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STUDENTS WITH LEARNING DISABILITIES More often than not, students without learning disabilities often think differently and have different interests from those of their age mates. They usually enter school having already developed may of the basic skills, sometimes to high levels. They have areas of interest that have developed into advanced areas of content. Almost from the day they start school many gifted students begin to sense wariness or rejection because others consider them different. If the school does nothing, the roots of poor self-concept and disillusionment with school and society may be established.
Most school seek to develop consumers of information, seldom innovators and initiators. Recreation, innovation are typical traits found in gifted children and youth, resulting in a different view of the world and different educational needs. When the needs of the students are considered and the educational program is designed to meet these needs, these students make significant gains in achievement, and their sense of competence and well-being returns. With appropriate learning experiences, gifted students learn to work even more efficiently and effectively; they develop good problem-solving skills and see solutions from many viewpoints. They experience concepts and materials in a dynamic relationship, and they can use their vast amount of knowledge as a background for unlimited learning. Appropriate educational experiences allow them to grow, a right of every child.
Meanwhile, the students Meanwhile, discrepancy between a childs intellectual capabilities and achievement in school is an identifying factor which seems to hold more universal acceptance than others. Many programs define a discrepancy as significant while others resort to formulae which vary from simple to relatively complex. Responsiveness to intervention (RTI) provides a valuable model for schools since it is most useful in identifying students with behavioral problems. This is because it emphasizes careful monitoring of student learning as well as high quality instruction. On the other hand, the most common and widely accepted treatment for learning disabilities is known as educational intervention. Significant controversy arose regarding the best way of educating children with learning disabilities over the years.
The debate has not reached the medical corridors and serious gaps of communication exist between educators and medical professionals. In the field of education, controversy over how to teach reading skills exists among advocates of the phonics methods, sight word method, and the whole language approach. The phonics approach teaches students to say the sound of the letter and not the letter name. While the sight word approach teaches the students, through flash cards, to memorize the words as a visual arrangement. Meanwhile, the whole language approach teaches students reading through the use of a natural context format where in a childs language skills are matched with the literacy demands of particular books (Lindamood).
The whole language approach is the one viewed presently in favor in terms of teaching literacy skill. Additionally, recent interest in using a balanced approach embracing all of the above remediation techniques is also being considered. Research-based intervention strategies for school children with behavioral problems are centered on instruction of specific cognitive strategy techniques. The purpose of these techniques is to teach students strategies to overcome a particular deficit.
These cognitive strategy techniques are combined with study skill instruction in areas such as time management, listening to key points in a lecture, and retention strategies in improving recall of studied material. Recommendations in promoting positive behavior are also available for children with the neuropsychological nonverbal learning disability syndrome (Rourke). Comprehensive treatment programs for children with learning disabilities attempting to incorporate cost-effective individualized and intensive teaching methods have been studied, and are providing encouraging results. Many types of educational interventions for children with learning disabilities are effective in certain subgroups with learning disorders. Educational techniques appear to work best in small groups and even better if the intensive techniques are individualized. What is lacking from the mainstream educational remediation techniques is neurobiological-based hypothesis attempting to explain how a particular technique works.
Neuropsychological approach in identifying specific deficits and remediation of these deficits is beyond the scope of most school systems, especially on individualized treatment plans. (Fulbright). Still, comprehensive treatment programs for children with learning disabilities attempting to incorporate cost-effective individualized and intensive teaching methods have been studied, and are providing encouraging results. Many types of educational interventions for children with learning disabilities are effective in certain subgroups with learning disorders. Educational techniques appear to work best in small groups and even better if the intensive techniques are individualized. What is lacking from the mainstream educational remediation techniques is neurobiological-based hypothesis attempting to explain how a particular technique works. REFERENCES Fulbright RK, Shaywitz SE, Shaywitz BA, Pugh KR, Skudlarski P, Constable RT, Fletcher JM, Liberal AM, Shankweiler DP, Katz L, Lacadie C, Browse R, Machine KE, Gore JC. (1997).
Neuro-Anatomy of Reading and Dyslexia. Child and Adolescent Psychiatric Clinics of North America. Key, D. Fundamentals of child counseling.
Boston: Houghton, Mifflin, 1974. Lindamood P, Bell N, Lindamood P. (1997). Sensory-Cognitive Factors in the Controversy over Reading Instruction. Journal of Developmental and Learning Disorders. Rourke BP. (1995). Syndrome of Nonverbal Learning Disabilities.
The Guilford Press. New York.
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Research essay sample on Students With Learning Disabilities
