Learning Disabilities - Research Paper Example

Educators need to find a special approach to each student to make education effective. It becomes a challenge working with students who have learning disabilities (LD). Many current studies focus on a wide range of topics related to LD starting from LD identification to specific interventions which are proved to be effective working with such students. This topic becomes even more significant due to the fact that more and more educators try to create inclusive environment and teach students with special needs in general classrooms (Rea et al.). This paper will present a general overview of current debate related to LD in literature with a purpose to increase awareness about the issue and promote positive attitude to LD students in general school environment. Learning disability can be defined as a “disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written” (Kavale, Spaulding, & Beam 40). This disability is represented in learning difficulties in different spheres of knowledge including reading, speaking, listening, reasoning, mathematics, foreign language, coordination, memorization, social studies and spatial adaptation (Altarac & Saroha). Definition and classification of learning disabilities are still debated in scientific literature. At the same time, the IDEA act clarifies the main point stating that the definition of learning disability includes brain injury, perceptual disabilities, dyslexia, minimal brain dysfunction and developmental aphasia. Educators should not confuse learning disability with autism spectrum disorders, initial hearing and seeing impairments, mental retardation, emotional instability or other factors (Kavale, Spaulding & Beam 40). Despite the perceived clarity of the definition, it is still too flexible to give clear understanding between the border of learning disability and special needs. The most common learning disabilities are dyslexia (a difficulty related to perception of written language), dyscalculia (disability related to number perception and calculation), and dysgraphia (disability related to writing). In the majority of cases, students have dyslexia. Its symptoms can be different, but generally they are represented by phonemic awareness difficulty, word decoding and phonological processing issues (Cortiella). Two more types of LD are represented by auditory and visual processing disorders where students have problems with comprehension despite normal seeing and hearing and nonverbal learning disability which includes other deviations not related to language. Definition and classification of learning disabilities are still debated in scientific literature. At the same time, the IDEA act clarifies the main point stating that the definition of learning disability includes brain injury, perceptual disabilities, dyslexia, minimal brain dysfunction and developmental aphasia. Educators should not confuse learning disability with autism spectrum disorders, initial hearing and seeing impairments, mental retardation, emotional instability or other factors (Kavale). Despite the perceived clarity of the definition, it is still too flexible to give clear understanding between the border of learning disability and special needs. Prevalence of LD has significantly increased over past ten years. There are around 6 million children diagnosed with LD in the USA. Trends in LD prevalence show that boys are more likely to have LD than girls. Two thirds of all children diagnosed with LD are male. Children who have relatives who suffer from LD have greater risks of developing the same disorder in time. Racial minorities are overrepresented in the group of children with LD. The frequency of LD diagnoses increases with age; the prevalence of LD among teenagers is higher than among young children group. The number of students diagnosed with LD declined between 2002 and 2011 which is a positive trend (Cortiella). Previously educators used discrepancy criterion and IQ test to diagnose learning disability in students. According to Kavale, it was irrelevant because IQ test could not adequately identify the problem. Nowadays educators are supposed to cooperate with healthcare professionals in order to diagnose learning disability. Teacher’s observations and academic performance should go together with family history analysis and appropriate medical examination to confirm the diagnosis. Educators use Response to Intervention Strategy (RTI) to deal with learning disability in their students. It is data-driven strategy which allows them identifying learning disability early and providing necessary assistance to students who might be struggling. Many schools have changed their approach to instructions which helps more students to cope with school material (Kavale). Multi-Tier System of Supports (MTSS) makes sure that students with LD feel included in their community and et enough support and supervision in the process of education. Overall, significant changes in the approach of LD management at schools give positive results which are good both for students and educators (Cortiella). 80% of all classroom hours take place in general education environment which help students with LD to develop necessary communicative and interpersonal skills typical for their peer community (Cortiella 12). Despite common confusion of LD with mental retardation, students with LD cope with school curricula successfully in their majority. 12-26% students with LD receive average and above-average performance assessments in secondary school. 68% of students with LD finish high school with regular diploma. 19% of students with LD drop out from high school; it is a great number, but it shows the tendency to decrease in time due to improved approach to LD management and interventions (Cortiella 16). As far as inclusive general school means equal conditions for all students, it is natural that LD students show a bit worse performance than students without LD. 69% of LD students fail at least one course in their secondary school. The average GPA of LD students equals 2.2 (Cortiella 16). After the graduation most students plan to attend college in order to grow personally and professionally. These numbers prove that students with LD need more support in schools. Inclusive environment is proved to be effective for them as they adapt to conditions where they live and learn (Rea et al.). Increased attention to LD students is required to decrease drop-out rates and improve quality of knowledge LD students have. Family plays a great role in success of LD students at school. In many cases, parental positive expectations positively correlate with results of their children at school. Perhaps, it is reasonable to suggest that collaboration of parents and teachers can contribute to stronger support and motivation for LD students in challenging but necessary process of education. In summary, LD is a widely spread disorder in the USA. Student with LD face particular performance problems in the process of education. They have higher drop-out rates and lower GPA scores. At the same time, they are able to learn; they need a different approach to the subjects where they experience disability (Kavale; Cortiella). Inclusive environment, community support and positive attitude can motivate LD students to perform better. Educators need to take care about creating appropriate conditions in general classroom to make LD students realize their potential and study successfully. Works Cited Altarac, Maja, and Ekta Saroha. "Lifetime Prevalence of Learning Disability among US Children." Pediatrics 119.Supplement 1 (2007): 577-583. Cortiella, Candace. "The State of Learning Disabilities." National Center for Learning Disabilities. 2011. Kavale, Kenneth A. "Identifying Specific Learning Disability Is Responsiveness to Intervention the Answer?." Journal of Learning Disabilities 38.6 (2005): 553-562. Kavale, Kenneth A., Lucinda S. Spaulding, and Andrea P. Beam. "A Time to Define: Making the Specific Learning Disability Definition Prescribe Specific Learning Disability." Learning Disability Quarterly 32.1 (2009): 39-48. Rea, Patricia J., Virginia L. McLaughlin, and Chriss Walther-Thomas. "Outcomes for Students with Learning Disabilities in Inclusive and Pullout Programs." Exceptional Children 68.2 (2002): 203-223. Read More