Childer with Disabilities and Learning Performance
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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 inability 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 (Rock, Fessler, & Church, 1997). 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. Essentially, by attending to these variables, educators will be able to improve the learning performance of these children. One of the most important variables that need to be acknowledged by educators is that children with disabilities, even when they share the same diagnoses, are highly heterogeneous in their behaviors, interests, preferences and learning styles. Educators of children with disabilities must thus be able to respond to these students' unique characteristics and learning styles in order to provide the appropriate individualized supports and services. Only by providing the appropriate modifications and adaptations to the curriculum, which cohere with the learning profiles of the students, will the educators be successful in optimizing the students' learning performance (Hurth, Shaw, Izeman, Whaley, &
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p the students develop functional communication (Schwartz, Garfinkle & Bauer, 1998). Augmentative communication and assistive technology devices have also been effective in helping children who experience difficulties with talking or comprehending verbal language (National Research Council, 2001).
The disciplinary approach adopted by the educators in the classroom is the third variable that affects the students' learning performance. As pointed out by Rock et al. (1997), students with disabilities often exhibit problem behaviors that result from their cognitive, social and emotional impairments. To deal with these problem behaviors effectively, researchers have found that positive behavior support (PBS) has been particularly successful. With this approach, educators conduct a functional behavioral assessment (FBA) to pinpoint the specific factors that precede or maintain the problem behaviors. Based on these findings, educators then develop behavior support plans to prevent the occurrence of the problem behavior, teach the students positive replacement behaviors and/or modify the educators' response to the students' problem behaviors (Carr et al. 1999).
The final variable that is critical to the success of the students'
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Some common words found in the essay are:
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Approximate Word count = 1244
Approximate Pages = 5 (250 words per page)
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