 39 (3), 365-390. Los Angeles Unified School District. (2007). Special Education Policy and Procedure Manual. Retrieved November 25, 2012, from http://sped.lausd.net/sepg2s/pdf/guides/ppm_6_21_05.pdf Martin, L. C. (2008). Strategies for Teaching Students With Learning Disabilities. Corwin Press. National Institute on Deafness and Other Communication Disorders. (2012). Speech and Language Developmental Milestones. Retrieved November 25, 2012, from http://www.nidcd.nih.gov/health/voice/pages/speechandlanguage.aspx The National Center for Learning Disabilities Inc. (2012). General LD Info. Retrieved 2012, from www.ncld.org: http://www.ncld.org/types-learning-disabilities/what-is-ld Read More