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Essay / Research Paper Abstract
A 3 page research paper that explores why learning disabled children often fail to achieve passing grades in regular classrooms. Bibliography lists 6 sources.
Page Count:
3 pages (~225 words per page)
File: D0_khlds.rtf
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Unformatted sample text from the term paper:
terms learning disabled and gifted are not contradictory and, as this suggests, there is no adequate reason why even the average learning disabled child should not succeed in the todays
classrooms. This brings up the question of why children with learning disabilities do frequently receive failing grades in regular classrooms. The reasons for this are multiple. First of all,
what specifically is meant by "learning disability." According to Fetzer (2000) this term is legally defined under PL. 105-17 (1997) as a "disorder in one or more of the basic
psychological processes involved in understanding or in using language, spoken or written, which disorder may manifest itself in imperfect ability to listen, think, read, write, spell or do mathematical calculations"
(p. 44). Many educators feel that below-grade level is a prerequisite for a diagnosis of LD; however, as Fetzer points out, this leaves out the bright student who may be
struggling to maintain passing grades due to a LD that is not recognized (2000). There are more children identified with learning disabilities (LD) than in the past, which makes
addressing their needs individually can be a daunting task. Vaughn, Linan-Thompson and Hickman (2003) state that the identification of student with LD has increased more than 200 percent since the
category was first formulated in 1977. The phrase, "All student will learn to read by third grade" has become a rallying point in the current national debate concerning the centrality
of reading to student success; however, perhaps a better focus would be that each student, including those with LDs, will receive the instruction that he or she requires in order
to learn to read (Coyne, Kameenui and Simmons, 2004). It has been shown that students who read poorly in first grade remained poor readers in the fourth grade and that
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