learning disabilities

 learning disabilities

People with learning disabilities make up a unique group of individuals in society. These people have distinct needs and demands. Therefore, they require specialized systems and professionals to address their needs and conditions. They also exhibit separate and discrete characteristics, as described below. However, not everyone who one or more of these attributes is categorized as an individual with learning disabilities. Ideally, some people show one or two of these character traits, but they do not have learning disabilities. Therefore, it is difficult to characterize this group of people.

One of the major characteristics associated with learning disabilities is the idea of difficulties in reading. People with difficulties in learning cannot read a piece without challenges like stammering or delaying. Secondly, people with learning difficulties are found to have an average or near-average intelligence. Their intelligence quotient is lower than those without disabilities. Thirdly, individuals with learning disabilities experience challenges when it comes to composing or writing a text (Drew, Egan & Hardman 2016). When writing, they tend to go off the topic or present irrelevant details. Fourthly, this group of people is found to have visual discrimination such that they are unable to distinguish one visual stimulus to another. This group of people experiences delayed growth as compared to those who do not have disabilities. Also, these people are also said to possess genes associated with learning difficulties that can be transferred to other generations. Environmental factors like lead ingestion and illicit drugs lower the growth of people with learning disabilities. Lastly, people with learning disabilities tend to be hyperactive or inactive, especially when interacting with their peers.

2. Interventions or Supports Used with People who have Learning Disabilities, including Two that Uses Assistive Technology

One of the major interventions or support used to help people with learning disabilities is the idea of teaching them vital and life skills. Therefore, teachers, collaboration with the school managements, can teach learners, skills like organization and summarizing with the use of mnemonics, problem-solving, and relational thinking. A behavioral contract is another intervention that uses assistive technology to support people with learning disabilities. A teacher defines a contract with the child that will act as a reinforcement for appropriate behavior (Drew, Egan & Hardman 2016). The third intervention entails the use of Token Reinforcement Systems. This intervention uses assistive technology that helps learners to earn tokens for appropriate behavior. Also, psychologists are also hired to offer support to learners with disabilities from a psychological perspective. In such a case, the professional identifies a specific child and walks with him or her while rectifying the situation with the use of psychological theories. Lastly, caregivers like parents are also encouraged to help students with learning difficulties, especially when they are at home. In such a case, parents are advised to learners in tasks like completing homework and acting as support systems.

3. Comparison of Learning Disabilities in Childhood and Adolescence through Listing of Challenges that Individuals experience as they Move into Secondary School

Children with learning disabilities are found to experience repeated academic failures as they move to secondary school. This situation affects them negatively since they tend to feel left out as compared to their counterparts without disabilities. These children are also faced with the challenge of withdrawing from school. Most of the students with learning difficulties opt to withdraw from learning to seek relief from pressures of school. Thirdly, children tend to indulge in alcohol and drug abuse as they transition to secondary school. The source also suggests that this group of students receive less attention than their counterparts as they move to secondary school (Drew, Egan & Hardman 2016). As a result, they continue lagging academically since their problems are not usually addressed.

4. Essential Features of the Federal Definition for Emotional/Behavioral Disorder

One of the features of the federal definition for emotional/behavioral disorder is the development of physical symptoms related to personal problems. Under this attribute, people with this disorder tend to experience problems like hyperactivity as a result of problems coming from within themselves. There is the aspect of persistent depressed or unhappy moods among the victims. Thirdly, patients lack personal relationships with peers and adults. Fourthly, people with EBD exhibit the inability to learn as a result of another problem like learning disability. Also, according to the definition, people with EBD exhibit inappropriate behavior or feelings even when they are in normal situations. Lastly, the definition of EBD suggests that patients’ behaviors are attributed to aggressiveness towards themselves and others.

5. General Characteristics of Children and Youth with EBD

Children with emotional/behavioral disorder are attributed to various character traits which differentiate them from normal people. Besides, these attributes are also evidenced in the definition of EBD and its features. One of the unique attributes of children and youth with EBD is the lack of cordial relationships. These people fail to develop workable relationships due to fear and anxiety, which describe the condition. They also have a poor attention span. They concentrate on one given task or item for short durations. These people perform poorly in academics since the condition tends to affect their school life. Additionally, children and adults with EBD have poor coping skills and tend to be immature. These behaviors are attributed to poor cognition. Lastly, children and adults with EBD have impulsive conduct that makes them act without adequate thinking.

6. Reasons why Classification Systems are Important to Professionals who Identify, Treat, and Educate Individuals with EBD

Classification systems are important because they help in establishing the exact signs and symptoms of people with EBD. This is because the classifications detail what to look for when identifying certain signs like impulsivity and aggressiveness. Also, classification systems are important because they guide psychologists in knowing the right treatment that suite particular sings of EBD. Lastly, classification systems help in teaching about EBD due to their effectiveness in arranging and organizing information about the disorder and its related conditions.