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How Do We Identify Children With Learning Disabilities

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How Do We Identify Children With Learning Disabilities

  1. 1. How do we identify children with learning disabilities?<br />Children with learning disabilities are not usually recognized in the classroom. This is because children with learning disabilities could be falsely diagnosed when they only lack attention and refuse to try and do good in school. The only way to identify such people is to try and motivate and pay attention to whether the children have trouble focusing or can’t seem to focus on activities. Although all cases are not going to be learning disabilities, the best way is to pay attention to students who can’t seem to focus as they may have dyslexia or may have an attention-deficit hyperactivity disorder.<br />Example of Dyslexia<br />Describe how the Information Processing Model is used to show the impact a learning disability can have on learning.<br />An information Processing Model describes learning as a series of components that involve sensory stimulation/input, processing/thinking, and output. These issues are all equally important and can be considered to be learning disabilities if the student has trouble in any of those areas.<br />
  2. 2. Is there one known primary cause of learning disabilities?<br />There is no one cause for learning disabilities. Learning disabilities are a combination of different mental problems or problems which are not completely known. There is no one known cause and because of that there is no one way to prevent or help people with learning disabilities. <br />Define sensory memory, short-term memory, and long-term memory. How does each affects a student with learning disabilities?<br />Sensory memory is the ability to accommodate a large amount of info for a short period of time. Short-term memory is temporarily storing information while simultaneously completing tasks. Long-term memory is a way of storing info in the brain for future retrieval. Students with learning disabilities may not be able to completely see and take info from what they see, have problems remembering either long term or short term memories.<br />
  3. 3. Moral Dilemma<br />Students with leaning disabilities often need modifications in their assignments in order to minimize the impact of their disabilities and to facilitate their success. Kevin&apos;s IEP, for example, includes extended time on exams, no penalty for spelling errors on essays written in class, and ability to use the computer for extensive written work. You are Kevin&apos;s high school English teacher, and one of your students has protested that giving these accommodations to Kevin is not fair. The protest is growing, and now several students have voiced their resentment of Kevin&apos;s special treatment.<br />
  4. 4. The way to deal with this would be to tell the students exactly why he needs to have these special modifications. Maybe as a teacher I wouldn’t give as many assignments that require him to appear to have an advantage over the other students.<br />I truly believe that in the situation where he really can’t focus and cannot do the assignments the same as others should have something to help him out. I think that he still has a disadvantage in the situation and so it is only fair that he has some help.<br />Fair is giving every student the same chance of succeeding in school. In order for that to be possible, some students need to be given extra help in the classroom. It may not seem fair to all the students but based on the situation present, it is fair.<br />

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