ADHD negatively can affect a child’s social and emotional behavior and the ability to control them in a positive manner in a school environment. Children that have both ADD/ADHD are expressively immature. Some studies show children who have ADHD, especially those children that have expressive outbursts or violent tendencies; they have a hard time socializing with others. In school, if their classmates and teacher single them out, they feel self-conscious. Many children with disabilities usually need more structured and clearly amorphous surroundings, also behaviorally, than a general education classroom can offer.
Once this is completed then the teacher is able to assess the student and provide the support that they will need to function in the educational surroundings. In assessing students with Intellectual Disability the tester should take into an account the test taker’s level of cognitive ability and their comprehension level. In using the various Intelligence tests, individuals with this disability will score far lower than others within the same age group. These individuals learn at a slower rate and their response level to questions is much slower than their peers. The students will demonstrate a deficiency in language and or communication.
Learning Disabilities, Communication Disorders & Giftedness Grand Canyon University: SPE 526 February 22, 2012 Abstract There are different types of disabilities and they affect people in different ways. Some are recognized as the child develops, others happen in the womb and some are inherited. This document will discuss the definition, characteristics and causes of learning disabilities, communication disorders and giftedness. Learning Disabilities Learning disabilities are different from a physical disability because it is not visible to the naked eye. Their fellow students don’t see them using a wheelchair or crutches but notice that they get very low grades.
As a result of this it becomes much more important to teach children to learn and value diversity. If children are subjected to prejudice, it can force them into a state of emotional and social tension resulting in lack of self-esteem, self confidence, feeling as though they are not accepted and unworthy. Children who lack confidence and cannot participate in activities with others are more likely to be unable to develop and maintain positive relationships with others. As a result their schoolwork may suffer, they may also become withdrawn and depressed. Prejudice and bigotry are learned at a very young age mainly from parents, other children and other institutions outside of the home environment.
Students have difficulties in vocabulary, retrieving a word when needed, understanding multiple meanings, and figurative language. Students may also struggle with phonological processes matching symbols to the sounds they represent. It is possible to exhibit significant difficulties fitting into social settings due to difficulties in language. Language disorders are usually identified using standardized tests and the observations of those with whom the child interacts. Speech disorders may be identified using an articulation test.
Children with this disability tend to have more delay in development of academic, social, and adaptive skills particularly in learning to read and learn basic math skills. This often tends to lead to further delays in academic progress in other areas such as writing, spelling, and science, all of which require the knowledge of fundamental skills. Intellectual disabilities can be caused by any condition that impairs development of the brain before or during birth, or in childhood years. Two known causes are Down
Schools that offer services to culturally diverse students and families faced special challenges. Aboriginal students with inadequate curriculum, inadequate teachers, shortened classroom hours, or limited parental involvement in education may not only have poor academic performance and low cognitive ability, but also a variety of other psychological difficulties that indirectly affect school attendance and
It is not fair to conclude that because a student exhibits difficulties with one area of learning that he or she will exhibit the same difficulty in other areas, in fact a student who displays difficult writing or reading may in fact excel in other academic areas such as mathematics. Other scholars such as Bernhardt argue that multiple measures is important as student achievement results can be explained by other factors (Bernhardt, 2002). Bernhardt believes that there are four components which should be discussed when referring to multiple measures; student learning, demographics, perceptions and school processes (Bernhardt, 2002). Bernhardt believed that not only will multiple measures enhance student learning, but also it will provide teachers and schools with the information necessary to improve overall learning. McMillan
According to IDEA, “Traumatic Brain Injuries is the injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment” that affects a student’s educational accomplishments (Cave, 2004). When a student has TBI, it will affect how they think, therefore the teacher must be prepared on a variety of strategies based on the student’s individual learning ability and their learning style. The student also will have a change in their cognition as well as their behavior, so it is not easily stated that two students will display the same characteristics even though the diagnosis is the same. There are three levels of TBI: mild, moderate, and severe. There is a test that measures the severity of TBI called Glasgow Coma Test (GCT).
* Based on the best evidence, consider the implications of failing a student * Critically reflect on the consequences of “Failing to Fail” Demonstrate recordable evidence of mentorship update which is relevant to remain on the mentor register database Identifying the Underachieving Student: Most students successfully achieve their learning outcomes on placement. However, some students do not perform at the expected level and evidence suggests that mentors find this one of the most challenging aspects of the mentoring role Duffy and Hardicre (2007). Many contributing factors can influence how to deal effectively with this aspect of the mentor’s role such as: * Uncertainty about expected levels of competence. * Allowing a settling in period * Time constraints * Conflicting shift patterns * Lack of confidence in dealing with the issue * Lack of support for the mentor. Mentors often have an instinctive feeling early on in the placement about a student performance but may have difficulty in articulating or describing what is often a vague concern.