Since learning and independence is important at this age, restraint by the parents can hinder development and cause the child to feel a sense of shame or doubt. As a child enters her or his preschool years, Erikson’s third stage becomes present which is initiative versus guilt. During this stage, children are developing socially and “need to engage in active, purposeful behavior that involves initiative” (Santrock 74). With a greater social world comes greater responsibility especially behavior ... ... middle of paper ... ...roblems with independence and self-control. Children raised in a neglectful setting are not motivated by achievement so academically they may suffer.
Kids of all ages around our country, have some difficulty to concentrate in school and get their task done. Some children start in an early age which develops a bad habit later on in life. Reason why this occurs in children and some adults is result of ADHD, a disorder that creates lack of concentration and lack of controlling energetic behavior. It can also mean that it’s hard for the person to be organized with their life and turns it into a habit. Children with poor concentration in school and educational work, can affect them later on in life if not treated or start to be organized in their own time.
For students with a tendency to be easily distracted it is very hard to focus on their work and complete their assignments in a timely manner. As Dawson and Guare have noted in Smart but Scattered, It can be incredibly frustrating for parents to believe that their child is smart and capable of being more successful in school if they could just focus, not forget their homework, and have the stamina to complete long term tasks. Parents don’t always realize that what their child lacks is discrete skills. The child may want to and have the potential to do what’s required but she may not know how. Researchers who study child development and the brain have discovered that most children who are smart but scattered simply lack certain habits of the mind called executive skills.
It is also important to understand what kind of policies and programs schools have in place to help aid and support children with autism. And lastly, a school needs to be aware and proactive in how they can help to decrease the stigma that surrounds children that full under the spectrum. A concern for families with children that have an Autistic Spectrum Disorder is how these students will be included and integrated into schools and how teachers will assist in their learning. Learners within the spectrum are often lacking in their social interaction and communication skills, and can sometimes display repetitive and unusual behaviours (AASE, 2005). Because of these characteristics, the student uses specific senses to gather information and learn.
There are many more variations. The creators of inclusion had the right idea in mind, but it is misused by many administrators and teachers because they aren’t focused enough on what the children really need. I believe that inclusion is not beneficial to normal children or special need students because of the difficult learning environment it creates. My oppositions leads a strong argument; every child should be able to experience a regular classroom in order to mature and socialize with other children in normal situations (Stussman 18). This is true; children need to be around other children in order to learn how to interact.
The teaching style will not only be beneficial for students who have a learning disability, but encourage parents and educators to strive for better learning resources on schools. A learning disability prevents a child from processing basic information that gives her /him the ability to understand language. In other words, the learning disability may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or perform mathematical calculations. The inability to not be able to make connections at a cognitive level can interfere with the child’s memory. The information will perceive as a problem, and not a learning tool.
For parents, having their disabled children mainstreamed into regular education can be a difficult choice. Although disabled children’s education can be more challenging in regular schools, the benefits of inclusion include enhanced self-esteem, development of social skills, and exposure to regular curriculum. Many people believe mainstreaming only helps disabled children, but there are many challenges that hurt their education rather than help. Both faculty and students can be cruel to disabled students. Because they are not used to interacting with disabled children, faculty and students may be uncomfortable with the situation and be insensitive to the disabled children.
Learning Disabilities When a child doesn’t seem to be learning, some teachers and parents in his/her life might criticize the child and think of them as stupid, or maybe just too lazy to want to learn. What they don’t realize is that the child might have a learning disability. But how are these children being helped? There are many programs, special schools and facilities, home teaching methods and many other ways in which children with Learning Disabilities are being helped. There are many different types of learning disabilities; the most common ones are dyslexia and attention deficit disorder.
A lot of parents and teachers know that problem: The child is inattentive to task instructions or does not show the needed patience in order to solve a complex problem. Over time, this might frustrate parents as well as teachers who sometimes try to find explanations for these behaviours and maybe even assume that the child is “lazy” or just wants to get attention by not following instructions. However, the reason for such kind of limitations is often not intentional but rather due to a low working memory capacity – which children are often not able to compensate for without any specific training. Knowing that some potential working memory trainings for these children already exist, the question emerges whether and why exactly it would make sense to offer these to the general public in the future. Moreover, are there possible alternatives to help these children to keep up with their classmates having a normal working memory capacity?
All the methods proposed seem to be the answer, yet the problem is not yet solved. Meanwhile, we must determine the best strategies for the most effective method of teaching a child with learning disabilities. Children whom we are discussing are those who are sometimes thought to be unprogressive or otherwise not achieving as well as they should at their age level in school. They are usually average children who experience extreme difficulty in learning how to read or to do mathematical problems, or who have difficulty in handling a pencil, buttoning buttons, or tying shoelaces. They can be harshly teased by their classmates for clumsiness or “stupidity,” and are frequently labeled as “disciplinary” problems by their teachers because they may act up in class in an attempt to blend in their lack of preparation.