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This paper defines the concept of learning disabilities and some symptoms, and discusses some classroom strategies teachers can use to assist LD students. Bibliography lists 5 sources.
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5 pages (~225 words per page)
File: D0_MTlerdis.rtf
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Unformatted sample text from the term paper:
attendant "alphabet soup" of diagnoses. A student can be AD/HD; suffer from SDI or have IPDs. While it does seem as though our society tends to over label those with
learning disorders (which are known as "LD"), there is some truth to these disorders. Some students do have trouble processing information, while others become too overstimulated by distraction and cant
think properly. It is the goal of the teacher in these situations to determine what strategies can and should be used in order to ensure that the student who has
a learning disorder has the chance to have a good education; one that he or she can understand. Before outlining specific strategies,
it might be helpful to examine what, exactly, learning disabilities are. (Guidelines for Working with Students with Specific Disabilities, 2002). There has been a great deal written about LD, as
it is called, both positive and negative. It seems as though any child in any classroom who has difficulties grasping specific concepts can be considered "learning disabled." There is, however,
specific guidelines introduced by various organizations which boil down to one definition; namely that a learning disability is a group of disorders leading to ineffective processing of information (Guidelines for
Working with Students with Specific Disabilities, 2002). LDs are characterized by problems in use of listening, speaking, reading, writing, reasoning or mathematical abilities (Guidelines for Working with Students with Specific
Disabilities, 2002). Even more important, learning disability can be suspected if there is a discrepancy between a students academic achievement and potential because of deficits in receptive language; language processing;
expressive language or mathematical computations (Guidelines for Working with Students with Specific Disabilities, 2002; see also Hearne and Stone, 1995). The other difficulties with LD is that there is no
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