Students with learning disabilities should be included in the “normal” classroom because it improves their academic performance, social behavior, and communication language. One reason why students with learning disabilities should be in the normal classroom is that inclusion improves their academic performance. In the article “Outcomes for Students With Learning Disabilities in Inclusive and Pullout Programs”, researchers in education programs conducted a study to compare the students’ academic behavior between inclusive and special schools. Throughout their study, the researchers took several factors into
It also provides educational considerations as well as the different organizations and resources that are available to provide support for children who have an intellectual disability. The American Association on Intellectual and Developmental Disabilities provides the history context of intellectual disability and how it has changed over time. Also understanding the criteria’s in which a
As reported in the research paper “Inclusion in Education: Towards Equality for Students with Disability”, all students in inclusive classrooms benefit in terms of communication skills. Since students with learning disabilities actively communicate with their peers, they are improving their independent speech skills. Students are also learning to listen and understand one another; thus, they are excelling in the AAC, which stands for (Augmentative and Alternative Communication). In addition, a six-month observation in an inclusive school was done to prove that students, whether with learning disabilities or not, are gaining new vocabulary throughout the long and frequent conversations. Hence, students with learning disabilities gain independence and become more involved and active in the daily interactions (Cologon 25-26).
A challenge with inclusive education is the way some teachers see students who have disabilities. If these students are seen as limited potential then they will not succeed. According to the AusVELS guidelines for Students with Disabilities (2014), a student with disabilities is not underachieving, but they merely have a learning struggle, which may require extra support from teachers and possible adjustments to tasks in order to accomplish what other students without learning difficulties can do on their own. This argument is also mentioned in The Disability Discrimination Act (1992) which describes that inclusion “implies a shift from seeing the child as the problem to seeing the education system as the problem.” This is both a challenge and a potential teaching strategy. If teachers stopped seeing the disability as a limitation, then they would be able to create better
Learning Disabilities in Children Throughout the years many children in school have been deemed erroneous, mischievous, negligent, every substandard name in the book, but have you ever wondered why some children misbehave more than others or just irrationally? Well many statistics show that children that look normal and healthy physically have underlying illnesses that aren 't recognizable to the naked eye. These illnesses are known as learning disabilities or emotional disturbances, such as ADHD, ADD, dyslexia, etc. These learning disabilities among children in schools can be a disadvantage, however, technology and research today can overcome these disadvantages and make learning easier and more effective for these children. Most of the world 's population is aware that learning disabilities exist and how some of them affect children 's ability to function correctly in certain situations, but what are learning disabilities truly?
One of the most talked about issues of students with Learning Disabilities is about the inclusion. Whether they should spend their education time in schools in General Education or be driven away from it, and into a more specific and restrictive field of education often called ‘inclusion’. This very question was first brought up in 1968 by Lloyd Dunn, and again, 7 years later by IDEA in the USA in which they mention “students with disabilities are educated along with students without disabilities to the maximum extend possible, and only in cases of very severe disability that education in regular classes with the use of supplemental aids and services cannot be achieved properly” (Part B, Section 612) “Inclusion, is seen as a process of addressing
There are a few problems that are faced to educate the public about learning disabilities because it differs from one child to another. They have their own disabilities in learning such as reading, writing and memorising. It is also a problem for the parents with child who has a learning disability because no parents want to see their children suffer with problems. The children are not to be blame as they are innocent and did not choose to be born that way. On the other hand, some people judge these children having no future and it is a burden to teach them.
Individuals with a learning disability face many challenges in education and daily routines; however, with appropriate interventions and adjustments, educational success and personal satisfaction can be attained. Although early recognition of learning disability and referral to appropriate special education programs can assist many individuals to achieve their full potential, not all individuals are in a situation that affords them this benefit. Individuals who achieve higher levels of success have been found to come from higher socioeconomic backgrounds, have greater social and psychological support systems, and have access to quality special education
Not allowed to go to school just because you have a disability. Instead of letting you participate, you are separated into a “special” school. How would you feel? In my opinion I think that schools should allow all kids to get educated. Many countries don’t allow disabled kids to go to school and they must get “special” education because they are “special.” All kids including disabled
Teacher education plans have identified their responsibility to give solutions to the problems their teachers face in the inclusive educational condition. Do teachers feel capable in deciding, applying and matching AT to a disabled student? Regardless of different research and development plans that have ensued in a broad range of new AT, and software, the answer is still a no. The performance of technology in itself is not established to encourage inclusion (Kelly, 2011). This literature review explains the need for a better trained teacher plan to apply technology and a stable assistance for