Different Learning Environments for the Learning Disabled

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 individual with learning disabilities. Self esteem can be measured by more than one method. By using different methods, either a global or domain-specific measure, the differential in levels of self esteem between normal individuals and individuals who are learning disabled changes. This paper will discuss the impact of different types of learning environments on children and young adults with learning disabilities and how these programs can affect the learning disabled individual's self esteem.

The self esteem of a child with learning disabilities is generally accepted to be lower than that of a comparable child without learning disabilit

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r, or job supervisor for the vocational education program. The first teaching concept that has been shown to help students, with learning disabilities, is the use of team-teaching and cooperative learning groups. In a joint venture, Jones and Carlier (1995), designed a teaching method to increase the time and quality of instruction that learning disabled students were getting in the regular classroom. They were concerned with meeting the federal requirement for least restrictive environment, and the multiple benefits available to all of the students. These benefits included goals that the parents had expressed to the teachers for their child "increased skills in conceptual learning, planning, individual accountability, creative problem solving, self-esteem, oral language proficiency, and socialization" (Jones & Carlier, 1995, p. 23). The use of cooperative learning groups enabled the teachers to focus on identifying individual student needs and abilities and formulate individual expectations for each student. Each learning group was balanced for strengths and weaknesses. Each group had set jobs for each of the group members: recorder, presenter, participant, facilitator, and timekeeper. The teachers assumed that the sp

Category: Psychology - D