Learning Disabilities and Stereotyping - Article Example

? Journal Review Journal Review Journal Learning Disabilities and Stereotyping from the Journal of Learning Disabilities Over the years, people with Learning Disabilities (LD’s) have experienced a lot of prejudice and stereotyping. The element of stereotyping is a direct observation of the mental mindsets adopted by the society in relation to people with LD’s. The stereotypes include the overall perception that people with learning disabilities do not have the levels of intelligence needed to perform in today’s knowledge based economies (May & Stone, 2010). This is a direct analogy taken from their observable struggle to work and contribute to the economy. In the secondary school setting, the major elements of stereotyping were assumed to come from teachers and peers in the school. Universities and colleges have opened their doors to people with LD’s. This is with the overall aim of ensuring that they provide the equal opportunities that are needed by people with LD’s to expand their horizons. At this stage, the intelligence of people with LD’s is highly questioned by their peers. Many people wonder whether people with LD’s can effectively adapt to the mechanisms present in the institutions of higher learning. According to them, the system is created in such a way that it would prove a herculean task for people with LD’s to adapt and perform effectively. Their overall ability to contribute to the set educational and cultural standards is observed as no mean fete. The external, self perception creates issues in the overall journey of improving and settling in for people with LD’s in the institutions of higher learning (May & Stone, 2010). It could be observed that the characteristic of stereotyping should be an element of yester years. This is because people with LD’s have come full circle. They have the professional competencies that would enable them to struggle and attain the levels of status that many people cannot achieve (May & Stone, 2010). They should not be termed as lazy people who lack attributes, emotions and abilities. LD’s could be effectively mitigated, and options created ensuring that the people perform their best in all instances and situations. Journal 2- Careers and Technical Education from the Journal of Special Education Many programs have been introduced and practiced with the sole aim of ensuring that each and every child has an effective chance at a career. Career development is a crucial stage in each and every person’s life, and it should be treated with the significance that it deserves. In many areas and regions, the No Child Left Behind (NCLB) legislation has taken effect (Blowe & Price, 2012). This is with the sole aim of ensuring that all children, including those with special needs, acquire training and get active career chances. The adoption of this legislation offers a prominent step in the right direction as it reduces the overall perception that careers are a privilege of the selected few. Technical education in any curriculum aims to ensure that the varied skills and competencies could be effectively adopted into the economy. This is by ensuring that they are focused on by the selected people in society who are interested in the technical subjects, in the curriculum. Special education relies on the creation and adoption of varied skills and competencies that would best equip students with exceptional needs. The technical subjects provide feasible alternatives and options for people with unique needs. This is not to say that all other subjects are not vital or crucial. The technical subjects offer tangible alternatives for students who may be interested in the technical aspect of education. The technical subjects should be adopted, and they should be examined like all other subjects (Blowe & Price, 2012). This is with the realization that they play a momentous task in the apprehension of talents, capacities and likes that could translate to individual sustainability. Agriculture, computer and business applications, industry education and technology trade include some of the technical aspects of education. As governments persist to make certain that no child is lagging last, they should equip and revamp these technical subjects in schools and institutions. This will create more avenues for students with unique needs to have a myriad of choices in line with education and future economic empowerment. Journal 3-Language and Speech from the Journal of Language and Speech The effective ability to enjoy and participate in class related activities relies heavily on one’s ability to understand the language utilized in the class setting. This means that the aspect of instructor communication should be possible through the available and existing channels. The student should be well endowed with the capacity to understand the issues raised by the instructor (McMicken & Vent-Wilson, 2012). Disabilities in language relation and hampered speech can severely frustrate both the instructor and the student to the point of giving in to societal pressure. This is one of the reasons why instructors are expected to be highly patient with the students presented with language and speech challenges. Stuttering is one of the challenges that may be experienced, and the results could be highly negative. The process of communication is hampered in such situations and student frustration results, in the creation of a myriad of challenges. The author notes that students faced with the issue of stuttering may present high and volatile tempers. Others may be withdrawn, frustrated and present aspects of reduced self perception. Stuttering is an obvious challenge for the people in this situation. However, aspects of therapy and natural interventions could be applied to mitigate the negative effects of the stutter. Limited pressure should be applied when dealing with the level and aspect of the stuttering student. The reduced pressure will create avenues for the adoption of mechanisms that will enable the student to deal with the issues felt. It is prudent for the educational setting to provide alternatives in the mode of communication (McMicken & Vent-Wilson, 2012). This will enable the instructors to conduct a speech and language evaluation on their students. This will then create avenues for them to eradicate all issues relating to dysfluencies, unnatural sounding and un-spontaneous co-ordination of speech. This will create avenues for the student to read freely, and frequently enhancing his own literacy and self esteem. Journal 4- Equality in Education from the Journal of Remedial and Special Education Education requires stability and equal representation. The process of conducting and encouraging remedial teaching aims to bridge the gap that exists in aspects of education. This is especially the case when dealing with exceptional needs students. In many ways, the struggle observed during the process of imparting unique education cannot be ignored. The civil rights movements clamored for the inclusion of special education in the educational activities and curriculums (Skiba, Simmons & Ritera, 2008). This was achieved, and the aspect of remedial teaching was adopted with it. In many instances, the instructors acknowledge the inclusion of special needs children in main stream schools. This is because of the advantages accrued from such coordination and inclusion of the special needs children. The level of concentration, ability to grasp and relay information in such a setting could vary highly. This is because of the capacity differences evident in both instances. Remedial teaching could substantially bridge this gap through the provision of additional exercises, activities, monitoring and evaluation for the special needs students. This will go a long way in shaping and improving their exposure and understanding to the content learnt in class. In other instances, the aspect of catching up with the other students will present high levels of objectivity during remedial classes (Skiba, Simmons & Ritera, 2008). It is crucial for instructors and the entire educational curriculum to include remedial teaching. This is because this will offer an additional support for the students through the process of acquiring additional information. This information and support will enhance their chances of being perfectly equipped. It is crucial for instructors and legislations to support the need and relevance of remedial education. This is with the aim of strengthening special education and its practices all over the world. References May, A. L. & Stone, C. A. (2010). Stereotypes of individuals with learning disabilities: Views of college students with and without learning disabilities. Journal of Learning Disabilities, 43(6), 483-499. Retrieved from http://ldx.sagepub.com/content/43/6/483.full.pdf+html Blowe, E. H. & Price, T. (2012). Career and technical education: Academic achievement and graduation rates of students in the Commonwealth of Virginia. Journal of Special Education, 2(3), 1-110. Retrieved from http://sgo.sagepub.com/content/2/3/2158244012455437.full McMicken, B. L. & Vent-Wilson, M.T. (2012). Speech Remediation of Long-Term Stuttering: A Case History. Sage Journals, 2(3), 1-176. Retrieved from http://sgo.sagepub.com/content/2/3/2158244012459334.full Skiba, R. J., Simmons, A. B., & Rittera, S. (2008). Achieving Equity in Special Education: History Status and Current Challenges. Council of Exceptional Children, 74(3), 264-288. Retrieved from http://www.indiana.edu/~equity/docs/exceptionalchildren.pdf Read More