Learning Disabilities Analysis

FAT is an acronym used to represent frustration anxiety and tension represented by The Fat City Workshop Part 1: Experiencing Frustration, Anxiety and Tension. Upon watching the video, I wondered why the instructor, Dr. Rick Lavoie was barking out questions and people looked uptight and timid. After further viewing of the video, I found that the mediator was asking professional individuals questions related to the book that the seminar was based on. The acronym FAT as I previously stated stands for frustration, anxiety and tension, which was the purpose of this seminar/workshop. The instructor was highlighting the kinds of situations some teachers put children in every day. Some educators do not take into account that students get embarrassed by their sarcasm, and other students who it is not directed at find it to be funny and move on.

Just because you have a learning disability doesn’t mean you can’t go and do greater things in this world. Alexander Graham Bell and Theodore Roosevelt both had a learning disability and look what they have accomplished. Bell was dyslexic, but that didn’t stop him from inventing the telephone. Roosevelt

Research around the topic could help to elicit novel ideas and solutions, and hopefully success in initiating a debate around the issue. The result hypothesis regarding the number of incidents of challenging behaviour may assist in plotting possible discrepancies between organization and personnel. The suspected relationship might highlight the importance of communication process between the organization and staff working with intellectual disabilities as well as the perception

Society has significantly become more understanding and aware of people with disabilities since the establishment of Public Law 94-142. By incorporating parents, teachers, and health care professionals in the evaluation process, the child has a better chance of having their needs met with all the challenges they face in school and at

The categories of disabilities are; autism, deaf/blind, deafness, hearing impaired, mental retardation, multiple disabilities, orthopedic impairment, serious emotional disturbance, specific learning disabilities, speech or language impairment, traumatic brain injury, visual impairment including blindness, and other health impairment. To be eligible, a student must have a disability that adversely affects her or his educational performance and must need special education in order to receive an appropriate education.

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.

Stephanie Torreno is a graduate from Houston Baptist University. Stephanie earned a Bachelor of Arts degree in psychology and technical writing. She was born with a disability called cerebral palsy .Celebral palsy affects her entire body. Therefore, she depends on caregivers to help her write. She wrote articles about special education, and mental health problems and solutions. She used her own experience to show that assistive technology is a good resource for students who face challenges in their daily life. Assistive technology has helped her become successful by allowing her to continue with her studies. She shows us that she didn’t give up and found alternatives in order to keep attending school.

My learning need is how to safeguard people with a learning disability from sexual abuse. I have chosen this topic because at my last placement it was an issue staff did not like discussing and, as a nursing student, I want to enhance my knowledge of this particular area. This essay will critically analyse how to safeguard people with a learning disability from sexual abuse and will evaluate the research papers on safeguarding issues using the step-by-step guide to critiquing research as described by (Ryan et al., 2007). This will assist me to critically reflect and analyse what I have learnt about the issues surrounding the safeguarding of people with a learning disability from sexual abuse and how this knowledge has been enhanced

Within this short essay it will be explaining the support I resied in 3rd grade,

Work participation is considered as an increasingly important health outcome. On the individual level it contributes to health and welfare. On the societal level the demographic pressure due to ageing and shrinking populations make a broad participation more and more imperative. At the same time participation in work by vulnerable groups is complicated by the increasing demands of the job. Adolescents with disabilities willing to enter the workforce experience barriers in acquiring and retaining work. (Brouwer et al., 2012) Work participation in many societies is the sign of adulthood, independence and pride, in the ASD community this experience is a double edged sword. The daily routine and structure of getting up and going to work, knowing

In order to review the extent to which processes and systems promote individual well-being, different methods and processes can be considered, I will consider using my experience and knowledge. It is noticed that limited knowledge contains some conditions, which falls into the broad spectrum of learning disabilities. Accountability is another method that can be used to review this aspect because it would ensure that all the processes and systems are working in relation to the planning and expectations of the practitioners (Chida & Steptoe, 2008; Deutschman & Neligan,

You are failing a class in school. Were you not prepared for the quiz? Did your parents not help you? Or do you have an awful teacher? Whose fault is it if a student is failing a few classes in school; the parent, the teacher, or the student? Students themselves are at fault for failing classes in school. It is one thing if you are struggling as a student at a young age, but as you progress in school, the responsibility becomes your own. Students are at fault for failing school because it is the student’s responsibility for them completing the work and the skills that are being taught, it is not your parent’s job to do your work for you, and if your teacher is doing a bad job teaching then it is up to you to get extra help.

Learning disabilities should not be mixed with learning problems which are primarily the result of visual, hearing, or motor handicaps. Learning disabilities

Assistive technology can help disabled students by practicing different methods of assistive technology by having portable devices that help a child read and write. Therefore, students who have a hard time planning papers and using high vocabulary words can use assistive technology. Celebray palsy is a disorder that affects muscle control. This causes for the child to not be able to write because they are not able to move and control movements. For example, students that have Celebray palsy and muscular dystrophy are not able to hold a pencil because they face weakness in their skeletal muscles. Assistive devices can help children who face. Celebrary palsy by allowing them to speak through devices in order to communicate

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 &