Teaching Children with Special needs
Children with a learning disabilities display great difficulty with one or more aspects of learning, resulting in progress below their IQ level. Children with mild mental retardation have an IQ between 55-70 and display problems of everyday skills (American Psychiatric Association, 2000). Learning disabilities cannot be traced to any physical or emotional difficulty or environmental disadvantage (Berk, 2012, pp. 473).
The law states that children be educated in the general education curriculum to the maximum extent, or the least restrictive environment. Student's with learning disabilities are usually educated in an inclusive classroom: students with learning disabilities learn with their non-diabled peers in the general education setting for the entire or part of the school day. This is designed to prepare students with learning disabilities for society (Kugelmass & Airscow, 2004). Not all children with learning disabilities benefit from the inclusive approach. Their social inadequacy may separate them from their peers or they are overwhelmed by other's social skills (Berk, 2012, pp. 473).
In this case, children with learning disabilities are educated in a resource room. A resource room allows students with disabilities to work one-on-one with a special educator, with all instruction fit for their individual disability. This type of classroom management allows the teacher to use specific instruction designed to address the student's disability and behavior to positively facilitates learning (5.5) Teachers can promote positive peer relations among all students. By engaging general education students in cooperative-learning and peer-tutoring, friendly reactions and improved peer acceptance (5.1) (Fuchs et al., 2002a, 2002b). The teacher can also prepare the class for the arrival of a student with a disability to avoid emotional sensitivity (Berk, 2012, pp.474).
Maria Passolunghi and Irene Mammarella conducted a study on the performance of visual and spatial working memory tests for children with and without math learning disabilities. 35 math learning disabled and 35 non-disabled children assessed on simple and complex spans to determine their level of controlled attention. The results show that children with math disabilities had poorer test performance all around. Students with math disabilities did poorly on both simple and complex spatial tasks. The group with learning disabilities was divided into two subgroups: severe math learning disabled and low math achievement. Children with severe math learning disabilities did worse than both the non-diabled and the low math achievement group (Passolunghi & Mammarella, 2011, pp. 341-350).
Learning disabilities are not limited to learning. Learning disabilities effects children in various ways. Mild mental retardation not only effects the IQ, but also adaptive behavior (American Psychiatric Association, 2000). Passolugnhi and Mammarella's study showed that students with math learning disabilities were not only delayed in math, but spatial tasks as well (2011, pp. 341-350).
The law states that children be educated in the general education curriculum to the maximum extent, or the least restrictive environment. Student's with learning disabilities are usually educated in an inclusive classroom: students with learning disabilities learn with their non-diabled peers in the general education setting for the entire or part of the school day. This is designed to prepare students with learning disabilities for society (Kugelmass & Airscow, 2004). Not all children with learning disabilities benefit from the inclusive approach. Their social inadequacy may separate them from their peers or they are overwhelmed by other's social skills (Berk, 2012, pp. 473).
In this case, children with learning disabilities are educated in a resource room. A resource room allows students with disabilities to work one-on-one with a special educator, with all instruction fit for their individual disability. This type of classroom management allows the teacher to use specific instruction designed to address the student's disability and behavior to positively facilitates learning (5.5) Teachers can promote positive peer relations among all students. By engaging general education students in cooperative-learning and peer-tutoring, friendly reactions and improved peer acceptance (5.1) (Fuchs et al., 2002a, 2002b). The teacher can also prepare the class for the arrival of a student with a disability to avoid emotional sensitivity (Berk, 2012, pp.474).
Maria Passolunghi and Irene Mammarella conducted a study on the performance of visual and spatial working memory tests for children with and without math learning disabilities. 35 math learning disabled and 35 non-disabled children assessed on simple and complex spans to determine their level of controlled attention. The results show that children with math disabilities had poorer test performance all around. Students with math disabilities did poorly on both simple and complex spatial tasks. The group with learning disabilities was divided into two subgroups: severe math learning disabled and low math achievement. Children with severe math learning disabilities did worse than both the non-diabled and the low math achievement group (Passolunghi & Mammarella, 2011, pp. 341-350).
Learning disabilities are not limited to learning. Learning disabilities effects children in various ways. Mild mental retardation not only effects the IQ, but also adaptive behavior (American Psychiatric Association, 2000). Passolugnhi and Mammarella's study showed that students with math learning disabilities were not only delayed in math, but spatial tasks as well (2011, pp. 341-350).