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Essay / Research Paper Abstract
A 5 page paper discussing the role of parents in special education. Teachers have the educational background providing theory and practical experience in dealing with learning disabilities, but parental involvement is crucial for fine-tuning educational focus for each child. Achievement at the highest levels possible for any child requires that the family and “the system” work together as a team. Neither parents nor teachers can propel a LD student to highest achievement when working on their own. Bibliography lists 3 sources.
Page Count:
5 pages (~225 words per page)
File: CC6_KSeduParMult.rtf
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Unformatted sample text from the term paper:
long been claimed that unruly children have been wrongly classified as being learning disabled when in fact they were merely undisciplined. Parents and teachers alike have been accused of
drugging younger children into submission following wrongful diagnosis of Attention Deficit Disorder (ADD), for little reason than children failed to meet expectations of acceptable behavior during school hours.
Adding cultural and linguistic differences to the mix further complicate matters. Much of the research of recent years has been trained on overcoming these
language and behavior issues while also "teaching around" any learning disabilities that may be present. Major Issues Approximately 5 percent of all
public school students are identified as having a learning disability. The literature shows that this general category includes disabilities in reading, language, and mathematics; moreover, these separate types of
learning disabilities are frequently evident with one another and with other social skill deficits as well as emotional or behavioral disorders. Most of the information available concerning learning disabilities
today relates to reading disabilities, and the majority of children with learning disabilities have their primary deficits in basic reading skills. In practice, this can be used to help
distinguish between problems arising from emotional disorders and LD. Efforts to classify children so that they can be taught in ways most meaningful
to them have resulted in an overrepresentation of specific labels applied to them. The popularity of these labels appears to be cyclical. As example, it became so common
in the mid-1990s to fit nearly any child into the ADD model that the disorder became laughable for many and those truly suffering from its effects often were neglected once
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