Discusses the improvement of transition times of learning-disabled students.
Written in 2009; 2,635 words; 6 sources; APA; $ 79.95
Paper Summary:
This paper explains that, for students with learning disabilities, planning even for simple processes of subject change or attention retention, called transition, amidst varying disciplines can be challenging and undermining. The paper then describes the ways that the transition times of learning-disabled students can be improved by integrating access to transitional support services into the learning disabled individual's Independent Education Program (IEP) and through effective time management. The paper stresses that close consultation between the student, his support system and the larger network of agencies connecting the school to community, public and commercial services should produce a match between personnel needs and resource availability; however, it is essential that the student must be involved at the most fundamental level.
From the Paper:
"Lunch period is a special challenge for the student. This is the only lengthy break which a student gets from his educational responsibilities during the day. For the individual who does have to work harder than others in his peer group to find focus and to remain attention from one class to the next, the demands can be psychologically exhausting. Thus, it is invaluable for the student to use the lunch period to engage others in his social circle, to re-energize and to actually train his focus away from academic demands."
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