| Papers [1-14] of 100 :: [Page 1 of 8] | | Go to page : 1 2 3 4 5 6 7 8 —> | Search results on "LEARNING DISABILITIES": |
|
|
Learning Disabled Students and Reading, 2002.
A study of teaching strategies to enable learning disabled students to read.
5,247 words (approx. 21.0 pages), 18 sources, MLA, £ 67.95
»
Click here to show/hide summary
Abstract
This paper examines different teaching strategies to enable all teachers to teach the primary (K-3rd) learning disabled students to read at the Miami Park Elementary School. It explores the characteristics of the learning disabled (LD) to depict the extensive difficulties they encounter in learning and shows how students with LD also suffer from behavioral problems because of their learning difficulties. The strategies include: diagnosing students early with reading disabilities, designing an individualized- instruction programs for each student, providing intensive-teaching programs for reading, writing and spelling, designing individualized reading programs for students with reading disabilities and stimulating students' desire to learn through creative forms of expression. It analyzes how ultimately, the successful implementation of these strategies requires the collaboration of both the regular education and LD teachers and how together, they can create a consistent and supportive atmosphere of learning for learning disabled students.
From the Paper
"In other intensive sessions, teachers can employ specialized techniques to help the students with LD overcome their reading difficulties. Many students with LD have difficulties applying what they have learned in other situations. For example, they can read the word "pine," but have difficulties with "wine" or "sign." Therefore, Maureen Lovett, a child psychologist working in experimental public school classrooms in Toronto and Mississauga, came up with a strategy called "talking-to-yourself" learning-a series of rhyming patterns to trigger the sounds of similar words ("Why kids can't read," 1998, p. 42). Learning education teachers at the Miami Park Elementary School can do further research in other successful techniques for teaching the students. Furthermore, they should also teach the regular education teachers about techniques that work for particular students."
| |
|
Learning Disabled, 2004.
An analysis of the issues of labeling a student as "learning disabled" and the possible effects on this student's academic career.
1,029 words (approx. 4.1 pages), 6 sources, MLA, £ 18.95
»
Click here to show/hide summary
Abstract
This paper examines the extent that labeling has on student's achievement early on and later in their academic career. Specifically, the paper assesses whether or not labeling students as "learning disabled" may negatively impact a student's potential for achievement and success throughout his or her educational career and later in life. The paper attempts to verify whether or not the label of "learning disability" has a deleterious impact on a student's overall chances for success throughout the academic career. To achieve this objective, the paper presents a research proposal that will conduct a qualitative examination related to academics and student labeling. The study incorporates use of a literature review and questionnaire geared toward gathering information regarding student self-perception, achievement, and teachers' perceptions of students that are labeled as learning disabled.
From the Paper
"During the course of a child's school years they will learn to define themselves as a person and shape their personality, sense of self concept and perception of their potential for achievement for life (Persaud, 2000). Thus the early educational years may be considered one of the most impacting and important with regard to emotional, social and cognitive development for students of all disabilities. Labeling is a common by-product of educational institutions, one that has been hotly debated with regard to its benefits and consequences by educators and administrators over time. There are proponents of labeling and those that suggest that labeling may be damaging to students in some manner."
| |
|
Gentle Teaching for the Learning Disabled, 2002.
This paper looks at the method called "gentle teaching" and explores its advantages for working with the learning disabled.
3,060 words (approx. 12.2 pages), 20 sources, MLA, £ 46.95
»
Click here to show/hide summary
Abstract
The paper first examines gentle teaching, explaining the method and how it differs from other forms of teaching. The writer then looks to define learning disabled, highlighting the ways in which a gentler approach can elicit positive results when working with this population. The paper concludes with the assertion that the gentle teaching approach has the potential to transform humanity beyond its work with people with LD and other challenging behavior.
From the Paper
"Apart from their academic problems, learning-disabled people often experience negative emotions of frustration and anger at their limitations. In a bid to hide their handicaps, they isolate themselves from their peers and their community. Under stressful circumstances, they even lash out in anger and display other inappropriate behavior as an expression of their inner frustration. Therefore, the approach of gentle teaching can be utilized to address their inner feelings and draw them out into the community by creating a safe and caring environment for them."
| |
|
Diagnosing Learning Disabilities, 2006.
This paper examines the key factors involved in diagnosing learning disabilities in students of various ages.
852 words (approx. 3.4 pages), 3 sources, MLA, £ 15.95
»
Click here to show/hide summary
Abstract
The writer of this paper contends that a sure sign a child may have a learning disability is when his or her academic achievement is significantly lower than his or her overall cognitive ability would predict. This paper analyzes the growing evidence which states that genetics may play a role in assessing whether or not a child has a learning disability. This paper discusses the difficulty in correctly diagnosing learning disabilities while researchers and specialists claim that cerebral dysfunction may be a contributing factor, although this has yet to be confirmed. This paper examines the various forms of treatment which have proven successful yet must be tailored to meet the needs of each child. The writer stresses and explains that in order for treatment to be successful general education teachers and specialists must work together using a problem-solving approach.
Table of Contents:
Early Signs of Learning Disabilities
Causes
Assessment
Treatment
Learning Disabilities and Inclusion
Bibliography
From the Paper
"Because learning disabilities can take so many forms, determining the cause can be difficult. Researchers assume some form of cerebral dysfunction, but often the precise reason for this cannot be identified. Some things that my contribute include trauma during birth, low birth weight, smoking by the mother while pregnant or alcohol consumption by the expected mother. Lead exposure in early child can be a contributor as 50% of children with documented lead poisoning show reading problems. Other contributors include some illnesses, such as some forms of meningitis, and chronic ear infections have been tied to some learning and communication problems."
| |
|
Learning Disabilities, 2002.
A look at the types of, causes of, and how to deal with learning disabilities in the classroom and in adult life.
2,153 words (approx. 8.6 pages), 9 sources, MLA, £ 34.95
»
Click here to show/hide summary
Abstract
This paper provides an insight into learning disabilities, neurological disorders that affect people's ability to either interpret what they see and hear or to link information from different parts of the brain. It looks at how these limitations show up in many ways in individuals who are generally of average or above-average intelligence and how specific difficulties with oral and written language, coordination, self-control, or attention can extend to schoolwork and can impede learning to read, write, or do math. It also examines how learning disabilities may also cause major difficulties with organizational skills, social perception, and social interaction.
Outline
Introduction
Types of Learning Disabilities
Causes of Learning Disorders
Dealing with Learning Disabilities in the Classroom
Learning Disabilities in Adulthood
Recent Medical Research
From the Paper
"Difficulty manipulating small objects, poor balance, awkwardness with walking, running or climbing and a poor sense of surroundings can indicate a disorder involving motor skills and can affect the ability to learn, but do not meet the criteria for a specific learning disability, such as developmental speech and language, or academic skills disorder.
Problems regarding an individual's social skills may indicate a learning disorder. Disinterest with, or difficulty in interaction with one's peers, overly aggressive or withdrawn attitudes, sudden and extreme mood swings and/or frequent crying or tantrums are some signs of learning disabilities."
|
| Essay # 63749 |
temporarily unavailable
|
|
|
|
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, £ 89.95
»
Click here to show/hide summary
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."
| |
|
Learning Disabilities and Gender, 2002.
An analysis of why boys outnumber girls three to one in the learning disabilities category.
900 words (approx. 3.6 pages), 3 sources, £ 18.95
»
Click here to show/hide summary
Abstract
An analysis of the ratio of boys to girls in the learning disabilities field will be revealed here by case studies. The paper also presents various other elements of doctoral research being done to show how boys show a three to one ratio over girls who have learning disabilities.
| |
|
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, £ 22.95
»
Click here to show/hide summary
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.
| |
|
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, £ 35.95
»
Click here to show/hide summary
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)."
| |
|
Learning Disabilities, 2005.
This paper discusses several categories of cognitive dysfunction commonly called learning disabilities and suggests ways to improve this dysfunction.
2,315 words (approx. 9.3 pages), 15 sources, MLA, £ 36.95
»
Click here to show/hide summary
Abstract
This paper explains that one of the most common forms of learning disabilities is dyslexia, which causes a specific problem with reading not with thinking skills, and includes several illustrations of the way dyslexics "see" letters. The author points out that, although Attention Deficit Hyperactivity Disorder (ADHD) and learning disabilities are often lumped together, they are two separate concerns; some people with ADHD have difficulties learning, but frequently this is due to their distractibility rather than to any kind of inability to process information. The paper recommends counseling, behavior-modification, creating an environment of structured tasks and assisting with the establishment of self-esteem and relationship-building skills: The paper demonstrates an activity appropriate to increasing function. Several illustrations.
Table of Contents
Dyslexia
What They Don't See
Attention Deficit Hyperactivity Disorder (ADHD)
Brain Injuries
Genetic Diseases
Ways to Improve Cognitive Dysfunction
Activity
From the Paper
"As seen on the Dyslexia Australia website, the first sample below has the words shown clearly. The second section of text is identical to the first; however, certain words are etched back so they are not clearly visible. As dyslexics are generally picture thinkers, they only see words to which they can place a picture. Read the first section of text. Read the second section of text, but only read the words that are clearly visible. Delete the words that are not. This is the way it may be read like a dyslexic, reading the pictures."
| |
|
Learning Disabilities, 2001.
This paper addresses the issue of learning disabilities (LDs) and how to teach children with these disorders.
1,155 words (approx. 4.6 pages), 8 sources, APA, £ 20.95
»
Click here to show/hide summary
Abstract
This paper defines and examines the different types of learning disabilities that affect children. The author looks at research studies that compare the achievement of children with learning disabilities like dyslexia with children who are not impaired by a disability. The paper discusses LDs in conjunction with behavioral and emotional disabilities as well. The paper also mentions strategies that may improve the educational goals of children with LDs.
From the Paper
"It is not easy to say who is a learning disabled. A lot of arguments have taken place for a certain time in order to classify the learning disabled. According to the term "specific learning disability" means 'a disorder in one or more basic psychological processes involved in understanding or in using language, spoken or written, which may manifest itself in an imperfect ability to listen, speak, read, write, spell, or do mathematical calculations."
| |
|
Social Isolation In A Learning-Disabled Child, 2002.
This paper describes two videotaped observations of an 8-year old boy who is socially isolated, has a mild speech impediment and may have dyslexia, and has trouble paying attention in class.
2,150 words (approx. 8.6 pages), 6 sources, £ 41.95
»
Click here to show/hide summary
Abstract
This paper analyzes the child's behavior and its repercussions for his later youth and/or adulthood. The author uses research in child psychology and learning disabilities to speculate on the origin and nature of the student's behavior patterns.
| |
|
The Effects of a Learning Disability, 2007.
This essay considers the effects that having a learning disability, such as attention deficit disorder (ADD), can have on a person's life.
2,074 words (approx. 8.3 pages), 7 sources, MLA, £ 33.95
»
Click here to show/hide summary
Abstract
In this article, the writer relates that learning disorders can be lifelong conditions, which, in many cases, can seriously affect many aspects of a person's life: work or school, family life, daily routines, and, in some cases, personal relationships and friendships. The writer notes that in some people, there are often many overlapping learning disorders, while others may just have a single learning difficulty that has little impact on other parts of their lives. This paper looks at the effects of having a learning disability by examining the ways in which the disability affects thinking and problem solving.
Outline:
Introduction
Identifying Learning Disorders
Developmental Language and Speech Disorders
Academic Skills Disorder
Conclusion
From the Paper
"A learning disorder cannot be diagnosed in the same sense as mumps or chicken pox, which is conditions that have a single, known cause, and which follow a predictable set of symptoms. Rather, LD is a broad term, embracing a pool of possible causes, treatments, symptoms, and outcomes. This is partly due to the fact that learning disorders can appear in many different forms, which makes any diagnosis complicated. However, not all learning problems are essentially learning disorders. Some children are just slower in developing certain skills, due to natural differences in their rate of growth and development."
|
|
|
