Abstract This study is an attempt to research the effect that music has on student learning and behavior. The paper uses the existing body of knowledge and practical observation to find out if the use of music in learning situations, used both as a supplement to interdisciplinary studies and as a "background" can help students improve their learning and retention, provide a calming tone to the environment to set the tone for learning, as well as make learning and taking part in the institutional social experience more enjoyable for students. In other words, does the purposeful introduction of music into the classroom and institutional environment have a noticeably positive effect on the aforementioned three areas of the learning curriculum?
Abstract This paper takes a look at learning disorders, especially in the Los Angeles public school system, and why they are not adequately addressed. Also examined are the long-term effects of failing to treat such disorders, and how they can be treated in adults.
From the Paper "The categorization of specific learning disabled (SLD) students is not necessarily a problem; but experts such as Dr. Sylvia Farnham-Diggory and Dr. J. Harris claim that the majority of public schools in the United States are not meeting the basic educational needs of mentally challenged and SLD students because of lack of funding, apathy on the part of teaching staff who do not necessarily want to teach Special Ed students, a poorly developed curriculum, and the relatively low priority that Special Ed plays in the overall school system's priorities."
Abstract This paper conducts a literature review in order to learn about and distinguish between the different types of learning disabilities as well as learn about instructional strategies that could be used to support students with ADHD to overcome learning barriers. Additionally, the paper compares and contrasts effective strategies for supporting special needs students with autism.
Outline:
Objective
Definitions & Terms
Literature Review
From the Paper "The U.S. Department of Education report states that the work of Bos et al (1999) "reported that collaborative partnerships between home and school were especially important during the initial assessment of the child's disability and educational needs, the development of behavior modification plans, the evaluations of medication, and the coordination of assignments. Parents and teachers can share information with one another if they work together to plan behavioral and academic strategies for the student. Parents can offer information about the child--including the child's medical history, hobbies and interests, effective reinforcers, and behavior in other settings--that may inform the decisions made by the teacher and other members of the IEP team. "
