| Papers [1-14] of 100 :: [Page 1 of 8] | | Go to page : 1 2 3 4 5 6 7 8 —> | Search results on "LANGUAGE PROBLEMS CHILDREN LEARNING DISABILITIES": |
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Language Problems in Children with Learning Disabilities, 2002.
An in-depth discussion and analysis of the article ""Language Problems in Children with Learning Disabilities: Do They Interfere with Maternal Communication?" by Helena Rasku-Puttonen.
8,004 words (approx. 32.0 pages), 23 sources, MLA, £ 119.95
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Abstract
This research delves into the still open question of the influence of family interaction on communication impairments and learning disabilities. It shows how some have suggested that interactional or family environment factors combined with neurocognitive issues are relevant in the etiology, the manifestation, and the maintenance of learning disabilities, since guided participation through joint involvement with parents as well as with other social partners is essential for "learning to learn." The paper explains how this is where the child first learns to handle intellectual skills and tools such as language. Some parental behaviors are thought to hinder language development. Children with learning disabilities show the inability to employ effective communication strategies, and this lack seems to develop over time. It analyzes why children with language disorders show greater difficulty in selecting and using appropriate vocabulary than do children with language disorders, but why the evidence implicates underlying language deficits for children with LD as well.
From the Paper
"This article reports on a study of parent-child interaction by observing two carefully matched subgroups: 1) school-age boys with learning disabilities (LD) who showed a discrepancy between their verbal IQ and performance IQ and had more extensive difficulties in higher-level language abilities; and 2) boys with LD who did not manifest a discrepancy between verbal IQ and performance IQ. The effects of the child's language problems on child task performance and on the quality of maternal communication were analyzed in a mother-child problem solving task. Children in the first group were found to be less successful on the task than children in the second group, and their mothers also showed lower communication clarity in their instructions than the mothers of the children in the second group. The researcher also notes an interesting interaction effect for communication deviances. For mothers in the first group, the extent of deficient communication increased from the monologue to the dialogue situation, whereas communication deviances decreased for mothers in the second group. This leads to a discussion of three possible models to explain the differences between the two groups."
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Children With Learning Disabilities, 2006.
A review of the effects that learning disabilities can have on a child.
2,219 words (approx. 8.9 pages), 9 sources, MLA, £ 47.95
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Abstract
This paper takes a look at how learning disabilities can have a negative effect on many facets of a child's life, primarily self esteem, which if not correctly handled, will carry through to adulthood. This lack of self esteem often manifests itself in behavioural and emotional issues. This paper shows us that the cause of this all is not necessarily the learning disability itself, but rather the label that the child is given.
From the Paper
"My nephew's situation was dramatic, to be sure. When my own daughter was diagnosed with a learning disability, I removed her from school and decided to homeschool her; I didn't want her to suffer any more "slings and arrows of outrageous fortune" in the form of labeling than she would already face in overcoming the learning problem.
The opposite effect is also possible, however. In what they termed a quasi-experimental design, MacMaster et al. (2002) found that "Self-esteem increased significantly above prediagnosis levels following diagnosis of a learning disability while self-esteem levels in a control group of children without learning disabilities remained unchanged" (p. 101+). Even so, while describing the usefulness of a learning disability diagnosis in terms of a child's academic success, MacMaster et al. note that "dilemma arises because, in order to serve the child's needs, the application of a label is necessary, despite the many pitfalls that might be involved" as discovered by Wilson (2000)."
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Trauma in School and Children with Learning Disabilities, 2001.
Takes a look at the possible effect a traumatic school experience can have on a child with a learning disability.
3,856 words (approx. 15.4 pages), 14 sources, £ 72.95
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Abstract
The paper discusses how a negative school experience affects the actions of the individual as an adult. The author argues that children with a disability suffer more than usual. He then states specific areas and draws attention to the basic issues that could develop like the tendency to commit murder.
From the Paper
" Unfortunately the stigma children receive when placed in classrooms with special learning needs remain well into adulthood. This situation is exacerbated when the faculty themselves misguidedly condone the negative behavior exhibited by the ?normal? students towards those with special needs. The effects of psychological abuse in the home have been well documented, but the effect of childhood taunting and educational labeling can have similar effects. Arguably a negative school experiences can have the same, detrimental effect as a negative home experience. For most children approximately eight hours of the day are spent in school, more if the child participates in extracurricular activities. School then becomes like a second home and those faculty and administrators in that school become figures of authority looked to for guidance, similar to the role of parent."
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Gifted Children with Learning Disabilities, 2003.
Examines the challenge to educators of gifted/learning disabled (LD) students.
900 words (approx. 3.6 pages), 1 source, £ 21.95
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Abstract
The paper presents coping strategies that could help gifted LD students thrive in schools. It shows practical applications for the special educator. The paper is based on M. Coleman's 2001 article, "Surviving or Thriving?"
From the Paper
"Gifted Students with Learning Disabilities
Coleman (2001) sought to explore the particular challenge to educators of children who seem to possess great potential although they also demonstrate significant difficulties in school. The focus in the article ..."
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How Children Learn Language, 2007.
A review of a book on the language of infants and toddlers by Roberta Golinkoff and Kathy Hirsch-Pasek, entitled "How Babies Talk: The Magic and Mystery of Language in the First Three Years of Life".
994 words (approx. 4.0 pages), 1 source, MLA, £ 24.95
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Abstract
This paper discusses the book "How Babies Talk: The Magic and Mystery of Language in the First Three Years of Life" by Roberta Golinkoff and Kathy Hirsch-Pasek." It explains that the book is geared toward parents with infants who are interested in tracking how their children learn language. The paper looks at a portion of this book which is devoted to "experiments" that parents can do with their children. This also paper examines the style in which the book is written, the language used and the use of humour. Overall the writer was not impressed with this book and feels that it adds very little to the study of language development.
Outline:
Overview
In Utero
Tactile Learning
Babbling and Other Things
Toddlers
Conclusion
From the Paper
"The authors of this book, Roberta Golinkoff and Kathy Hirsch-Pasek, claim that the fetus is being prepared to hear "the contours of our voice and the cadences of speech without ever hearing words the way that we do" (13). The words that the fetus hears, the authors state, is like the swimming pool game of guessing words spoken underwater.It is possible to hear the syllables and pitch of those words, but in most cases the words are indistinct at best. Using an experiment that monitored fetal heart rate, which declines initially before rising again when the fetus is exposed to a new experience, researchers found that babies can even differentiate between new sounds even in the uterus (14-15). Other experiments revealed that the fetus could determine differences in music and in poetry as well."
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Learning and Disabled Children, 1995.
This paper discusses the impact of the educational environment on the self-esteem of disabled children: School programs, role of teacher and teaching concepts, mainstreaming and employment.
1,350 words (approx. 5.4 pages), 5 sources, £ 32.95
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From the Paper
Introduction
Children with learning disabilities usually face multiple difficulties in relationships at school, home, and at work. As children and adults, they encounter problems with learning new material, and in dealing appropriately, with new environmental and work situations, which frequently require following new or different sets of directions. When an individual is unable, or finds it difficult, to understand and perform the behavior expected in the situation, the person's self esteem suffers. This lowered self esteem is also a result of the learning disabled individual recognizing that there is a discrepancy between the academic learning that is expected of a normal child, and what it is expected that he will learn and retain in school. Teacher and parent expectations are usually different for the
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Nonverbal Learning Disability Children, 2001.
Discusses studies on possible causes of social maladjustment of NVLD children. Teaching social skills in classroom.
2,025 words (approx. 8.1 pages), 5 sources, £ 49.95
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From the Paper
"Introduction
Children with nonverbal learning disabilities (NVLD) suffer from a number of symptoms, affecting many aspects of their lives, which are grouped into neuropsychological, academic, and social-emotional adjustment deficits. The social deficits include social perception and social interaction problems which in many cases results in more serious problems of delinquency, anxiety, depression, and suicide (Roman, 1998). Treatment, including classroom treatment, of this group of children requires an accurate assessment of the problem. This research paper will present literature regarding the social maladjustment of NVLD children."
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Self-Esteem and Learning-Disabled Children, 1992.
An examination of how it develops, effects on kids, social and educational goals, connection between peers, parents and teachers and future research.
1,800 words (approx. 7.2 pages), 13 sources, £ 43.95
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From the Paper
"This report will analyze learning disabilities in children. Learning disabilities come in many forms and often cause problems with behavior, perception and task skills. The report will focus primarily on how learning disabilities affect self-esteem in the child. Research will be reviewed and presented which illustrates how self-esteem develops, how it is affected when learning disabilities are present, and how it affects overall development in the child where social and educational goals are concerned. A section will also discuss how to elevate self-esteem levels in learning disabled children by helping them in activities which make them feel more capable, more important, more forceful and more worthwhile. Studies will be analyzed which show the positive results which occur in learning disabled children after they have experienced increased motivation through..."
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Instructional Technology and Learning Disabilities, 2008.
An analysis of the role of instructional technology in the teaching of children with learning disabilities.
26,086 words (approx. 104.3 pages), 70 sources, APA, £ 172.95
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Abstract
This paper discusses learning in children with learning disabilities. It discusses the need for interventions and how they are more likely to succeed and to bring about successful outcomes if applied early and carried out by teaching experts. The paper specifically focuses on the role of instructional technology and how this can aid teaching children with learning disabilities.
Table of Contents:
Introduction
Section One
Learning Disabilities and Variations in Younger Children
Definitions and Overview
The Problematics of a Definition of Learning Disorder
Definitions and General Characteristics
Towards a Working Definition of LD
Overview of Learning Disabilities and Related Disorders
LD Characteristics and the Differentiation of Student Learning Needs
Characteristics and Variables
ADHD
The Issue of Multiple Intelligences
Dyslexia
Co-occurrence
Section 2
Learning Technologies and Learning Disabilities
Introduction: Overview of Learning Technologies
Advantages of Technology in Instruction
Control and Manipulation in Learning Among Sixth Graders
UDL
Other Aspects and Advantages of Technological Instruction
Technology, Confidence and Self-image
Instructional Technologies and Learning Disabilities
A Brief Overview of Theoretical Concerns
Theory and Instructional Technology for Learners with Disabilities
Various Assistive and Instructional Technologies
Specific Areas: Listening
Speech and Language
Reading
Writing
Language
Mathematics
Computers
Conclusions
From the Paper
"There is little doubt the advent of new technical innovations and computer assisted methods will increase and that there will be more methods of helping the learning disabled student on the market in the future. There is also no doubt that these technological means and methods do play a very important role in helping the learner in the modern educational context - and particularly the sixth grade student and other young adolescents."
"However what should be continually borne in mind is that technology changes the environments in which we work and learn. These changes should be researched and studied so that the impact of technology does not usurp those positive aspects from previous teaching methods and techniques that have proven to be of worth. There is a tendency in the excitement about new technologies in some quarters to, as it were, to " throw the baby out with the bath water". In other words, while technology undoubtedly brings great advances in the field of learning disabilities, it should also be treated with caution and 'interrogated' so that only the most effective and helpful technologies are employed."
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Learning Disabilities, 2008.
Explores the relationship between learning disabilities and emotional problems such as depression and anxiety.
1,660 words (approx. 6.6 pages), 11 sources, APA, £ 36.95
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Abstract
This paper explores learning disabilities that affect academic performance. Some of the more common forms of this category of learning disability is dyslexia (problems reading, or understanding what is written), dysgraphia (problems with handwriting or writing in a way the makes sense), and dyscalculia (problems with abstract math or calculations). The paper discusses how children with learning disabilities may be affected, how depression is often the primary cause of learning disabilities in children, treatment approaches, and the importance of the teacher in obtaining help for children with learning disabilities.
Table of Contents:
Understanding Learning Disabilities
Effects on the Home and School Environment
The Teacher and the Child with Learning Disabilities
Treatment and Help
From the Paper
"The connection between learning disabilities and depression needs to be taken seriously by teachers. Students with poor reading skills are more likely to drop out of school and have a suicide rate that is three times that of the normally reading population. The school plays an important role in the development of the child's emotional development. Difficulties at school can lead to difficulties in the emotional, social and family functioning of the child. It is estimated that only 1/4 to 1/3 of the children needing school receive the needed treatment."
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Learning Disabilities, 2002.
Report on current theories, diagnostic procedures and teaching strategies being used to help children with learning disabilities.
1,150 words (approx. 4.6 pages), 7 sources, £ 30.95
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Abstract
This paper discusses the educational issue of learning disabilities, examines current theories, compares diagnostic procedures, and analyzes various teaching strategies currently being used to help children with learning disabilities.
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Learning Disabilities and High Stakes Testing, 2007.
An examination of the purpose of high stakes testing in the educational system and its impact on children with learning disabilities.
1,517 words (approx. 6.1 pages), 10 sources, MLA, £ 34.95
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Abstract
This paper discusses the use of high stakes testing in the educational system in the United States. It looks at the history of high stakes testing and its aims within the educational system. The paper first discusses the major difference between high stakes testing in the past and now. The paper then focuses on the impact of high stakes testing on children with learning disabilities.
From the Paper
"Placing and labeling students unnecessarily are obviously unethical and providing students with disabilities with the access to the same testing opportunities and life experiences should be one of our goals. Pitonak and Royer (2001) address the issue of testing accommodations for disabled students. Their discussion includes determining who truly has a disability, the methods by which accommodations are provided, and what the test results actually mean. Once the determination of a disability has been made, the issue of the appropriateness
of the accommodation arises. The accommodations often approved for students with learning disabilities in high stakes assessments are extra time, which is intended to compensate for the information-processing deficits of students with learning disabilities, as is the use of a reader. Use of a scribe or a word processor is aimed at compensating for the deficits most students with learning disabilities have in writing skills. Pitonak and Royer (2001) consider the issues of when and how to provide testing accommodations to students with disabilities and what the resulting test scores mean, controversial. They argue that providing in test accommodations, although important, can ruin the results of the test and should therefore not be the only method of preparation used."
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Learning Disabilities in Los Angeles Public Schools, 2000.
An overview and an examination of how the Los Angeles Unified School District can better assist children with learning disabilities.
2,634 words (approx. 10.5 pages), 8 sources, £ 54.95
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Abstract
This research paper discusses the failure of LAUSD to meet the needs to special ed students. The paper delineates various types of learning disorders, the problems with teaching learning disabled students, and offers solutions to the systems? failure to address problems.
From the Paper
"Although public schools claim that they are making every effort to adequately educate children with learning disabilities, research of theories by educators and child psychologists suggests that students who are mentally challenged or with learning disabilities are not receiving an appropriate and effective education. Several suggestions by educational experts are: separate classrooms, a new and expanded curriculum, more on-site occupational therapy, and special programs for building esteem and recognizing the achievements of learning disabled students. "
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Learning Disabilities in the Classroom, 2005.
Discusses the variables that affect the academic performance of children with learning disabilities.
900 words (approx. 3.6 pages), 10 sources, APA, £ 21.95
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Abstract
This paper presents a discussion of the variables that affect the learning performance in the classroom for children with disabilities(learning styles, discipline, parent involvement, teaching style). The paper describes the learning and behavioral problems of children with disabilities in the classroom and discusses the need for modifications to the curriculum to serve this student population.
From the Paper
"As a result of their cognitive, social, emotional and behavioral impairments, children with disabilities often exhibit learning and behavioral problems that undermine their learning performance in the classroom. These deficits interfere with their ability to attend to the teachers and complete their tasks. Furthermore, their low tolerance threshold for frustration and rigidities often prevent them from acquiring new knowledge and skills. To address these issues confronted by educators of children with disabilities, researchers have identified variables that affect the learning performance of these children in the classroom."
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