INTRODUCTION Knowledge is for those who acquire it regardless of their ethnic background, socioeconomic status, gender category, age group or even learning capabilities. “When there is a will, there is a way”, a well-known idiom has clearly and precisely expressed the importance of having the right attitude in ensuring a success in life, including education. Education has become a critical element in life as it is a mean for us to build maturity, gain common sense and build financial stability so that we are able to establish self-dependent lives. Even thoughsome of us are gifted with intellectual abilities, some are less fortunate which includes learning disabilities. According to Nola Firth, Daryl Greaves, and Erica Frydenberg in their article entitled ‘Coping Styles and Strategies: A Comparison of Adolescent Students With and Without Learning Disabilities’, learning …show more content…
Besides, they intend to develop and observe the coping patterns and needs for adolescents with learning disabilities. Therefore, the hypothesis for the study was that “there is no difference in coping styles and strategies between the students who has learning disabilities and the students from the general population” (Frydenberg & Lewis, 1993)9. In order to narrow down the research area, two main focused groups were selected for this research. Group 1 consists of students aged between twelve and thirteen, whereas Group 2 involves students aged between fourteen and fifteen.
By the end of the research, the researches would like to strengthen the hypothesis by justifying the following research
As a result of searching the existing literature, the researcher was able to obtain data that correlated exceptionally well with the research topic. Indeed, the researcher gathered pertinent information from secondary sources; however, the primary sources of data were needed to draw a logical conclusion of the research at hand. So, the next step was major section III, Research Methodology. Being
1.1 Explain the sequence and rate of each aspect of development from birth - 19 years. UNBORN BABIES TO ONE MONTH Most babies are born around the fortieth week of pregnancy. Babies who are born more than three weeks early are classed as premature. Babies that are born early are more likely to need a little more time to develop than those born nearer the fortieth week.
Explanation- ...... Restated thesis-... . Evaluation-. ...
Although having Down syndrome implies an intellectual disability, Down syndrome individuals are able to be autonomous and live a full life integrated in society. It has been previously stated that an improvement in the educational system in which Down syndrome individuals are educated, by encouraging the inclusive educational system where special-needs students are able to share classes with regular students, will be beneficial for those students in their future years of life. Furthermore, promoting simple directions jobs that Down syndrome individuals are able to perform while earning a salary for themselves as well as the creation of more public living spaces for special-needs adults to live in, at the same time as being medically assisted, will make a difference in the quality of life of Down Syndrome individuals as well as in our society by making this world a better one. Thus, as the Spanish Down Syndrome Association (2017) states regarding Down syndrome adults “their personality, hobbies, illusions and projects will be what truly define them as people and their disability will be just another characteristic of
Also, the instructor reiterated that the anxiety levels of the individuals taking part in the seminar were high. He informed the professionals that the tightness or tension they felt as a result of experiencing the questions he asked parallels that of a student with learning disabilities. Noting, this is how a student with a learning disability feels on a regular bases. Teachers should be mindful of the characteristics of children with learning disabilities; they need to take this into account when providing instruction and asking questions with regard to the lesson. Another great point that was addressed, is the idea that if a person is being yelled at to provide information repeatedly their first response is to look away.
In "The Things They Carried" by Tim O’Brien, coping mechanisms are central to the experiences of the soldiers in the Vietnam War. O’Brien’s work explores the various ways in which soldiers cope with the physical, emotional, and psychological traumas of war. Coping, in this context, represents the soldiers' attempts to manage the stress of combat and maintain their sanity in an environment of constant fear and danger. Through the characters and their stories, O’Brien demonstrates the importance of coping mechanisms in times of extreme stress.
…3 B. Summary of Evidence…………………………………………………………..………4-5 C. Evaluation of Sources.…………………………………………………...……..……. …6-7 D. Analysis………………………………......…………………………………………. ….8-9 E. Conclusion……………………………………. ……………………………. …………..
The American Association on Intellectual and Developmental Disabilities and The Center for Parent Information and Resources are both good websites that explains Intellectual Disabilities. According to the American Association on Intellectual and Developmental Disabilities, an “intellectual disability is a disability characterized by significant limitations both in intellectual functioning (reasoning, learning, problem solving) and in adaptive behavior, which covers a range of everyday social and practical skills. This disability originates before the age of 18 (AAIDD - Resources for Intellectual and Developmental Disability Professionals, n.d).” Intellectual disability is one of the most common developmental disability. It is estimated that
This solution would be the last resort in order to gain more information towards the research claim
Autism Introduction Autism is a disorder that is encompassed in the autism spectrum (ASDs) (Landa, 2007). Autism spectrum disorders describe the brain development disorders and encompass Asperger syndrome, autism, and pervasive developmental disorder not otherwise specified (PDD-NOS) disorders. Features of the ASDs includes sensory and cognition problems, difficulty in communicating with other people, and repetitive behaviors. This paper will discuss autism with respect to what it is, the causes, autism in the inclusive classroom (what can be done to enhance total inclusion) and the role of the community.
Reading is an essential life skill. The ultimate goal of reading is to comprehend and make meaningful connections with text. Therefore, the development of skills needed for reading begins at an early age and progresses through stages into adulthood (Chall, 1996). Within the early stages of reading development, children begin learning and acquiring these specific skills. Moreover, many of the skills learned during early childhood are constrained skills.
This is the reason early interventions have a major aim of compensating for the poor and hostile learning conditions that are faced by the children in families that do not offer adequate opportunities to attain informal learning (Suggate, 2012). It is important to note here that “equality of opportunity exists where everyone is accorded the same chance to develop his or her capacities and to be acknowledged for personal accomplishments irrespective of characteristics such as gender, religion, political stance, color of the skin, or social background, that is, characteristics which are not related to their personal performance” (Burger,
Henry Ford once said, “Coming together is a beginning; keeping together is progress. Working together is success” (Brainy Quote). From here, the concept of inclusive education, including students with and without learning disabilities as peers in the same classroom, originated. The aim of this type of education is to get students with learning disabilities involved in the society. Teachers and fellow students will also provide help for students with disabilities; in this way, students with learning disabilities will be motivated to study as they feel that they are a part of a group instead of being isolated in special places.
Part A (20%) Firth, N., Greaves, D., & Frydenberg, E. (2010). Coping styles and strategies: A comparison of adolescent students with and without learning disabilities. Journal of learning disabilities, 43(1), 77-85. Research Area and Research Questions.