Learning Disabilities – Definitions, Challenges, and Classroom Strategies

Learning Disabilities – Definitions, Challenges, and Classroom Strategies

Part 1

The article discusses an educational model that celebrates the talents and strengths of children with Dyslexia. Yoshimoto (2023) says that even if dyslexic children experience problems handling written language, they are always innovative, talented, and bright (p.1). They have strengths such as artistic skills, athletic prowess, musical gifts, social skills, technology or computer, maths, and science talents. These strengths can be developed through appropriate educational programs for children with Dyslexia. This means programs for such students focus on remediation while the primary emphasis is on the learner’s weaknesses, adversely affecting their self-esteem. Thus, Yoshimoto advises that remediation should be balanced with a stimulating and rich curriculum that nurtures and identifies talents and strengths. Do you need help with your assignment ? Contact us at eminencepapers.com.

Because of the conviction that all kids need to be trained as other talented learners, the program for Dyslexia comprises three elements. Firstly, the differentiated-integrated curriculum by Sandra Kaplan for talented learners. This approach ensures tutors select a curriculum based on educator enthusiasm and learners’ motivation plus broad-based themes like functions, structure, and conflict eats. The themes are a vehicle for training basic expertise and higher-level thinking abilities. The second is enrichment programs. Schools also provide enrichment programs adapted from Renzulli’s enrichment model of 1977 (Yoshimoto 1). This helps identify their kinds of enrichment. The first is general explanatory activities to expose learners to diverse areas of potential interest. The second is group-learning practices, which underscore the development of feelings and thinking processes, such as problem-solving and reflective thinking. The last is opportunities for learners to pursue their interests. The last component is a mentoring program that permits learners to undertake special tasks and experiences with mentors within the society with the same abilities and interests. These three elements of the dyslexia educational program help the children with Dyslexia by celebrating their strengths and talents because it enriches learners’ learning and nurtures their gifts and strengths.

Part 2

Why has the concept of learning disabilities proven so difficult to define?

The learning disabilities concept has proven challenging to describe because some people use the description by IDEA while others consider the three criteria. Therefore, it is challenging due to the lack of universal agreement on the proper definition of learning disabilities.

Do most students who are identified as learning disabled have a true disability? Or are they just low achievers or victims of poor instruction?

It would be wrong to say all the learners recognized as learning incapacitated have a true disability. Some of these learners do not have any learning disorders and are often just low achievers or the victims of poor teaching. This is because only about five percent of learners are often identified as truly disabled. However, others are added to this group because they have learning disabilities that can be improved with proper instruction and guidance.

What are the most important skills for an elementary-age student with learning disabilities to master?

Elementary-age learners with learning disabilities should master basic learning in maths, reading, writing, and even following instructions.

How do basic academic skills and learning strategies relate to each other?

Academic skills and learning approaches relate because many learners with learning disabilities should learn academic tool skills before learning strategies. Both of these strategies help the kids a lot because most of them are disabled.

Should all students with learning disabilities be educated in the regular classroom?

            Not all learners with learning incapacities can be taught in regular classrooms. It is because the environment and setting are appropriate for some students and not all, especially learners with learning disabilities who might need a specific setting that nurtures their talents and skills (Grigorenko et al. 37).

Works Cited

Grigorenko, Elena L., et al. “Understanding, educating, and supporting children with specific learning disabilities: 50 years of science and practice.” American Psychologist 75.1 (2020): 37.

Yoshimoto, Ron. “Celebrating Strengths and Talents of Children with Dyslexia: An Educational Model.” LD OnLine, https://www.ldonline.org/ld-topics/teaching-instruction/celebrating-strengths-and-talents-children-dyslexia-educational.

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Learning Disabilities – Definitions, Challenges, and Classroom Strategies

Part 1: Visit the LD Online website and choose an article to read. Write a 1-page summary of the article. http://www.ldonline.org/educators
Part 2: Answer each of the following questions using your thoughts and material from the textbook:
Why has the concept of learning disabilities proven so difficult to define?
Do most students who are identified as learning disabled have a true disability? Or are they just low achievers or victims of poor instruction?
What are the most important skills for an elementary-age student with learning disabilities to master?
How do basic academic skills and learning strategies relate to each other?
Should all students with learning disabilities be educated in the regular classroom?