Learning Disabled
During the course of a child's school years they will learn to define themselves as a person and shape their personality, sense of self-concept and perception of their potential for achievement for life (Persaud, 2000). Thus the early educational years may be considered one of the most impacting and important with regard to emotional, social and cognitive development for students of all disabilities. Labeling is a common by-product of educational institutions, one that has been hotly debated with regard to its benefits and consequences by educators and administrators over time. There are proponents of labeling and those that suggest that labeling may be damaging to students in some manner.
Students who are labeled at the elementary and middle school level as learning disabled may face greater difficulties achieving their true potential in part due to a decreased sense of self-esteem, self-concept and personal achievement (Persaud, 2000). The intent of this study will be to examine the extent that labeling has on student achievement early on and later in their academic career. Specifically, the aim of this study will be to assess whether or not labeling students as "learning disabled" may negatively impact a students potential for achievement and success throughout their educational career and later in life.
The researchers will attempt to verify whether or not the label of 'learning disability' has a deleterious impact on a students overall chances for success throughout their academic career. To achieve this objective the researchers will conduct a qualitative examination related to academics and student labeling. The study will incorporate use of a literature review and questionnaire geared toward gathering information regarding student self-perception, achievement and teachers' perceptions of students that are labeled as learning disabled.
Purpose of the Study
The purpose of this study is to examine the effects of high incidence disability labels, particularly the label 'learning disability' on student's potential for academic achievement and performance. There are numerous studies that have explored the effects of high incidence disability...
Learning to read and write are complementary skills. While in the younger years, writing depends on reading skills, by middle and high school, they are complementary skills: reading is necessary to do writing assignments, while writing about what has read increases comprehension of the reading materials. For this reason, separating reading and writing instruction from content areas is arbitrary and will eventually interfere with the students' progress in those content
It documented the preceding era's educational beliefs and styles in the field of mathematics and the results from implementing those beliefs on a wide scale. The study sought to organize three themes including; "broad sociopolitical forces, particularly highly publicized educational policy statements; trends in mathematics research and theories of learning and instruction" (Mathematics, 2004, pg. 16). These themes, in particular, were focused on the effect (or lack thereof) they had
In other words, it can be criticized for being somewhat discursive and for not providing any form of comparative analysis. Alternatively, one could argue that methodologically the research falls into the category of a case study, a legitimate form of intensive qualitative research. In the final analysis the article does provide some illuminating insights into the possibilities of literature for social and emotional development in gifted students. Article 3: The Connection
ADHD and Learning Disabilities in School Aged Children The article by Czamara, Tiesler, Kohlbock et al. (2013) focuses on attention deficit hyperactivity disorder (ADHD) and dyslexia as the most common neuro-behavioral childhood disorders. 5% of school children are affected by these issues, while an estimated half of all children with ADHD present as LD students (learning disabled). The study examines the relationship between ADHD symptoms and learning disabilities in reading, spelling
deficits of students with mathematics disabilities? Mathematical skills are definitely just as crucial as literacy and reading skills when it comes to succeeding at school and beyond. Of late, researchers and policymakers have focused considerably on reading; the latter's attention was manifest in the 2001 No Child Left Behind (NCLB) Act. While reading deficiencies are commonly believed to be one among the main characteristics of learning-disabled pupils, mathematical disabilities pose
Disabled Veterans In U.S. history, the term affirmative action is of relatively recent origin, and first came into use under the Kennedy administration in 1961, when it ordered federal contractors to speed up the employment of minorities and banned discrimination on the basis of color, religion of national origin. Lyndon Johnson expanded the use of affirmative action in federal hiring and contracts in 1965-66, although the Civil Rights Act simply forbids
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