She also observed that in large classrooms students with learning difficulties are not managed well were they are unattended and most of the time they are off task and their failures to learn concepts go undetected. The remedy to all these problems would be support sessions by a special educator during lessons or after school support sessions by the subject teacher or academic support teacher.
The idea that D/HH students are lesser people because they are not “normal” is absurd. D/HH students can learn just as well as a student that is hearing, the only difference is that negative attitudes that surround disability. In a study done by Gina Oliva, most of the D/HH students’ worst teacher interactions were with teachers who were unaccommodating, and unwilling to get to know the student: “These teachers explicitly indicated that they did not want the student in their class, or that they thought the student was not intellectually capable” (Ostrove, Oliva, and Katowitz). For any student, it would be tremendously challenging to get though a class where the teacher thought he/she was dumb or incapable to do school work. Not only do teachers think D/HH students are not as smart as hearing students, but they often punish D/HH students for not being able to hear.
These unfavorable attitudes in schools are caused by teachers. As stated by Ashraf, et al, “Teacher’s personality has so many dimensions which affects students in grooming their personality and to build up their character.” The research support that teacher’s characteristics are related to students’ attitudes. Surprisingly, The NDPC found that 43.5% of the students who were pushed out of schools in 2006 dropped out due to an absenteeism. Why many students absent repeatedly? Carl Azuz, the anchor of CNN Student News, reported that over half of American students who are regularly absent say that “school is boring.” Students feel bored in classes due to boring teachers.
For these students, the goal is the same, but they can not effectively learn without the help of educators. Learning disabilities alter how these students learn; therefore, the outcome changes. It becomes one of failure and frustration. The student with the disability fails, and educators become frustrated and discouraged. Learning Disabilities (LD) are hidden (obscure) disabilities that affect many people.
In very few classrooms there are teachers who choose not to actively participate in their classrooms. This is because they are thought of as “burned out”. These teachers have lost their passion for teaching or do not fully appreciate their subject. A large percentage of the class’ student body will suffer because instead of only a few students not actively learning, the whole class is unable to receive the knowledge of the course. When in a classroom like this it is best to just do the work and assignments given without argument or disruptions.
Many school districts have problems placing ELL’s. As a result these students end up in special education whether they have a learning disability or language impairment. Teachers are also indecisive when dealing with ELL’s. Most teachers recommend that ELL’s be placed in special education from day one. It is not because the child has a learning disability, it’s because most teachers are not properly trained to interact with ELL’s.
There are many reasons for illiteracy including the lack of education, a failure in the education system or even from the child's own parents. How do these people make it through life and even graduate from high school but still do not know how to read and write? Many people suggest the fault lies with an inadequate educational system. Due to many of the schools being over crowded, there are not enough teachers to go around and the student body does not get the specific attention it needs to learn properly. Sometimes the teachers are the ones who lack the education needed to instruct.
Sadly these “machines” are humans, and do not work like a perfect robot. It is common knowledge that many students struggle in public school due to the fact they are not taught in a way to fit their needs. They end up declining in their studies and it is as if they are destined to fail. Some of those struggling students cannot reach the expectations that are set by educators who do not know or understand the pupil. They too are setup to fail.
It doesn’t make them bad kids, or even bad students. Drop-outs report that some of the main reasons they drop out of school is not seeing value in the work they do. Almost half of them said the classes were not interesting, and were bored of their work, and say it’s among the main reasons students would stop attending classes (Furger “How to End the Dropout Crisis”). Expectations also tend to run high for students by their teachers. Regular students in school also debate to themselves to make the decision of dropping out from time to time, from the stress levels of piling assignments.
Many people believe that urban schools are failing to educate all of the students they serve, but in reality, they are only failing a portion of them. Reports and observations give off the perception that these schools students achieve less, retain less material and the student’s success after the schooling process is over, is low. Some of the students are failing because they are lacking things like school readiness, a basic understanding of the English language or simply because they are not engaged. Schools need to find a way to incorporate each student in their own education and not forget about those who are struggling. Academic success hinges on many different factors that the families, students and schools are all responsible for helping.