Adults With Learning Disabilities
It has been estimated (Adult with Learning Disabilities) 1 that 50-80% of the students in Adult Basic Education and literacy programs are affected by learning disabilities (LD). Unfortunately, there has been little research on adults who have learning disabilities, leaving literacy practitioners with limited information on the unique manifestations of learning disabilities in adults.
One of the major goals of the (Adult with Learning Disabilities) 1 National
Adult Literacy and Learning Disabilities Center (National ALLD Center) is to raise awareness among literacy practitioners, policy makers, researchers, and adult learners about the nature of learning disabilities and their impact on the provision of literacy services. This fact sheet provides: a definition of learning disabilities in adults; a list of common elements found in many useful LD definitions; and a list of areas in which LD may affect life situations of adults.
Background
In 1963, the term "learning disability" (Adult with Learning Disabilities) 1 was used to describe such disorders as perceptual handicaps, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. In 1975 the passage of regulations accompanying Public Law 94-142, the Education for All Handicapped Children Act, specifically included a definition of learning disabilities for children that served as a guideline to provide appropriate educational, legislative, and judicial relief. The federal definition was based on the needs of children with learning disabilities, not recognizing how their disability would affect them as adults.
It became apparent that (Adult with Learning Disabilities) 1 learning disabilities persist throughout an individual's life, and it became crucial to develop a definition that describes LD but did not limit the condition to children. Thus, professionals in education, psychology, neurology, biology, and child development have developed definitions that describe learning disabilities as a lifelong condition.
Definition
Many useful definitions for LD (Adult with Learning Disabilities) 1 have been accepted by educators, federal agencies, advocacy groups, and/or professional organizations. After reviewing several of these definitions, the National ALLD Center
Advisory Board selected the Interagency Committee on Learning Disabilities' definition of learning disabilities for use by the National ALLD Center. Advisory Board members selected this definition because it reflects current information and issues associated with LD, allows for the presence of learning disabilities at any age, and has been accepted by a committee with broad representation in the LD community.
The Interagency Committee on Learning Disabilities Definition
Learning disabilities is a generic (Adult with Learning Disabilities) 1 term that refers to a heterogeneous group of disorders manifested by significant difficulties in acquisition and use of listening, speaking, reading, writing, reasoning, or mathematical abilities, or of social skills. These disorders are intrinsic to the individual and presumed to be due to central nervous system dysfunction. Even though a learning disability may occur concomitantly with other handicapping conditions (e.g., sensory impairment, mental retardation, social and emotional disturbance), with socio-environmental influences (e.g., cultural differences, insufficient or inappropriate instruction, psychogenic factors), and especially attention deficit disorder, all of which may cause learning problems, a learning disability is not the direct result of those conditions or influences.
Definition Highlights
There are many variations of learning disabilities.
Learning disabilities involve difficulties in any of the following skills: listening, speaking, reading, writing, reasoning, and mathematics.
Social skills may be affected by the learning disability.
Learning disabilities may be due to a central nervous system disorder.
Although a learning disability may be present with other disorders, these conditions are not the cause of the learning disability.
Common Elements in LD Definitions
The following concepts are (Adult with Learning Disabilities) 1 important to understanding the similarities and contrasts that exist among the many definitions of learning disabilities.
Some definitions suggest that learning disabilities exist when a person has uneven patterns of development. Other definitions suggest that learning disabilities are indicated by aptitude-achievement discrepancies.
Most definitions specify that the cause for learning disabilities is the result of a problem in the central nervous system.
Some definitions suggest that learning disabilities are caused by interference in the neurological processes that make proficient performance possible.
Most definitions imply that learning disabilities can be present at any age.
Most definitions specify that problems understanding spoken or written language can be caused by learning disabilities.
Some definitions specify that certain types of academic problems (e.g., those involving reading, writing, spelling, or math) can be caused by learning disabilities.
Some definitions specify that problems involving social skills, spatial orientation, sensory integration, or motor skills can be manifestations of learning disabilities.
Some definitions indicate that...
Conclusion For the new teacher, the most important factor in resolving issues concerning students with learning disabilities is to recognize the high incidence of depression and other emotional disturbances that go along with it. Early treatment and intervention can improve the outcome for the child. However, the teacher must first be able to recognize the signs of these disorders and to provide them with resources that will help them resolve these
Either one of these things can lead to acting out. The students in her LD classroom are often grouped together during specific tasks, so they have others to talk to and work with. This helps them to be less frustrated and keeps them from feeling as though they are the only one who cannot understand a particular task. Sometimes, they can talk out their issues with a particular task
Second, it suggests that once an appropriate curriculum has been compiled -- one that produces the appropriate results -- then this very same curriculum should produce the same results every time it is employed properly. And third, it suggests that language itself cannot be conceived of as anything other than a response to an external stimulus; therefore, we, as teachers, should not be concerned with the internal, conceptual aspects
curriculum is one of the hardest tasks that educators are faced with. This is because it must be made in a manner that is accommodative of all students. Due to the swift change of events and ways of living in our contemporary society, it becomes mandatory for adults to be taught using a variety of methods and styles. Such a change would be mandatory so as to ensure that the
curriculum models used in early childhood education programs. The main curriculum models utilized in ECD programs for children with disabilities include behavioral, cognitive and combination models. Developmental Model: This model has an enrichment curriculum that focuses on developing all areas of a child's development -- emotional, social, language, cognitive and physical development. The model is informed by the belief that under the right conditions, a child's inner motivation to learn will rekindle
The case study chosen includes a service user who has experienced cut-off and negligence from his relatives, friends and family especially during his childhood period. He has ever since longed to have contact or an attachment with a family securely. His condition has brought about anxiety which has made him unsettled. If the student is placed in an adult learning disability team whose role is to support adults with learning
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