| Papers [1-15] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "LEARNING DISABILITIES": |
|
|
Learning Disabilities, 2008.
Explores the relationship between learning disabilities and emotional problems such as depression and anxiety.
1,660 words (approx. 6.6 pages), 11 sources, APA, $ 53.95
»
Click here to show/hide summary
Abstract
This paper explores learning disabilities that affect academic performance. Some of the more common forms of this category of learning disability is dyslexia (problems reading, or understanding what is written), dysgraphia (problems with handwriting or writing in a way the makes sense), and dyscalculia (problems with abstract math or calculations). The paper discusses how children with learning disabilities may be affected, how depression is often the primary cause of learning disabilities in children, treatment approaches, and the importance of the teacher in obtaining help for children with learning disabilities.
Table of Contents:
Understanding Learning Disabilities
Effects on the Home and School Environment
The Teacher and the Child with Learning Disabilities
Treatment and Help
From the Paper
"The connection between learning disabilities and depression needs to be taken seriously by teachers. Students with poor reading skills are more likely to drop out of school and have a suicide rate that is three times that of the normally reading population. The school plays an important role in the development of the child's emotional development. Difficulties at school can lead to difficulties in the emotional, social and family functioning of the child. It is estimated that only 1/4 to 1/3 of the children needing school receive the needed treatment."
| |
|
Instructional Technology and Learning Disabilities, 2008.
An analysis of the role of instructional technology in the teaching of children with learning disabilities.
26,086 words (approx. 104.3 pages), 70 sources, APA, $ 249.95
»
Click here to show/hide summary
Abstract
This paper discusses learning in children with learning disabilities. It discusses the need for interventions and how they are more likely to succeed and to bring about successful outcomes if applied early and carried out by teaching experts. The paper specifically focuses on the role of instructional technology and how this can aid teaching children with learning disabilities.
Table of Contents:
Introduction
Section One
Learning Disabilities and Variations in Younger Children
Definitions and Overview
The Problematics of a Definition of Learning Disorder
Definitions and General Characteristics
Towards a Working Definition of LD
Overview of Learning Disabilities and Related Disorders
LD Characteristics and the Differentiation of Student Learning Needs
Characteristics and Variables
ADHD
The Issue of Multiple Intelligences
Dyslexia
Co-occurrence
Section 2
Learning Technologies and Learning Disabilities
Introduction: Overview of Learning Technologies
Advantages of Technology in Instruction
Control and Manipulation in Learning Among Sixth Graders
UDL
Other Aspects and Advantages of Technological Instruction
Technology, Confidence and Self-image
Instructional Technologies and Learning Disabilities
A Brief Overview of Theoretical Concerns
Theory and Instructional Technology for Learners with Disabilities
Various Assistive and Instructional Technologies
Specific Areas: Listening
Speech and Language
Reading
Writing
Language
Mathematics
Computers
Conclusions
From the Paper
"There is little doubt the advent of new technical innovations and computer assisted methods will increase and that there will be more methods of helping the learning disabled student on the market in the future. There is also no doubt that these technological means and methods do play a very important role in helping the learner in the modern educational context - and particularly the sixth grade student and other young adolescents."
"However what should be continually borne in mind is that technology changes the environments in which we work and learn. These changes should be researched and studied so that the impact of technology does not usurp those positive aspects from previous teaching methods and techniques that have proven to be of worth. There is a tendency in the excitement about new technologies in some quarters to, as it were, to " throw the baby out with the bath water". In other words, while technology undoubtedly brings great advances in the field of learning disabilities, it should also be treated with caution and 'interrogated' so that only the most effective and helpful technologies are employed."
| |
|
Learning Disabilities, 2002.
A look at the types of, causes of, and how to deal with learning disabilities in the classroom and in adult life.
2,153 words (approx. 8.6 pages), 9 sources, MLA, $ 67.95
»
Click here to show/hide summary
Abstract
This paper provides an insight into learning disabilities, neurological disorders that affect people?s ability to either interpret what they see and hear or to link information from different parts of the brain. It looks at how these limitations show up in many ways in individuals who are generally of average or above-average intelligence and how specific difficulties with oral and written language, coordination, self-control, or attention can extend to schoolwork and can impede learning to read, write, or do math. It also examines how learning disabilities may also cause major difficulties with organizational skills, social perception, and social interaction.
Outline
Introduction
Types of Learning Disabilities
Causes of Learning Disorders
Dealing with Learning Disabilities in the Classroom
Learning Disabilities in Adulthood
Recent Medical Research
From the Paper
"Difficulty manipulating small objects, poor balance, awkwardness with walking, running or climbing and a poor sense of surroundings can indicate a disorder involving motor skills and can affect the ability to learn, but do not meet the criteria for a specific learning disability, such as developmental speech and language, or academic skills disorder.
Problems regarding an individual?s social skills may indicate a learning disorder. Disinterest with, or difficulty in interaction with one?s peers, overly aggressive or withdrawn attitudes, sudden and extreme mood swings and/or frequent crying or tantrums are some signs of learning disabilities."
| |
|
Diagnosing Learning Disabilities, 2006.
This paper examines the key factors involved in diagnosing learning disabilities in students of various ages.
852 words (approx. 3.4 pages), 3 sources, MLA, $ 30.95
»
Click here to show/hide summary
Abstract
The writer of this paper contends that a sure sign a child may have a learning disability is when his or her academic achievement is significantly lower than his or her overall cognitive ability would predict. This paper analyzes the growing evidence which states that genetics may play a role in assessing whether or not a child has a learning disability. This paper discusses the difficulty in correctly diagnosing learning disabilities while researchers and specialists claim that cerebral dysfunction may be a contributing factor, although this has yet to be confirmed. This paper examines the various forms of treatment which have proven successful yet must be tailored to meet the needs of each child. The writer stresses and explains that in order for treatment to be successful general education teachers and specialists must work together using a problem-solving approach.
Table of Contents:
Early Signs of Learning Disabilities
Causes
Assessment
Treatment
Learning Disabilities and Inclusion
Bibliography
From the Paper
"Because learning disabilities can take so many forms, determining the cause can be difficult. Researchers assume some form of cerebral dysfunction, but often the precise reason for this cannot be identified. Some things that my contribute include trauma during birth, low birth weight, smoking by the mother while pregnant or alcohol consumption by the expected mother. Lead exposure in early child can be a contributor as 50% of children with documented lead poisoning show reading problems. Other contributors include some illnesses, such as some forms of meningitis, and chronic ear infections have been tied to some learning and communication problems."
| |
|
Study Skills and Learning Disabilities, 2008.
This paper explores study skills for students with learning disabilities.
727 words (approx. 2.9 pages), 3 sources, APA, $ 25.95
»
Click here to show/hide summary
Abstract
The paper relates that learning disabilities can make studying more challenging, as it can be more difficult to process, understand and retrieve information. The paper discusses a study by B.E. Proctor, F. Prevatt, K. Adams, A. Hurst and Y. Petscher that indicated that students with learning disabilities demonstrated weaknesses in study skills in comparison to students without learning disabilities. The paper explains eight strategies that may help all kinds of students learn effectively and achieve academic success.
Outline:
What is a Learning Disability?
Study Skills of Students with Learning Disabilities
Eight Strategies for Effective Studying
From the Paper
"The term "learning disability" is used to describe a wide array of difficulties that manifest in different ways (Milsom & Hartley, 2005). By definition, students with learning disabilities may demonstrate weaknesses in one or more areas involved in learning. These areas include: spelling, reading, writing, speaking, listening, thinking, and mathematics (Milsom & Hartley, 2005). The manner in which learning disabilities manifest is unique to each individual (Milsom & Hartley, 2005). Learning disabilities can make studying more challenges, as it is often more difficult to process, understand, and retrieve information. Strategies to aid students with learning disabilities can help in developing understanding, the achievement of better grades, and furthermore increase self-esteem and confidence."
| |
|
Learning Disabilities and Juvenile Delinquency, 2005.
This paper discusses the theories of Lev Vygotsky, Albert Bandura and B.F. Skinner to evaluate the potential link between learning disabilities and juvenile delinquency.
1,820 words (approx. 7.3 pages), 11 sources, MLA, $ 58.95
»
Click here to show/hide summary
Abstract
This paper explains that children with learning disabilities can easily become alienated from their families, schools and legal authorities. Alienated disabled children are more likely to associate with other alienated children, encouraging each other to commit acts of hostility and delinquency. The author points out that the social learning theory, which states that aggression is not inherited but rather learned through a process called behavior modeling, is the behavior theory most relevant to criminology. The paper concludes that there is no conclusive relationship between learning disabilities and delinquency; however, more research is needed to show that early signs of violence in children can be linked to their environment and a violence-prone history of hyperactive behavior.
Table of Contents
Learning Disability and Juvenile Delinquency
Specific Disabilities
Identifiable Traits
Vygotsky's Social Interaction
Zone of Proximal Development
Self-Regulation
Bandura's Observational Learning
B. F. Skinner's Approach To Learning
The Black Box Metaphor
Reinforcement and Repetition
Conclusion
From the Paper
"Finally, using Skinner's Methods, a student needs opportunities available from his parents and teachers that will give him something to do, something to learn and feel the self-confidence, as he interact with various peers. The student in a conducive environment, receiving encouragement and attention, will take on this learning responsibility and find areas of interest that will mold him for life (Skinner 1969). Students with learning disabilities have more difficulty than others in grasping concepts and communicating information in class. To be effective and ensure learning is taking place, teachers should modify their instruction to meet the various learning styles and abilities of each student with learning disabilities."
| |
|
Students with Learning Disabilities, 2008.
A discussion on how to teach elementary students with learning problems.
1,898 words (approx. 7.6 pages), 10 sources, APA, $ 60.95
»
Click here to show/hide summary
Abstract
This paper discusses the manner in which elementary teachers work with students with learning disabilities and what works well and what does not work. The paper also analyzes the effects on self esteem, anxiety, frustration and behavior in the learning disabled student. Lastly, the paper provides an overview of the parent, child, and legal perspective of teaching the learning disabled student.
Outline:
Classroom Techniques: What Works vs. What Does Not Work
Learning Disabilities & Effects on Self Esteem
Learning Disabilities & Effects on Anxiety, Frustration & Behavior
Learning Disabilities & the Parent Perspective
Learning Disabilities & the Child Perspective
Learning Disabilities & the Legal Perspective
Conclusion
From the Paper
"Parents of learning disabled students are not only concerned about their child's ability to learn, they are also concerned about their child being emotionally and socially prepared for school. Additional research suggests that parents of learning disabled students respond that their child has behavior problems, is immature, and/or has low self esteem, and therefore is not socially ready to begin school. Behavior problems that are often seen in children by parents and teachers can be, and often are, interpreted as a child not being socially and emotionally ready for school. Parents must balance letting their child 'be a child' at the same time they are effectively addressing inappropriate behaviors. Learning disabled elementary students need the support of their parents, and if the parental expectations and aspirations are too high this can have a negative impact. Research by Mondell and Tyler (1981) found positive relations between parents' competence and their instructional method used with their children. Those parents with higher levels of competence offered their children more problem solving strategies. This research supports that parents with higher parenting efficacy view their child as being able to learn from their example."
| |
|
Language Problems in Children with Learning Disabilities, 2002.
An in-depth discussion and analysis of the article ""Language Problems in Children with Learning Disabilities: Do They Interfere with Maternal Communication?" by Helena Rasku-Puttonen.
8,004 words (approx. 32.0 pages), 23 sources, MLA, $ 172.95
»
Click here to show/hide summary
Abstract
This research delves into the still open question of the influence of family interaction on communication impairments and learning disabilities. It shows how some have suggested that interactional or family environment factors combined with neurocognitive issues are relevant in the etiology, the manifestation, and the maintenance of learning disabilities, since guided participation through joint involvement with parents as well as with other social partners is essential for "learning to learn." The paper explains how this is where the child first learns to handle intellectual skills and tools such as language. Some parental behaviors are thought to hinder language development. Children with learning disabilities show the inability to employ effective communication strategies, and this lack seems to develop over time. It analyzes why children with language disorders show greater difficulty in selecting and using appropriate vocabulary than do children with language disorders, but why the evidence implicates underlying language deficits for children with LD as well.
From the Paper
"This article reports on a study of parent-child interaction by observing two carefully matched subgroups: 1) school-age boys with learning disabilities (LD) who showed a discrepancy between their verbal IQ and performance IQ and had more extensive difficulties in higher-level language abilities; and 2) boys with LD who did not manifest a discrepancy between verbal IQ and performance IQ. The effects of the child's language problems on child task performance and on the quality of maternal communication were analyzed in a mother-child problem solving task. Children in the first group were found to be less successful on the task than children in the second group, and their mothers also showed lower communication clarity in their instructions than the mothers of the children in the second group. The researcher also notes an interesting interaction effect for communication deviances. For mothers in the first group, the extent of deficient communication increased from the monologue to the dialogue situation, whereas communication deviances decreased for mothers in the second group. This leads to a discussion of three possible models to explain the differences between the two groups."
| |
|
Counseling for Students with Learning Disabilities, 2009.
An examination of the effectiveness of counseling interventions for students with learning disabilities.
2,673 words (approx. 10.7 pages), 8 sources, APA, $ 80.95
»
Click here to show/hide summary
Abstract
This paper examines the influence of counseling interventions on the academic and emotional success of students with learning disabilities. It specifically discusses how the academic success of the student with learning disabilities is influenced by both social and emotional aspects and discusses the ways in which counseling can address these issues.
Table of Contents:
Introduction
Literature
Summary of the Literature Reviewed
Recommendations for Future Research
From the Paper
"The literature reviewed in this study has clearly demonstrated that school counseling is effective in assisting students with learning disabilities achieve academically. School counselors have a responsibility to assist students through professional development and training as well as aligning the resources of the school and partners of the school and other agencies within the community. School-counseling assists students who are learning disabled by teaching them social skills and through increasing the emotional intelligence of students so they are better able to socially interact in the classroom learning activities. It is important as well that the support base for students with learning disabilities be extended beyond the school and into the community. The literature reviewed in this study has also clearly shown that school-based interventions result in changes that are greatly beneficial to student self-perceptions and that interventions that are in the form of group counseling resulted in positive outcomes for students. Key components of the successful interventions is the emphasis that is placed on collaborative work among students."
| |
|
Learning Disabilities and Gender, 2002.
An analysis of why boys outnumber girls three to one in the learning disabilities category.
900 words (approx. 3.6 pages), 3 sources, $ 35.95
»
Click here to show/hide summary
Abstract
An analysis of the ratio of boys to girls in the learning disabilities field will be revealed here by case studies. The paper also presents various other elements of doctoral research being done to show how boys show a three to one ratio over girls who have learning disabilities.
| |
|
Learning Disabilities, 2002.
Report on current theories, diagnostic procedures and teaching strategies being used to help children with learning disabilities.
1,150 words (approx. 4.6 pages), 7 sources, $ 44.95
»
Click here to show/hide summary
Abstract
This paper discusses the educational issue of learning disabilities, examines current theories, compares diagnostic procedures, and analyzes various teaching strategies currently being used to help children with learning disabilities.
| |
|
Children With Learning Disabilities, 2006.
A review of the effects that learning disabilities can have on a child.
2,219 words (approx. 8.9 pages), 9 sources, MLA, $ 68.95
»
Click here to show/hide summary
Abstract
This paper takes a look at how learning disabilities can have a negative effect on many facets of a child's life, primarily self esteem, which if not correctly handled, will carry through to adulthood. This lack of self esteem often manifests itself in behavioural and emotional issues. This paper shows us that the cause of this all is not necessarily the learning disability itself, but rather the label that the child is given.
From the Paper
"My nephew's situation was dramatic, to be sure. When my own daughter was diagnosed with a learning disability, I removed her from school and decided to homeschool her; I didn't want her to suffer any more "slings and arrows of outrageous fortune" in the form of labeling than she would already face in overcoming the learning problem.
The opposite effect is also possible, however. In what they termed a quasi-experimental design, MacMaster et al. (2002) found that "Self-esteem increased significantly above prediagnosis levels following diagnosis of a learning disability while self-esteem levels in a control group of children without learning disabilities remained unchanged" (p. 101+). Even so, while describing the usefulness of a learning disability diagnosis in terms of a child's academic success, MacMaster et al. note that "dilemma arises because, in order to serve the child's needs, the application of a label is necessary, despite the many pitfalls that might be involved" as discovered by Wilson (2000)."
| |
|
Learning Disabilities, 2005.
This paper discusses several categories of cognitive dysfunction commonly called learning disabilities and suggests ways to improve this dysfunction.
2,315 words (approx. 9.3 pages), 15 sources, MLA, $ 71.95
»
Click here to show/hide summary
Abstract
This paper explains that one of the most common forms of learning disabilities is dyslexia, which causes a specific problem with reading not with thinking skills, and includes several illustrations of the way dyslexics "see" letters. The author points out that, although Attention Deficit Hyperactivity Disorder (ADHD) and learning disabilities are often lumped together, they are two separate concerns; some people with ADHD have difficulties learning, but frequently this is due to their distractibility rather than to any kind of inability to process information. The paper recommends counseling, behavior-modification, creating an environment of structured tasks and assisting with the establishment of self-esteem and relationship-building skills: The paper demonstrates an activity appropriate to increasing function. Several illustrations.
Table of Contents
Dyslexia
What They Don't See
Attention Deficit Hyperactivity Disorder (ADHD)
Brain Injuries
Genetic Diseases
Ways to Improve Cognitive Dysfunction
Activity
From the Paper
"As seen on the Dyslexia Australia website, the first sample below has the words shown clearly. The second section of text is identical to the first; however, certain words are etched back so they are not clearly visible. As dyslexics are generally picture thinkers, they only see words to which they can place a picture. Read the first section of text. Read the second section of text, but only read the words that are clearly visible. Delete the words that are not. This is the way it may be read like a dyslexic, reading the pictures."
| |
|
Learning Disabilities, 2001.
This paper addresses the issue of learning disabilities (LDs) and how to teach children with these disorders.
1,155 words (approx. 4.6 pages), 8 sources, APA, $ 39.95
»
Click here to show/hide summary
Abstract
This paper defines and examines the different types of learning disabilities that affect children. The author looks at research studies that compare the achievement of children with learning disabilities like dyslexia with children who are not impaired by a disability. The paper discusses LDs in conjunction with behavioral and emotional disabilities as well. The paper also mentions strategies that may improve the educational goals of children with LDs.
From the Paper
"It is not easy to say who is a learning disabled. A lot of arguments have taken place for a certain time in order to classify the learning disabled. According to the term ?specific learning disability? means ?a disorder in one or more basic psychological processes involved in understanding or in using language, spoken or written, which may manifest itself in an imperfect ability to listen, speak, read, write, spell, or do mathematical calculations."
| |
|
Learning Disabilities, 2004.
This paper discusses various types of learning disabilities and the law that promotes education for people with such disabilities.
3,380 words (approx. 13.5 pages), 13 sources, APA, $ 96.95
»
Click here to show/hide summary
Abstract
This paper explains that, since students with disabilities need to develop adult skills that will enable them to live, work, and interact in integrated community settings, the educational system guarantees they are provided with an appropriate educational experience. The author points out that the Individuals with Disabilities Education Act (IDEA) is very specific in its wording that children with disabilities should be educated along with children without disabilities; however, inclusion does not mean that students with disabilities must have the same curriculum or the same educational goals. The paper relates that Attention Deficit Disorder (ADD), with or without hyperactivity, is becoming an increasingly prevalent problem and that these children are at higher risk for learning, behavioral, and emotional problems.
Table of Contents
Introduction
Issues
Inclusion
Free and Public Education (FAPE)
Due Process
Disabilities
Learning Disabilities
Behavior Disorder: ADD
Mental Retardation
Conclusion
From the Paper
"Accommodations should be made to enable and enhance the learning experience of the disabled student. Services should be provided that allow the student to participate in as many aspects of the classroom activities as possible. Personnel are to be provided, based on the needs of the student. Staff development and training will be given to all that have need, in order to provide the disabled student with a quality education."
|
|
|
