NOTE: Free essay sample provided on this page should be used for references or sample purposes only. The sample essay is available to anyone, so any direct quoting without mentioning the source will be considered plagiarism by schools, colleges and universities that use plagiarism detection software. To get a completely brand-new, plagiarism-free essay, please use our essay writing service.
One click instant price quote
Disabilities Many children and teenagers suffer different sorts of disabilities and disorders, like attention deficit or learning disability, which may affect the development and behavior of such children and cause difficulties with education. A child with any sort of diagnosed disability requires a lot of attention, proper treatment and help from people around: parents, friends, teachers, etc. It is necessary to provide students, who suffer psychological disorders of various levels, with special educational programs and support. Before specifying effective teaching approaches for each particular disorder, it is necessary to introduce general requirements and techniques for teachers, who have students with learning and emotional problems.
First of all, it is very important to learn as much as possible about the particularities and characteristics of the disorder, and also to study existing strategies and recommendations for teachers in such cases. Second, it is necessary to create individual approach to every student with disorders, so teacher has to identify specific personal needs and characteristics of every problematic child in the class. Besides, such teaching strategy like team approach is very effective in all situations with problematic children. A student with disabilities must feel involved and welcomed in social group of classmates. But, in order to avoid academic failures and frustrations, teachers must favor to such student by granting better locations in the classroom, giving extra explanations during the lessons, giving more time for assignments, supervision of behavior, praising for successes, tolerance and patience, etc. Learning disability (LD) is a kind of neurobiological disorder, when a person faces difficulties and problems when learning or using some skills, like speaking, writing, reading, reasoning, etc.
This disorder is rather spread and about 15 % of Americans suffer from it. As a rule, it is diagnosed in childhood and develops further with complications when learning something. LD is mostly life-long, but there are some cases, when children with LD could manage to cope with it and succeeded in normal way of learning and comprehending. LD does not mean lack of intelligence, the reason of such disorder is differences in structure and functioning of brain. The definition of the term LD from the Individuals with Disabilities Education Act (IDEA), a federal legislative document, which specifies educational requirements and related services for disabled students, is the following: .".. a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. " [ 34 Code of Federal Regulations 300. 7 (c) (10) ] Specialists classify four general types of LD.
The first one can be characterized with difficulties, connected with speaking and language: difficulties with articulation and pronunciation, receptive and expressive language disorders, etc. Troubles with reading and writing are the second type: the main disorders of this type are dysgraphia (problems with writing) and dyslexia (problems with reading). The third type is arithmetic disorders (dyscalculia), which includes difficulties with understanding of general concepts of mathematic and problems when operating with functions. The last type is difficulties with reasoning: the cases, when a child can not properly form and organize his thoughts. There are also frequent mixed forms of LD, when a child demonstrates two or more types of learning disorders at the same time. The main characteristics of students with LD are the following: poor writing, reading and speaking skills, troubles with spelling and rhyming the words, limited vocabulary, inability to express thoughts and ideas in writing, inability to retell and to memorize, problems with comprehension and reasoning, and many others.
There are also organizational, behavioral and emotional complications, which usually accompany LD (for example, difficulties with orientation, frequent confusions, impulsiveness, etc), but they must not be taken as demonstrative for the cases of LD. Teachers need to provide proper assistance and help to the students with LD, and then, if such students work hard and persistently, they may improve their learning abilities. The most known teaching approach in this case is accommodations, which include supportive technologies and changes in the classroom. Some tips of such approach are: offering the students with listening and reading problems to use tape recorders or special computer programs, transforming a written text into audible file, or allowing students with writing problems to use grammar and spelling check software at their computers, etc. It is also very important to pay attention during educational process on developing of organizational and study skills of children with LD. Emotional disturbances (ED) include both emotional and behavioral extremes and deficits of different levels: from emotionally disturbed or depressive patterns of behavior to schizophrenic and psychopathic symptoms.
Typically about 20 % of school students suffer emotional or behavioral disturbances, and 2 - 3 % of them have severe or chronic problems. The IDEA defines ED as follows: .".. a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child's educational performance: (A) An inability to learn that cannot be explained by intellectual, sensory, or health factors. (B) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers. (C) Inappropriate types of behavior or feelings under normal circumstances. (D) A general pervasive mood of unhappiness or depression. (E) A tendency to develop physical symptoms or fears associated with personal or school problems. " [Code of Federal Regulations, Title 34, Section 300. 7 (c) (4) (i) ] Besides, the IDEA states that emotional disturbance includes schizophrenia, but not in cases when students are socially maladjusted [Code of Federal Regulation, Title 34, Section 300. 7 (c) (4) (ii) ]. Theorists define four types of ED: conduct disorders, personal disorders, socialized delinquency and immaturity [theory of Quay, 1972 ].
The main characteristics of this disorder include the following. On one hand, students with ED may demonstrate aggression, hyperactivity, impulsiveness, disobedience, anxiety, withdrawal, etc. But some of the students, on the contrary, can be passive, silent, isolated, and show inability to cope and to interact, may suffer sudden attacks of cry and depression. Many students with ED face considerable learning difficulties. Unlikely to normal children, who may also from time to time exhibit above mentioned syndromes, students with ED follow such behavioral patterns continuously and for long periods of time.
Evolution and consequences of ED may result in hard complications. The symptoms of ED do not disappear easily with age, and frequently teenagers may need special consultations of professional psychologists and psychiatrists in order to improve emotional and mental condition. Educational approaches for students with ED must be based, first of all, on providing behavioral and emotional assistance, like some services, helping to develop better communication and social skills, or to strengthen self-control. One of the most effective teaching strategies is Positive Behavioral Support (PBS), which includes efforts of teachers to minimize unusual behavioral patterns of students with ED, without concentrating on the very emotional backgrounds. The other approach is so called "therapeutic milieu, " which means creating of positive and friendly school environment for a student with ED.
Mental Retardation (MR) can be described by considerable limitations in intellectual functioning and lack of conceptual, social and adaptive behavioral abilities. Very frequently cases of MR are accompanied with emotional or physical complications. As a rule, only children under 18 suffer MD, and it is relatively rare: from 3 % to 5 % of children and teenagers has MR. Definition of MR in the IDEA is the following: .".. significantly sub average general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child's educational performance. " [ 34 Code of Federal Regulations 300. 7 (c) (6) ] The main characteristics and signs of MR are: late development, problems with memorizing and understanding things, problems with logical thinking or foreseeing the consequences of the actions, infiniteness, lack of learning abilities, etc.
There are different reasons, which can result in MR, starting from social and environmental (like poverty, etc. ) and ending with genetic and metabolic abnormalities. Severe forms of MR can develop into deep depression, social isolation and failures in proper self-care. MR can be diagnosed by famous IQ test: those, who can not manage to reach above 70, are likely to have MR. Treatment and special educational means are very important for such children.
In many cases an individualized approach is very good help, because it serves to a childs specific needs and requirements. As MR means the lack of adaptive skills, it is recommended for teachers to work on developing those skills with children (like communication, personal care and safety, rules of daily routine and social life, etc. ) and help students with MR to meet educational demands by individualized approach. A strategy, called Gentle Teaching, created by specialists on the basis of Psychology of Interdependence, is among the other teaching approaches. It includes the techniques on making the student to feel loved, engaged and safe. This is an excellent strategy to satisfy the special needs of the students with MR, because it helps to concentrate on important goals and develop psychological stability. Attention Deficit/Hyperactivity Disorder (AD/HD) is a medical condition, which can be characterized with continuous difficulties of a child with paying attention on something and hyperactivity.
For children with AD/HD it is difficult to control own actions or get properly concentrated. Less than 7 % of school students suffer AD/HD, and the majority of them are boys. The latest amendment to IDEA includes AD/HD to the section of Other Health Impairment, definition of which is the following: ... having limited strength, vitality or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, and sickle cell anemia; and adversely affects a child's educational performance. [ 34 Code of Federal Regulations 300. 7 (c) (9) ] There are three common types of AD/HD: Inattentive, Hyperactive-Impulsive and Combined.
The main characteristics of the first type are inattention, inability to focus or to follow the instructions, inability to organize work and pay attention on details, destructibility, etc. Children with Hyperactive-Impulsive type of AD/HD are excessively active and dynamic, they can not stay quiet for long and usually very talkative, and often they interrupt the speech or the game. Children with Combined type, correspondent, demonstrate syndromes of both above mentioned types. Of course, all the children from time to time may be hyperactive and energetic, but AD/HD is diagnosed only in cases, when such behavior is usual, not an exceptional for a child.
As a rule, symptoms of AD/HD are revealed at the age of 6 - 7, but sometimes it takes longer for a child to demonstrate them. In early teen ages this disorder may develop into sever forms of psychological problems, like inability to control own behavior, etc. Besides, for children with different types of AD/HD there is a big danger to receive complications, which can be characterized with lack of self-confidence, deep dejection, depression, poor social skills, anxiety, etc. But usually in later age symptoms of AD/HD decrease. Education and schooling may become a real problem for students with AD/HD, because it takes a lot of attention and requires patience. Teaching strategies and support are exceptionally important for such children.
The approaches must be based on stimulating a student with AD/HD to learn organizational and self-control skills. Teachers must give assignments and tasks very specifically, with clear rules and simple directions step by step. It is good to specify schedules for every task, but it is also important to give some extra time for students with AD/HD. Teachers must pay a lot of attention on discipline and encouragement, and also purposefully direct physical activity of AD/HD children (for example, calling student to work at the board, etc. ). It is important to underline, that in order to achieve success in educating of a child with any of above mentioned psychological disabilities, any teaching strategy and approach must be supported by proper parental care and attention. The best way to create effective educational plan is to combine the efforts of school teachers and parents of problematic children.
Parents and teachers must exchange information about the development and individual progress of the students with disabilities and together find out the most effective tactics to provide such children with emotional support and steady encouragement. Children with above mentioned disorders may reach success and advance in their life provided proper assistance and support are granted by parents, educators and medical specialists. The key points for such achievements and psychological improvements are correct treatment and coordinating of all educational services between home, school and therapeutic environment. Bibliography: Attention Deficit Disorder. (n. d. ). Kid Source Online.
The Educational Resources Information Center. Retrieved April 26, 2005, from < web >. Attention Deficit/Hyperactivity Disorder. (2002, April). National Dissemination Center for Children with Disabilities. Retrieved April 26, 2005, from < web >. Attention Deficit/Hyperactivity Disorder. (2004, January).
National Dissemination Center for Children with Disabilities. Retrieved April 26, 2005, from < web >. Children Who Are Mentally Retarded. (1999, August). American Academy of Child and Adolescent Psychiatry. Retrieved April 26, 2005, from < web >.
Educating Children with a Serious Emotional Disturbance. (n. d. ). Childrens Studies. Educational Psychology. Retrieved April 26, 2005, from < web > Emotional Disturbance. (2004, January). National Dissemination Center for Children with Disabilities.
Retrieved April 26, 2005, from < web >. Flower, M. (n. d. ). Attention Deficit/Hyperactivity Disorder.
Kid Source Online. The Educational Resources Information Center. Retrieved April 26, 2005, from < web >. Governing, J. (2004, January 1). Mental Retardation. Medline Plus.
VeriMed Healthcare Network. Retrieved April 26, 2005, from < web >. How to Teach Children with Attention Deficit Disorder. (n. d. ). Kid Source Online. The Educational Resources Information Center.
Retrieved April 26, 2005, from < web >. Impact of Developing of Learning Disabilities. (n. d. ). Tools for Coping with Lifes Stressors. Retrieved April 26, 2005, from < web >. Information About Retardation and Related Topics. (2002).
The Arc of the United States... Retrieved April 26, 2005, from < web >. Learning Disabilities. (2000, March 7). Kid Source Online.
The Educational Resources Information Center. Retrieved April 26, 2005, from < web >. Learning Disabilities. (2004, January). National Dissemination Center for Children with Disabilities. Retrieved April 26, 2005, from < web >. Learning Disabilities: Symptoms, Types and Treatments. (2004, July 1).
Help guide. A Project of the Rotary Club of Santa Monica and Center for Healthy Aging. Retrieved April 26, 2005, from < web >. Lyon, G. R. (1996).
Learning Disabilities. The Future of Children. Special Education for Students with Disabilities, Vol. 6 No. 1. Retrieved April 26, 2005, from < web >. Mental Retardation. (2004, January). National Dissemination Center for Children with Disabilities.
Retrieved April 26, 2005, from < web >. Neuwirth, S. (1993, September). Learning Disabilities. Kid Source Online. The Educational Resources Information Center. Retrieved April 26, 2005, from < web >.
Zabel, R. H. (2003). Emotional Disturbances. Mental Health Matters Educational Recourse Information Center. Retrieved April 26, 2005, from < web >.
Free research essays on topics related to: ad hd, mental retardation, attention deficit hyperactivity, deficit hyperactivity disorder, attention deficit disorder
Research essay sample on Deficit Hyperactivity Disorder Attention Deficit Hyperactivity
