Caula Rogers Eng-105 English Composition 1 03/30/2014 Dr. Victoria Smith Impact of ADHD on a Child’s Schooling Children with ADHD generally have trouble in school, only because school causes many trials for children with ADHD. ADHD is not a learning disorder; however it can cause children to have problems with learning. Furthermore, children with ADHD have an excessive rate of learning disorders and will have problems with other school-work like calculation and following a long with his/her teacher during direct instructional time. But with enduring and an efficient plan, the child will be capable of succeeding in the classroom. 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.
At the end of each tier a participant’s academic progress is analyzed, if it is determined that farther intervention is appropriate, then, the student is moved to the next tier. Because RTI uses a unique and innovative approach to learning students and parents may feel more receptive to it. An Overview It is very frustrating for educators when a student is struggling in their academics but continues through the grade levels. School administrators are likely to recommend placing the student in special education classes. Unfortunately this cannot be achieved unless a student is tested for and labeled as learning disabled.
Assessment and Educational Interventions for Students with LD Vernice Blackaby Grand Canyon University: SPE 359 Characteristics of Learning Disabilities and Strategies to Teach Individuals with LD May 19, 2013 Assessment and Educational Interventions for Students with LD According to the Learning Disabilities Association of America a learning disability is a “neurological condition that interferes with a person’s ability to store, process, or produce information” (Learning Disabilities Association of America, n.d.). A learning disability (LD) can affect a student’s ability to write, read, spell, figure out math, social skills, attention, and memory. Students with LDs will have a difficult time in school and will find it hard to succeed therefore it is important to find ways to detect the type of disability and then find ways to help the student. Unlike physical handicaps or disabilities like mental retardation and autism, to name a few, LDs cannot be seen and might go undetected. But with the right type of help, students with LDs can succeed and do well in school and life.
(preschool) • Child gains trust in their care givers, they are in control of their emotions Stage 3: • Initiative verses Guilt (3-5 years) • Their social world is widening • Adults expect children to be more responsible • Children develop uncomfortable guilt feelings if they are irresponsible Stage 4: • Industry versus Identity ( elementary-school years) • Children take initiative which gives them new experiences. • Mastering knowledge and intellectual skills • Children enjoy learning new skills • Problems can arise developing a sense of inferiority and incompetence Stage 5: • Identity verses Identity Confusion (High School) • Trying to find themselves and what they want out of life • Encourage students to explore different paths • If not allowed to explore may develop identity crisis. Stage 6: • Intimacy versus Isolation (early adulthood) • Developing a relationship with a partner • Intimacy is finding yourself but not losing yourself in someone else • Hazards - Feeling of loneliness when you cannot find a partner Stage 7: • Generativity versus Stagnation: ( mid-adult ) • Generativity means transmitting something positive to the next generation. • Stagnation can happen when we feel we have done nothing to help the next generation Stage 8: • Integrity versus Despair ( Late Adulthood ) • If retrospective evaluations are positive they develop a sense of integrity • If they have mainly negative backward experiences they
Customized Learning Theory Angelique Young Liberty University Introduction There are many ideas and theories on what makes the best learning environment. Things to consider are teacher-student relationships, teacher-parent relationships, parent-student relationships and lastly, student-self relationships. Each relationship creates an environment that is intertwined with the other to create the best learning environment for the student. When one or more of these relationships fracture, the environment for the student is, at best retarded, if not crippled. By understanding the dynamic of these relationships, a teacher understands the development and learning of students and seeks opportunities to positively support not only their intellectual development, but also social and personal as well.
They try and try but their learning disability changes the way they learn and special lesson plans need to be tailored to accommodate their unique learning styles. There are warning signs to help determine if your child may have a learning disability but because learning disabilities look very different from one child to next there is no single symptom or profile to use to determine proof of a problem. During the preschool years students who have problems pronouncing words, rhyming, learning the alphabet, numbers, colors, shapes or controlling crayons, pencils and scissors may have a higher likelihood of a learning disability. When they are in grades K-4 they may have trouble learning the connection between letters and sounds, confuse basic words when reading or consistently misspell words and makes frequent reading errors. When they are in grades 5-8 they might have trouble with open-ended
There are several theories of diversity in education, however, three main theories based on historical events and problems faced by educators and learners are cultural deficit theory, cultural difference theory and cultural ecological theory (Bolima, 2010). Cultural deficit theory states that some students may perform poor in school due to their social, linguistic and cultural differences, which they have adapted from their home environment. The cultural difference theory is based on the perspective that students brought up in different cultural environments may require different learning approaches. Teachers must develop a brief understanding of the culture of their students (Lynch, 2011). The cultural ecological theory attempts to explain that some macro-ethnographic groups perform well in school, while others do not.
Spending time going through the learning activities and seeing how children have responded to a certain task or question, can really help change it for future activities. It is also important to look back at the learning objects so you can measure what the children have learned. It is important to have clear objectives at the planning stage, in order to evaluate whether pupils have achieved them after the lesson. If children have rushed through the activity and then looked bored then it would be obvious that the task was a bit too easy and not really suitable or beneficial for that group. Therefore you would need to try and make it more engaging and stimulating, perhaps by making it more difficult or time-consuming so the students really have to work to complete it.
August 16, 2012 ‘On Homework’ One of the most difficult challenges that teachers and parents face is getting teenagers to do their homework. A common complaint with high school students is the fact that they do not have enough time to do their homework. Since the year 2000, American students are holding down more jobs, taking on more household responsibilities, and participating in a greater amount of extracurricular activities than any other generation of American students. As more and more distractions are made available to the American teenager, it is imperative that today's students are aware of the importance of doing their homework. Homework is a necessary component of every successful student's education.
There would be far fewer discipline problems and behaviors requiring corrections and discipline if the student’s basic needs are being met within the classroom. Particularly with more challenging students, it is helpful to find what the student is getting from the misbehaving, that is, which goals or functions are being met when misbehaving and help the student meet their for appropriate rather than inappropriate behaviors. These are the students that need attention and interventions. To get in touch with and educate these students effectively educators need to be trained in appropriate instructional and structured strategies in order to implement modifications and accommodations for these students. Classroom teachers are not expected to know which are the best strategies and techniques to try or what are recommended practices for addressing the needs of our diverse learners without