Accommodating specific learning disorders in the classroom

While a student with a learning disability may have difficulties in all academic areas, major problems are more often found in reading, language arts, and mathematics.

Reading is the most difficult skill area for the majority of students with learning disabilities.

Learning disabilities in reading encompass a vast array of reading issues including dyslexia.

Some of the most common reading disabilities are word analysis, fluency, and reading comprehension.

Specific learning disabilities can be defined by a disorder in one or more of the basic psychological processes involved in understanding or using spoken or written language.

This disorder may manifest itself in an imperfect ability to listen, think, read, write, spell, and/or to perform mathematical calculations.

The term does not include learning problems which are primarily the result of visual, hearing, or motor impairments; intellectual disabilities; emotional disturbance; or environmental, cultural, or economic disadvantage. Department of Education reports that there are over 2.8 million students being served for specific learning disabilities.

In determining the existence of a specific learning disability, the following must be present: Specific learning disabilities are considered a high-incidence disability. This number of students is approximately 47.4% of all children receiving special education services.

Students with learning disabilities are very heterogeneous, meaning that no two students possess the identical profile of strengths and weaknesses.

Memory involves many different skills and processes such as encoding (the ability to organize information for learning).

Students with learning disabilities may experience deficits in working memory which affects their ability to store new information and to retrieve previously processed information from long-term memory.

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