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Essay / Research Paper Abstract
A 10 page paper that explains the different major categories of learning disabilities, discusses memory processes of learning disabled students, explains why these students have trouble with academic tasks, offers suggestions for helping students improve their memory, and comments on social-cognitive factors related to learning disabilities. Bibliogrpahy lists 7 sources.
Page Count:
10 pages (~225 words per page)
File: ME12_PGldmm0.rtf
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Unformatted sample text from the term paper:
citation methods listed below. Citation styles constantly change, and these examples may not contain the most recent updates.?? LEARNING DISABILITIES ISSUES
, October 2010 properly! Introduction A person with learning disabilities has difficulties with one or
more processing tasks. These problems have a neurological base. They can interfere in learning basic skills, such as reading, and they can also impede higher level skills, such as organization.
Learning disabilities are discussed in terms of the specific processing difficulties the student is having. This essay discusses the major categories of learning disabilities, which are all process-related. The
essay discusses different aspects of memory including memory processes of learning disabled students and how memory difficulties can interfere with learning. The essay concludes with a discussion of social-cognitive factors
in learning disabilities. Types of Learning Disabilities There are four major categories of learning disabilities that reflect the specific processing problem the individual has. These are Input, Organization, Memory,
and Output. Each has subcategories. Input refers to information that is brought into the brain through our senses, such as hearing or seeing something. Students may have visual perception problems,
auditory perception problems or both. A student with auditory perception problems may have difficulties distinguishing the differences between sounds, such as phonemes. Visual perception problems relate to the inability to
distinguish shapes, i.e., graphemes. They may repeat or reverse numbers and letters (LDA, 2010). When information has been sent to the brain, the individual must integrate or organize it through
three tasks: sequencing or putting it in the right order; understanding the information on an abstract level and not literally; and integrating the information into complete concepts. Three types of
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