Abstract The paper provides research concerning readingdisabilities in general and goes on to discuss the problems and challenges posed by teaching ESL students. The paper explores the prevalence of readingdisabilities in ESL children and looks at the issues specific to Arabic-speaking learners in non-Arabic schools.
Outline:
Background: What We Know About ReadingDisabilities ReadingDisabilities and the ESL Learner
Issues Specific to Arabic-Speaking Learners
Arab Children with ReadingDisabilities in English-Speaking Schools
From the Paper "Reading disabilities pose one of the greatest threats to a child's learning, since all other subjects become reliant on comprehension as education progresses. English as a second language (ESL) students have additional needs, since their knowledge of language has been shaped differently than children who speak English as their native language. Arabic children in particular may struggle in the English-speaking classroom because of the drastically different systems of speech, reading, and learning in English and Arabic language. Further, some evidence exists that Arabic children suffer from reading disabilities more often than other children due to consanguineous marriages."
Abstract This paper explains how we acquire reading skills, examines and explains lexical and phonological dyslexia and discusses some of the research being done in the area. The paper concludes with a recommendation for programs that could be used to help children with readingdisabilities.
From the Paper "Reading is the process of acquiring linguistic meaning from printed or written symbols. These symbols can take a variety of forms. English uses 26 characters that can be combined in a nearly infinite number of possible combinations. Another way to symbolize words is found in the Braille system, which uses patterns or raised dots to represent letters instead of ink on paper. Other languages, such as traditional Japanese and Chinese, use individual symbols that are derivations of visual representations of spoken words, sometimes called pictographs. In fact our society uses some pictographs. Company logos are one example; traffic signs are another."
Tags: linguistic, printed, written, symbols, phonologically, dyslexic, vocabulary, language
Abstract This paper examines different teaching strategies to enable all teachers to teach the primary (K-3rd) learning disabled students to read at the Miami Park Elementary School. It explores the characteristics of the learning disabled (LD) to depict the extensive difficulties they encounter in learning and shows how students with LD also suffer from behavioral problems because of their learning difficulties. The strategies include: diagnosing students early with readingdisabilities, designing an individualized- instruction programs for each student, providing intensive-teaching programs for reading, writing and spelling, designing individualized reading programs for students with readingdisabilities and stimulating students? desire to learn through creative forms of expression. It analyzes how ultimately, the successful implementation of these strategies requires the collaboration of both the regular education and LD teachers and how together, they can create a consistent and supportive atmosphere of learning for learning disabled students.
From the Paper "In other intensive sessions, teachers can employ specialized techniques to help the students with LD overcome their reading difficulties. Many students with LD have difficulties applying what they have learned in other situations. For example, they can read the word "pine," but have difficulties with "wine" or "sign." Therefore, Maureen Lovett, a child psychologist working in experimental public school classrooms in Toronto and Mississauga, came up with a strategy called "talking-to-yourself" learning"a series of rhyming patterns to trigger the sounds of similar words ("Why kids can"t read," 1998, p. 42). Learning education teachers at the Miami Park Elementary School can do further research in other successful techniques for teaching the students. Furthermore, they should also teach the regular education teachers about techniques that work for particular students."
Abstract This paper proposes a research methodology to explore the effects Read 180 has on students with clearly identifiable disabilities or impairment as well as students with learning disabilities not associated with traditional disabilities or impairment. The proposed research will also examine the effect adaptations to Read 180 would have to assist students' with specific needs arising from cultural, socio-economic factors that may impede learning.
Outline:
Methodology
Sampling
Population
Instrument
Research Strategy
Research Design
Results
From the Paper "The sampling procedures and rationale for following them are as follows. The sampling procedures will involve an assessment of two classrooms of fifth grade students from two separate schools. Sampling will include students with learning disabilities as described by the research questions presented for this study. Sampling will also include a classroom of no less than 20 students not utilizing the Read 180 system or a multi-faceted approach for learning. This will enable the researcher to compare the results obtained from special needs classrooms using diverse approaches with the results obtained from classrooms using traditional approaches to learning and achievement. "
Abstract This paper explains that one of the greatest challenges for any educator is dealing with a student with reading difficulties. However, a number of different programs exist to deal with the different forms of comprehension difficulties: Edmark Reading Program and Reading Matery programs. The author points out that the auditory and picture matching approach of Edmark has been shown to be helpful for students from developmentally and socially disabling backgrounds. The paper relates that since dyslexics often report grappling with frequently misused letters and miss substituting of vowels and consonants; the program Reading Matery,designed to underline the specific dyslexic's need for reinforcement in his or her word sorting capacity and to learn other decoding methods to compensate for potential cognitive decoding difficulties, is better than the overall reinforcement of pictures, words and sounds in Edmark.
From the Paper "The experimental group students received 15 minutes per day of tutoring by America Reads Volunteers in the Edmark Reading Program, a highly structured sight word program; control group students were simply read aloud to for 15 minutes each day by the same volunteers. Results indicated a significant difference in the performance of experimental group of students on the WRMT-R Passage Comprehension subtest and Edmark posttest. Qualitative data indicated that more experimental group students than control group students exhibited significantly improved reading ability, attitudes toward reading, attitudes toward school, and attitudes toward self. Results suggested that schools should consider the use of volunteers to implement one-on-one tutoring in the Edmark Reading Program to teach a supplementary sight word vocabulary to at-risk first graders. Thus, Edmark's 'hands on' approach may be helpful for students from disadvantaged backgrounds as well."
Tags: dyslexic, developmental-disabled, decoding, social
Abstract This study focuses on the disabled individuals and the public perceptions and opinions that prevent disabled individuals from the basic human right of sexual expression. It is denying people with emotional and physical needs the right to experience intimacy, and to share those experiences with others. Using the existing body of work and studies on sexuality and disabled individuals, this study helps to bring about changes in perception and opinions that create barriers, which prevent disabled people from having fulfilling and complete shared experiences and relationships with others. The paper demonstrates that sexual expression is a basic human right to which disabled people are entitled to experience.
Outline:
Introduction
Methodology
Literature Review
Disabled People and Non-Disabled People: Perceptions in Retrospect
Sexual Expression and Mental Retardation
Acquired Disabilities and Sexual Expression
Conclusion
From the Paper "Even though the disabled person was being used to promote awareness of HIV/AIDS, at the same time the media message was that it was becoming less of a problem, which is not accurate. However, it was important to use the image of a healthy looking afflicted person in order not to offend the healthy viewers, and to convey the message in a way that did not unsettle the viewer's level of comfort with the images and message."
Tags: physical, disabilities, promiscuity, sexuality, media, human, rights
Abstract In this paper, the advantages of therapeutic recreation for people with physical disabilities are analyzed. The paper discusses how recent legislation forbidding discrimination against those with disabilities has impacted this field. The legislation has stimulated recreational therapists, specialists and educators alike to take on a more active role in providing a wide range of physical and recreational activities for people who have physical disabilities. These activities typically work to help promote the quality of life among people who have disabilities and improve participation, interaction and understanding among their able bodied peers.
Outline:
Causes and Characteristics of Population - Physically Disabled Importance of Recreation for Population
Role and Place of Recreation in Life
Overview of Legislation Affecting Disabled Role and Use of Therapeutic Recreation
Specific Recreation Activities to Improve Functioning
Conclusions
From the Paper "A person who has a physical disability may be defined in multiple ways. Henderson (1999) suggests that a disability can be defined "as a physical or mental impairment that restricts one or more aspects of a person's life" (22). This definition is supported by others who suggest that people who are disabled generally are limited with respect to their ability to participate in certain physical and recreation activities; this suggests a need to explore new ways for identifying how to help people who are disabled experience a full range of activities including physical and therapeutic recreational activities (Henderson, 2002; Austin & Crawford, 1996; Smith, Austin & Kennedy, 1996). "
A discussion of the lack of adequate facilities and technology for disabled university students at the University of California of Irvine and a proposed solution to this problem.
Abstract This paper addresses the failure of the Disability Services Center (DSC)of the University of California of Irvine to provide adequate testing facilities and space, the Center's poor utilization of technology for internal systems, and an internal and external misunderstanding of the necessity for their services and why those services are critical to the student with a disability. The paper suggests that the University needs to invest in technology to research and justify expansion of DSC space, testing facilities for reasonable testing accommodations, and advanced training in web technology. The paper also advocates the need to make the students, administrative staff, and the general public more aware of the needs of disabled students. Finally, the paper suggests transitioning to a more web-based system, which would simplify the systems at the DSC.
Table of Contents:
Executive Summary & Introduction
Literature Review
Problem Description
Research Study Setting: The Disability Services Center
Methods
Results: Hypothesis
Data Analysis
Discussion
Design Recommendations
Conclusion
From the Paper "It is very apparent from the research that the DSC needs to address the cumbersome paper system. A web based questionnaire, or e-mail survey (not PDF form) one that could be filled in by the professor, and then returned and put into a database, would help eliminate much cumbersome repetitive filling out of forms by both students and professors. It would also create expectancy. If professors have discussed the reasonable accommodations with students, faculty will expect the required forms to come by one particular communication vehicle. If everything is sent out via e-mail, both the professor and DSC staff will expect it. As the professor indicated, the web might be a better way to address the issue, with professors and students signing on to complete necessary paperwork. This eliminates looking through a lot of junk mail or junk e-mail. This web based system would also allow the student to check back and make sure the faculty member had signed off or did the necessary work to make the reasonable testing accommodation occur. This creation of this type of system could take a lot of paperwork off the DSC."
Tags: equal opportunity, disabled access handicapped testing test-taking exams, American With Disabilities Act
Abstract In this article, the writer discusses the effects of a physical disability on the family unit. The writer looks at whether family members and others in the medical and mental health fields are doing enough to ensure that patients that must deal with disabilities get the best care possible for all of their needs. The writer maintains that family members and medical professionals often look only at the physical aspects of the disability and therefore they do not do enough to study and help the emotional and behavioral issues that may also come along with certain physical disabilities, such as anxiety stemming from the diagnosis and the worry that comes along with that diagnosis. The writer concludes that more focus on specific disabilities would likely also be very helpful when it comes to looking at mental and emotional health issues and how family members react to those kinds of problems.
Outline:
Main Area of Study
Brief Review of the Literature
Critique of the Literature
From the Paper "The main issue that must be dealt with here is whether family members and others in the medical and mental health fields are doing enough to ensure that patients that must deal with disabilities get the best care possible for all of their needs. As has been mentioned, family members and medical professionals often look only at the physical aspects of the disability and therefore they do not do enough to study and help the emotional and behavioral issues that may also come along with these types of physical disabilities, such as anxiety stemming from the diagnosis and the worry that comes along with that diagnosis. When someone has a physical disability that can be cured, the suffering from it and the problems that they face with it are usually relatively short-lived and overall these kinds of physical disabilities do not contribute to long-term pain and significant mental or emotional problems.
"However, where a chronic or permanent disability is concerned, patients and their families must deal with the physical disability for a much greater period of time, and the emotional stress that this places on the family can become very uncomfortable and painful for them if there is no effective way of treating it or no outlet for the feelings that the patient and the family often has where the physical disability is concerned."
Abstract In this article, the writer notes that in the past few decades, technology and computer systems have undergone dramatic changes, reflecting the changes in our culture today. The writer points out that as contemporary society becomes increasingly diverse and complex, so do the processes involving computer science. Advancements in computer science have brought jobs to thousands of people with disabilities, including those with spinal cord injuries and vision loss. Fast computers and broadband connections have become so inexpensive and reliable that location is no longer an issue for certain opportunities, such as customer service jobs and online education. The writer maintains that a review of the literature indicates that on a global level, the number of individuals with disabilities is increasing, in addition to technological advancements that aid their disabilities. This paper analyzes and discusses the manner in which computers aid disabled individuals and concludes with recommendations for the future.
Outline:
Introduction
Assistance Provided by Computers
Computers & Disabled Students
Computers & Recreational Activities
Barriers to Computer Use
Conclusion
From the Paper "Technological advancements in computer science have assisted in that disabled students can attend classrooms with non-disabled students with the aid of certain computer advancements. Technological advancements have caused placement in special classes or removal from the regular education setting only when the disability is so severe that satisfactory education cannot be achieved in regular classes with the use of supplementary supports.
"Computer science has also assisted disabled students in attending institutions of higher learning. Physical, learning, and health-related disabled students are attending college in increasing numbers and usually require accommodations to maximize their educational opportunities. The complexity of this student body produces multiple educational goals, learning approaches, and situational factors present many new challenges unknown in prior years."
Tags:disabilities, difficulties, impairments, students
Abstract This paper looks at how the disabled have been discriminated against in the U.S., past public policy that enforced this discrimination, and recent changes to legislation and policy that are designed to eliminate discrimination and protect the rights of individuals with disabilities. Finally, the paper presents both the arguments in favor of disability policies and laws, as well as the arguments, opposed to disability policies and laws.
From the Paper "Public policy was made up of state and private/corporate policies until the middle of the 1950s, when things began to change, however, wrongheadedly by making those with disabilities ?sick.? But some recognition was better than none, and at least opened the door to a changing approach over time. With the passage of the Americans with Disabilities Act in 1990, many thought the change was complete. They hadn"t reckoned with state's desires to circumvent paying off for their prior misdeeds. They hadn"t reckoned with the huge, although apparently temporary, outcry from business that making accommodations to facilities as required by the law would bankrupt them."
Abstract This paper begins by listing the sections of the "Americans with Disabilities Act." The sections are: Employment, Public Services, Public Accommodations, Telecommunications and Miscellaneous. The paper explores each of these sections briefly and then discusses the history of the movement for equality for disabled Americans. The author discusses the disabilities of U.S. president Franklin D. Roosevelt. The paper also looks into Jerry Lewis's yearly telethons which benefited the Muscular Dystrophy Association, but were associated with a negative influence on the rights of disabled people.
From the Paper "Title I states that a business must provide reasonable accommodations to protect the rights of individuals with disabilities in all aspects of employment, and may include restructuring jobs, changing the layout of workstations, or modifying equipment (ADA). Other aspects may include the application process, hiring, wages, benefits, and all other aspects of employment, as well as highly regulated medical examinations (ADA). Employers cannot ask job applicants about the existence, nature or severity of a disability, however applicants may be asked about their ability to perform specific job functions (Facts). A job offer may be conditioned on the results of a medical examination, yet only if the examination is required for all entering employees in similar jobs (Facts). Medical examinations of employees must be related to the job and consistent with the employer's business needs (Facts). Under Title II, public services, including state and local government instrumentalities, the National Railroad Passenger Corporation, and other commuter authorities, cannot deny services to individuals with disabilities; participation in programs or activities that are available to those without disabilities, and public transportation systems, such as public transit buses, must by accessible to individuals with disabilities (ADA). Title III states that all new construction and modifications must be accessible to individuals with disabilities, and barriers to services must be removed if readily achievable for existing facilities (ADA). Public accommodations include facilities such as restaurants, hotels, grocery stores, retail stores, as well as privately owned transportation systems (ADA). Under Title IV, telecommunications companies offering telephone service to the general public must have telephone relay service to individuals use devices for the deaf, TTYs, or similar devices (ADA). Title V includes a provision that prohibits either coercing or threatening, or retaliating against the disabled or those attempting to aid a disabled person in asserting their rights under the ADA (ADA). "
Abstract This paper explores the degree to which these books represent a social understanding of disability. The author points out that this approach differs from ethnographic approaches or the documentation of disability through quantitative techniques such as surveys in that it addresses issues related to disability within a social framework.
From the Paper "This essay will explore the degree to which Tanya Titchkosky, in Disability, Self and Society, Jenny Morris in Pride Against Prejudice and Simi Linton in Claiming Disability all represent a social understanding of disability. This approach differs from ethnographic approaches or the documentation of disability through quantitative techniques such as surveys in that it addresses issues related to disability within a social framework (Titchkosky, 6-7)."
Abstract This research paper presents a view on the Americans with Disabilities Act of 1990. The paper looks at the history of the act, what it addresses, the problems associated with implementation and how it impacts the disabled. This paper takes a particular point of view of the learning disabled college student and discusses how the ADA affects that population.
From the Paper "In 1990 Congress created the Americans with Disabilities Act. It was a sweeping legislation that encompassed virtually every aspect of American life - from work and school to commerce and transportation. It was divided into many different areas of influence, but perhaps one of the strongest was its working in conjunction with both the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act, in terms of providing for the education, facilities, faculty, services and support for students with disabilities of all kinds. The ADA succeeded in forcing schools and school districts to provide access for those with disabilities to all school buildings through its provision that no American could be discriminated against, either directly or indirectly (with some exceptions) because of their disability."
