hemselves 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.
In order to understand how gentle teaching can be used to help people with learning disabilities, it is necessary to identify key components of LD. Siegel (1999) defines LD as a disorder in the understanding and usage of spoken or written language, as well as mathematical concepts. Learning-disabled individuals experience difficulties with listening, speaking, reading, writing, spelling, or doing mathematical calculations.
Although Siegel (1999) states that learning disabilities are problems experienced specifically in the academic realm, research studies show that LD also impairs other aspects of their lives. Wingert and Kantrowitz (1997, p.58) observe that learning-disabled students also suffer from diverse motor, social, memory, organizational and attention problems, such as Attention Deficit and Hyperactivity Disorder (ADHD). Therefore, students with LD can only pay attention for a short period of time. Worcester (1999, p.54) notes that they are also impulsive and hyperactive (Worcester, 1999, p. 54). These disorders further undermine their ability to excel academically and regulate their frustration.
LD is not restricted only to children and adolescents attending school. After all, children with LD grow up to become learning-disabled adults who continue to struggle with the same problems. According to Lowry (1990, p.1), learning-disabled adults constitute 80 percent of the students in adult education programs. Like their younger counterparts, they experience difficulties with reading, writing and spelling. Furthermore, they have problems coordinating the...