Learning Disabilities of Children
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Children may be plagued by a number of conditions that come under the heading of learning disabilities, as well as by various problems that can appear to be learning disabilities. Learning disabilities not only make life difficult for children in the classroom and also bring on the child as he or she grows all of the problems associated with the lack of an education, but they also shape and distort the child's social abilities and ability to acquire a variety of concepts we all possess that help us relate to ourselves, other people, and the world itself. Learning disabilities most often manifest themselves in the classroom and emerge as the child is expected to learn and develop at the same pace as others in his or her age group, whereas instead he or she shows the inability to learn, inattentiveness, difficulty in judging concepts of time, poor language development, and so forth. The child may also show signs of hyperactivity, poor memory, and distorted perception. While it is true that most learning disabilities emerge in the school setting, it is also true that our schools often miss the signs and fail to cope with the problems raised by learning disabilities. Ungerleider (1985) points this out with reference to her story of one student and how he was failed by our schools. Her narrative also points to the fact that learning disabilities need not be permanent and need not be debilitating if they are diagnosed and adequately treated:
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ervice personnel such as school psychologists, nurses, or speech and language clinicians, as well as parents and students when considered appropriate. All the team members should be involved in making decisions concerning assessment and identification of students. Special education services or general education accommodations depend on identification of disorders in children, so educators need to be familiar with the different assessment instruments and procedures used for identifying children with ADD. Assessment and identification has as its purpose determining the presence of a suspected disorder, and at the second level of assessment those who have been identified as needing specialized educational programs are assessed further to determine their educational needs in academic, behavioral, and social-emotional areas (Montague, McKinney, and Hocutt, 1994, 212-213).
Reeve (1990) notes that while ADHD is a serious problem, information regarding it has not been readily available to school personnel. The condition has been recognized for over half a century, and descriptions of behavior associated with it have been remarkably consistent. Children affected by ADHD are hyperactive, distractable, emotionally labile, and persever
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Some common words found in the essay are:
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Approximate Word count = 1987
Approximate Pages = 8 (250 words per page)
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