Learning Disability Case Study

1.1 Explain the sequence and rate of each aspect of development from birth - 19 years.

milestones at different times. In a babyâ€TMs early years, development happens fast so their milestones

Disability affects development and learning because disability affects children's development in different ways. That can be physically and sensory, social, emotional and behavioural and learning or cognitive.

impairments would include disabilities such as Cerebral Palsy or Spina Bifida in the child or adult. In

Of course, we are not talking here about students whose comprehension is severely impaired, because they are usually schooled individually and have a special grading system, adjusted to their needs and abilities. But in the classrooms there are often students with less obvious disabilities, which, although less severe, can also create academic challenges. Some of them, such as dyslexia or dyscalculia, are directly related to learning and may affect the speed at which students acquire the material. Others, such as anxiety or ADHD may not only disrupt learning, but also are very likely to cause discrepancies between the students’ subject knowledge and their exam and assignment results.

Having a disability: having a disability can have a major impact on many areas of development. For example a physical disability would affect the way the child gets around or they may need to have extra support like bigger pencils. Having early supports with disabilities can help to minimise the effects of the disability.

*Jack is a Primary 2 student who has attended our school since nursery. He is diagnosed as having ASD (Autism Spectrum Disorder), MLD (Moderate learning difficulties), SEBD (Social, emotional and behavioural difficulties). He is nonverbal and is currently being toilet trained. His frustration with not being able to communicate using words often results in him lashing out, trying to harm himself and others.

Tyne’s article starts out broad and then narrows in on each learning style. Tyne gives examples of the strengths and weaknesses of people with each of the three learning styles and encourages parents to identify their child’s learning style. LSSU is half as long as Tyne’s article. “Kinaesthetic, Auditory, and Visual Learning Styles for Children” is written in a more persuasive manner. Opposed to “What Learning Style Does Your Student Use?” which is more expository article. Again, Tyne has another agenda to her article that the LSSU article lacks. Tyne is using the statistics to prove her point that traditional teaching methods are ineffective. LSSU’s article is a short and simple introduction to the three learning styles without an ulterior message. This impacts the lengths of each article

The timing of identification was similar in each group. The proportion of students diagnosed with LD who were ELL matches the portion in the schools in the group with RTI. The proportion who were ELL in comparison group suggests underrepresentation with 16% of students diagnosed with LD in schools were 50 percent of students are ELL. Reading difficulties of students with vocabulary and comprehension problems became increasingly prominent as more ELL students were identified as learning disabled in third through fifth

Tyne claims that fifty percent of students are kinesthetic learners, ten percent are auditory learners, and forty percent are visual learners (Tyne). This is very different from Lake Superior State University’s statistics of five percent kinesthetic learners, thirty percent auditory learners, and sixty five percent visual learners (“Parents”). While LSSU’s article focuses on identifying which style a person uses, Tyne takes it a step further in claiming that traditional teaching methods are not effective because of the high concentration of kinesthetic learners (Tyne). Both agree on the defining traits and strengths of each learning

Attention Deficit Hyperactivity Disorder, commonly known as ADHD, is the center for a lot of controversy within the medical field. The common argument pertains to whether ADHD is over diagnosed or underdiagnosed. Evidence can be applied to support both sides, but when it pertains to children, studies tended to attest that ADHD is typically over diagnosed. The reasoning for this can be generalized around one idea: misdiagnosis. Symptoms that appear to be ADHD are: inattention, which can be noticed within a child’s school work; hyperactivity, noticing that a child has a hard time sitting still; and impulsivity, referring to frequent interruptions and lack of patience. Considering there isn’t a biological test to confirm suspicions of ADHD, these

Disability is a physical or mental impairment which has a substantial and long term effect on a personal ability to perform normal day to day activities. The Disability Discrimination Act in 1995 requires things to be unlawful to discriminate against people in respect towards disabilities . This includes employment, transport and education.

In the documentary Looking for Me, viewers follow the work of Janet Adler and how she used dance/movement therapy (DMT) with children with Autism Spectrum Disorder (ASD). Children with ASD may struggle with language development, and some may be completely nonverbal (Folstein & Rosen-Sheidley, 2001 as cited in Scharoun et al., 2014). Other characteristics of ASD are lack of eye contact, difficulty with picking up social cues, and engagement in repetitive behaviors (Scharoun et al., 2014). As for movement, children with ASD have difficulty "planning, organizing, and coordinating movements" (Glazebook, Elliott, & Szatarmi, 2008 as cited in Scharoun et al., 2014, p. 212). That is why children with ASD benefit from DMT. It allows children on different

When we talk about a child being Disabled we are talking about them having a physical impairment that hinders them or a mental impairment, and although both of these can lead to developmental delays it does not mean a child has special educational needs.

One most important tip is for teachers should educate themselves and learn as much as they can about intellectual disabilities. There are some techniques and strategies that teachers can also use to support children educationally. First teachers must recognize that they can make a difference in student’ lives by finding out what their strengths and interests are, focus on them, and create opportunities for success. Teachers must also be concrete as possible by demonstrating what they mean rather than giving directions verbally and tasks that are longer in steps should be broken down into smaller steps and provide assistance when necessary. As it relates to student skills, teachers should teach life skills such as social skills and occupational awareness and exploration by involving students in group or club activities. Finally, teachers should provide the student and parents with immediate feedback and work with the student’s parents and school faculty in creating and implementing an IEP that is tailored and meet the student’s needs (Center for Parent Information &