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ns those children who have a disorder in one or more of the basic psychological processes involved in understanding or in using language spoken or written, which disorder may manifest itself in imperfect ability to listen, think, read, write, spell or to do mathematical calculations. The term includes such conditions as perceptual handicaps, brain injury, minimal brain dysfunction, dyslexia and developmental aphasia. The term does not include a learning problem which is primarily the result of visual, hearing or motor handicaps or mental retardation, or emotional disturbance, or of environmental, cultural or economic disadvantage” (U.S. Office of Education, 1977, p. 65083)
"Gifted and talented are those ... with demonstrated achievement and/or potential ability in ... (a) general intellectual ability, (b) specific academic aptitude, (c) creative or productive thinking, (d) leadership ability, (e) visual and performing arts, and (f) psychomotor ability." (Cooper, 1995).
This definition now included skills which are not easily manifest, and to successfully and credibly label someone as “gifted” many processes are necessary than mere parental observation. Benjamin J. Lovett and Lawrence J. Lewandowski (2006) did a thorough research on the identification of students who are gifted and at the same time have learning disabilities. It attempts to pin down a concrete system of screening of the population of the gifted with learning disabilities (G/LD).
Children who manifest both giftedness and learning disability often get frustrated due to the duality of their abilities. Although they may have a vast knowledge of certain themes, they still manifest an inability to demonstrate academic achievement. They have feelings of inadequacy because of inner conflicts of knowing how smart they are yet they cannot perform at par to their intelligence (Shevitz et al, n.d.). It is specifically for these cases of children that the Wings Mentor Program was established.
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It is also a challenge for their educators to help them adapt to this. Therefore, in their study, these have focused on strategies, which educators can use to help students with this problem to adapt to grade-level text (14). Lieberman and Conroy were also more specific in their study, and focused on the visually impaired children, and how they could be included in physical education.
It is a dilemma that has not yet been satisfactorily resolved, not least because the challenges involved have been far from adequately deconstructed.
Comprehensive population based studies (Cooper, 1998, 212-220) in the UK has revealed that people with learning disabilities aged 65 years or older include equal number of men and women, and many of them may have profound learning disabilities, probably relating to a differential mortality rates.
The practitioner in education has great responsibilities to take care of the special needs of students with learning disabilities in overcoming the various kinds of barriers to learning. It is essential to identify the students with special needs, although the identification of cross-over children is complex.
There are higher chances of occurrence of epilepsy, in people with a learning disability. In people with severe learning disability, 50% of them have epilepsy. There must definitely be a link between hyperactivity and agitated behavior in people with learning disabilities, because people with both epilepsy and learning disabilities show symptoms of underlying brain dysfunction in a person.
Interventions to aid adult learners with LD have changed dramatically over the past century (D'Amato, Crepeau-Hobson, Huang, & Geil, 2005). This paper will critically review the development of the present day approaches to intervention to demonstrate the benefits of the social-model.
5)." In the article "Peer Groups, Popularity, and Social Preference", the researchers sought to further examine the longitudinal effects of social status and social inclusiveness on students with LDs in comparison with typical students. The findings from this research can lead to more practical classroom strategies and help prevent the long-term social isolation of this group of students.
According to Guralnick (1999) Peck, Carlson, & Helmstetter (1992) and Wolery & Wilbers, (1994) the inclusion of disabled children in a regular school setting increases their chances of social acceptance within the classroom. However the administration of a young disabled student is 'multidimensional' and 'complex' as simply the placement of a disabled child in a classroom setting does not ensure automatic acceptance by the other students (Favazza, Phillipsen and Kumar, 2000).In Britain it has been cited on the Internet site for the UK government that, "schools and early years settings must take "reasonable steps" to ensure that disabled pupils are not placed at a substantial disadvantage in
s are diagnosed when a student has a disorder in one or more of the basic psychological process involved in understanding or using language, which may manifest itself in difficulties in reading, writing, listening or attempting mathematical problems. Consistent with the IDEA
petition have resulted in a rise in the pace of change and identifying strategies to avoid decline, surviving and excelling requires adaptive behaviour in regards to external and internal dynamics. Organizational learning needs an awareness of the learning areas as well as
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