Review
DaddyDaycare
RoughDraft-Samantha.docx1
Samantha Matton
EDU_330
December 20, 2018
Susan Thompson
Final Assignment Rough Draft
Learning differences, or learning disabilities, affect 5-10% of American schoolchildren. (TheLabSchoolofWashington) This cultural identifier has always been present in schools as well as everyday life. According to research, there are many types of learning differences that children poses. These can range from something small as needing to be in a quiet room to complete a task, to having a learning disability that provides more “challenges” academically for students. According to the Learning Disabilities Association of America, learning disabilities are problems with processing information. The article state, “processing problems can interfere with learning basic skills such as reading, writing and/or math. They can also interfere with higher level skills such as organization, time planning, abstract reasoning, long or short term memory and attention.”
With learning differences, there are associated injustices that students will face. In an article written by Vikas S. Shah MBE, he discusses that other discriminations such as race, gender, and youth have had conventions to defend them in the 1900s. It was not until 2006 that the Convention of the Rights of Persons with Disabilities was put into place. This convention aims to “promote, protect and ensure the full and equal enjoyment of all human rights and fundamental freedoms by all persons with disabilities, and to promote respect for their inherent dignity.” More specifically for students with no physically disabilities but learning disabilities they would be covered under the Individuals with Disabilities Education Act (IDEA), which was reauthorized in 1997. In this Act, it enforces that every child will get free and appropriate public education, nondiscriminatory testing, placement, individualized education, and parental participation in decision-making. (Rutherford)
Learning disabilities cannot be cured, it is a lifelong challenges that one as to face. There are specific teachers and classrooms that are equipped with the learning strategies that can help these students reach their full potential. However, special education can sometimes be misunderstood. In the book Special Education What is it and Why We Need It written by James M. Kauffman, Daniel P. Hallahan, Paige C. Pullen, Jeanmarie Badar, it discusses some of these arguments against special education. First the book addresses that some think that special education is for intellectual disabilities. However, Kauffman, Hallahan, Pullen, and Badar state that intellectual disability is not the most common disability that requires special education. Most children in special education have learning disabilities and communication disorders.
There are people out there who think that special education prevents students from achieving at a higher level because the curriculum is “watered down” for them. (Kauffman, Hallahan, Pullen, and Badar 2018) However, in the same book they discuss that some students with learning disabilities can excel in general education but others need a different curriculum that address their specific learning needs. Not all students can learn the same way so forcing a student to learn general education can hurt them more than help them. Another argument some people have against special education is that it is unfair because some students get educational opportunities or other legal protections while others do not. (Kauffman, Hallahan, Pullen, and Badar 2018) This is an argument that has come up on many occasions that talk about “fairness” in education. According to Kauffman, Hallahan, Pullen, and Badar, “students with disabilities require different treatment at school if they are to be treated fairly. Without special legal protections, these students aren’t likely to get what they need. Fairness in education means that every child receives the teaching he or she needs, whether it’s no different, just a little different, or way different from what most kids get.”
This controversial topic not only affects the students with disabilities but also the teachers and other students in the schools. From the above arguments, some people think that special education is not the best. However, if these students did not have special education to address their specific needs then these will be placed in regular classrooms, which would be a distraction for other students. Personally, I have witnesses a second grader who was placed in an inclusion classroom who has learning disabilities. This student was diagnosed with Autism, Dyslexia, and ADD but his parents wanted him to stay in the classroom at all times to be with the other students. When this student would become frustrated from learning too much he would start throwing things and yelling which would interrupt the class for several minutes or longer. To solve this problem I would try different strategies for the student. For example, before he becomes frustrated he would hold or point at sign to warn the teacher. If these strategies don’t work then addressing it with the parents to get what the students truly needs would be my next move. This student would need to be taken out of class at certain times to be taught a curriculum that would work for his individual needs in a more quiet environment.
My place on the cultural competence continuum would be cultural competence. I am Dyslexic. I grew up wanting to be a teacher so I could help the students, like me, who needed more assistance in their academic and make sure their needs are met. I have had many teachers who did the same for me but I have also had some teacher who hurt me because they “did not believe in Dyslexia”. Those teachers were the ones who made me want to help others because they were supposed to be there to help me and they failed. Because I grew up “different”, I never wanted to be judged so I never judged others.
Learning differences and disabilities are very common in schools, which mean students need the extra attention and help from educators who are trained for such curriculum. Without it, more than just the students with the disability will be affected. People who disagree with special education or these disabilities need to start looking and researching the facts behind this controversial topic.
References:
Liberto, G. (2016, July 14). Child-led and interest-inspired learning, home education, learning differences and the impact of regulation. Retrieved from https://www.cogentoa.com/article/10.1080/2331186X.2016.1194734
SHAH, V., MBE. (2015, June 03). Disability & The Injustice Facing over 1 Billion People. Retrieved from https://thoughteconomics.com/disability-the-injustice-facing-over-1-billion-people/
Learning Disabilities Association of America. (n.d.). Types of Learning Disabilities. Retrieved from https://ldaamerica.org/types-of-learning-disabilities/
Rutherford, H., & P., A. (1997, November 30). Free Appropriate Public Education: The Law and Children with Disabilities. Fifth Edition. Retrieved from https://eric.ed.gov/?id=ED418556
