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Learning disability research paper
Learning disabilities example
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Reflective Paper Disability Simulation. I always wondered what life would be like if I couldn’t see, or do the things I take for granted like drive a car, climb a mountain, hug my kids, tie my shoe, or even wipe my own butt. I remember, as a child, thinking what if I never got to hear my favorite song. In class, I was given the opportunity to see what it’s like to walk in the shoes of someone with a learning disability, and see firsthand what they go through on a daily basis.
1. There were several disability simulations that students were allowed to do. A couple of these simulations showed us what it would be like if we couldn’t see or hear. I’m not sure about the other ones because I was too slow and only made it through two of them. But to me, it was a testament to the struggles people with learning disabilities go through day to day. When I put the mirrored
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I had a friend in middle school who, I think, had Dyslexia. I don’t remember too much about it, but I remember him struggling in school, and he was very hyper. We hung out a few times outside of school, and he seemed like a normal teenager and he was. I can say that I didn’t pay too much attention to his Dyslexia, but I do remember how good he could draw. Given another opportunity, I don’t think I would treat him that much different. I would want to know more about his situation, maybe I would ask him what it’s like. I would be more aware and, searching for the right word, I want to say empathetic. I would pay more attention.
3. Some of the adaptations that I would do for my students with disabilities, would be: have high expectations of them, sit them in the front of the class, design special curriculum to fit their needs, make things as comfortable as I could, set goals, laugh and have fun. I would expect all my students to participate, and cues learned from F.A.T. such as giving students time to answer a question when asked. I will give praise for jobs well done and encouragement to keep
The experience changed her life, she learned to rethink her own attitude and self determination. I learned that people with mental retardation are not to be separated from society or even treated with less respect because of their disability. “Riding the Bus with My Sister” taught me to never neglect people with mental disabilities. Readers learned that people with mental retardation, just like everyone else, have families, desires, and determination. They cry, they laugh, they have emotions just like the rest of us. We can learn new things from those suffering from mental retardation. ‘Riding the Bus with My Sister” taught me that civil rights apply to
Perhaps if everyone realized the wisdom in the famous proverb, “before you criticize a man, walk a mile in his shoes”, people would have more empathy for those who may seem to be atypical. The video How Difficult Can This Be? The F.A.T. City Workshop presented by Richard D. Lavoie effectively gets participants to experience the feelings and stress of children with learning disabilities. Lavoie draws his participants into the classroom experience with well developed exercises that elicit the frustration, anxiety, and tension of children with
Another powerful video, Including Samuel, ignited my insight in this week’s class. As I heard in the video, “inclusion is an easy thing to do poorly.” The movie chronicles the life of a young boy, Samuel, and his family. With the shock of learning about their son’s disability, it caused his parents, Dan and Betsy, to experience the unexpected. Nevertheless, they did everything to include their son and help him live a normal life focused on his capabilities, rather than his incapabilities. I even admired how his friends knew so much about him, his likes and dislikes, his strengths and his weaknesses.
Standing in front of 30 or so fifth graders is a lonely position. I feel the burden of all teachers and start my presentation. It is a difficult curriculum to teach to fifth graders because of the many contradictions and situational circumstances. These fifth graders are sharp and ask questions whose answers could easily fill the rest of the year's class time. It is for this same reason that the presentation is such an enjoyable program. A ten-question quiz, designed to "pop" some of the myths about disabilities, is given to the students. The class discusses ideas about independence, differentiating between disabilities and emphasizing that the person comes before the disability. The quiz is an icebreaker that encourages the students to ask questions that pertain to the whole disabilities spectrum.
In her article “Unspeakable Conversations” author Harriet McBryde Johnson took time to inform and familiarize her readers with the details and limitations placed upon her by her disability. In her article she walked her readers through her morning routine. She told them about the assistance she needs in the morning from transferring from bed to wheelchair, to morning stretches, to bathing, to dressing, to braiding her hair. She does this not to evoke pity but to give her readers a glimpse into her world. She wants her readers to know that the quality of a disabled person’s life relies solely on another’s willingness to assist. Because those with disabilities need assistance they are often viewed as burdens. Therefore, they see themselves as
“The Short Bus: A Journey Beyond Normal” by Jonathan Mooney is the story of his journey around the U.S. in short bus nonetheless to meet with different children and their families who have faced challenges in school due to ADD, ADHD, Autism, and other learning disabilities. Jonathan Mooney himself faced the disability of Dyslexia and often had to deal with many challenges in school himself, but he appears to be one of the more fortunate ones, who was able to grow from his disability and ultimately get a degree in English. Needless to say, his book and journey lead the reader to question what really is “normal”, and how the views of this have caused the odds to be stacked against those who don’t fit the mold. Throughout, this story, for me personally however, this story gave several events that I found moving, and had the potential to influence my further work in education.
‘“Now it’s my turn to make it better for generations that come after, which is why I’ve become, involved in disabilities issues”’ (Open University, 2016a).
I had to rely on my friends to tell me what I couldn’t see with my right eye (in case I was going to run into something/object)
If I told someone I had a disability one may never know, and that's what makes me who I am today. Throughout middle school I struggled severely with academics. I felt hopeless and constantly thought to myself that I would never be able to improve academically solely because of my disability that I was newly diagnosed with. At that time my self-esteem along with my self-confidence was unquestionably at an all time low. Entering high school, I wanted to make a change in myself. I knew that times were becoming serious and I wanted to prepare myself as best as I could for college, leading to a successful future. I had high expectations for my future and knew what kind of life I wanted and what kind of life I wanted to give back to my family. Experiencing my single mother struggling to support me after going through one of the most harshest divorces a child could imagine, I also dealt with improving myself after being diagnosed. The diagnosis allowed me to become more motivated than ever to make a change in myself not only for
Being disabled is just a single facet of their life, and they have the same capacity to be happy as anyone else. While these three authors have different reasons to write their essays, be it media unfairness, ignorance, or ethical disputes, they all share a basic principle: The disabled are not viewed by the public as “normal people,” and they are unfairly cast away from the public eye. The disabled have the same capacity to love, desire and hurt as any other human being, and deserve all of the rights and privileges that we can offer them. They should be able to enter the same buildings, have representation in the media, and certainly be allowed the right to live.
When teaching students with disabilities it is important to know and understand the needs of all the students in the classroom. Ultimately, the goal for any educator is to educate all of the students in the classroom and ensure that appropriate accommodations are being made for students with disabilities. By utilizing these skills in reading, writing, and classroom management, an educator will be able to help all students be successful.
Whether born from ignorance, fear, misunderstanding, or hate, society’s attitudes limit people from experiencing and appreciating the full potential a person with a disability can achieve. This treatment is unfair, unnecessary, and against the law (Purdie). Discrimination against people with disabilities is one of the greatest social injustices in the country today. Essential changes are needed in society’s basic outlook in order for people with disabilities to have an equal opportunity to succeed in life. To begin with, full inclusion in the education system for people with disabilities should be the first of many steps that are needed to correct the social injustices that people with disabilities currently face.
I have always grown up in a more ‘normal’ setting and seeing people with disabilities was something that was rare to me. When I was younger, my thoughts on people with disabilities were that they could only be physically seen, nothing else (mentally, intellectually, etc.). As I reached middle school, I realized how broad the world is and how many ways people were affected by disabilities. Some of them led a more normal life and some have a harder time adjusting. Just seeing and reading how so many are affected and how harder it is for them really opened up my mind and allowed me to have a wider perception of how broad things are in the world.
For my observation experience I went to Southern High School in Harwood, MD. Southern High School has a special education department for the students with disabilities. The teacher that I met with for this classroom observation was Ms. West. In the classroom there were at least four assistant teachers that helped Ms. West throughout the school day. The assistant teachers helped Ms. West co- teach the class and were there to help the students if they needed extra help. The school also has a couple of student aides that come in to help the teachers and the students in the classroom. There were at least twelve students in the classroom. The students in the class had many different exceptionalities such as learning disabilities, Down syndrome,
It was not until I saw the movie (before our class) “I Am Sam”, my thoughts about people with learning disabilities started to change. The movie changed my perception that mentally challenged individuals are strange by nature because they do not seem to understand when people talk to them and is different from myself. The movie showed me that they do comprehend information, have feelings as I do, and most importantly, that I have wrongly stereotyped their differences.