Poor Forms Of Discipline With ESE Students

In the current climate in this country and with a rash of violence popping up in schools across the country it seems that more and more school districts are adopting what is called the zero tolerance policy when it comes to disciplining students. While at times it may seem like taking this approach is taking an active role in making sure that students in the entire are being protected, the reality is that some students are going to get cast as the ones who deserve no tolerance when they actually need more than the norm.

Exceptional Student Education (ESE) qualified students will often appear as massive trouble makers to those who do not understand the kind of learning disabilities these children have come down with. It is even worse when ESE eligible students have not yet been diagnosed with a treatable learning disability and everyone including the child’s family just thinks they are either bad seeds or incorrigible. These types of students are usually the ones who are singled out and pointed to when school boards argue that they need the no tolerance policies in place in the first place when they should be taken aside and taught how to behave and how to handle themselves in the classroom.

ESE students are not the lost cause so many schools have suddenly decided they are, but treatment for the various learning disabilities they may be diagnosed with can be expensive and the funds for continuing to educate them in a totally different way than the rest of their class can sometimes be hard to come by. So instead the school district decides that these are the kind of kids who must be expunged from the rolls and they are left to fend for themselves in a world they aren’t fully equipped to deal with. Zero tolerance policies do fewer people less good than their brochures trumpet.

Dealing With Dyslexia

One of the most common and recognized learning disability among the general population is dyslexia. While 30 to 40 years ago people with dyslexia were simply dismissed as being stupider than their peers, we now understand that intellect has absolutely nothing to do with it. Dyslexia is simply a condition in which the brain filters information such as how words are spelled in a completely different way than the norm. Millions upon millions of children are diagnosed with Dyslexia every year and despite all we know about the affliction it can still be hard to understand it and to really tell when it is present.

There are several warning signs that should be able to tip parents and teachers off about a student and whether or not they are dyslexic. Of course like every disability in this area it pays not to rush to judgment, but rather make sure that the child truly has a disability. Sometimes a student may actually just be taking longer to grasp something than the others, only to catch up later on in life. When looking for the most common signs of dyslexia in kindergartners to fourth graders there are a couple of general signs. If the child reverses the directions of certain letters on a consistent basis, such as substituting “b” for “d”, “bog” instead of “dog” for instance, that could be a signal. Entire reversals of words can be another sign, in other word if the child is consistently writing top instead of pot warning bells should be going off.

In older students it can be even more difficult to diagnose because at this point they may simply have gotten used to struggling. This is where a great deal of students simply give up thanks to a lack of understanding or help from their teachers or parents.

Coping With A Learning Disability

When a student is first diagnosed with a learning disability there are two ways the reaction can usually go. The first is complete and total shock by the family (this is usually couple with denial), and the second is relief and complete acceptance. How the family reacts may seem to be a way to tell just how involved a certain family group is but that is not always the case either. Some families are just better equipped to handle the news that their child has a learning disability than others. Sometimes this is because of the fact that the child may not have been as adversely affected as others and therefore was able to still turn in good grades and modulate his outward behavior enough that no one was really onto him or her. There are of course instances where the learning disability was totally obvious and the family knew there had to be something more wrong than a simple bad attitude.

Once the news of a learning disability has settled in and is no longer brand new the next step is to decide what to do about it. For most families it is helpful to realize that children, to a large degree are incredibly resilient. This means that children, even more than adults are built to overcome challenges like this. Resiliency is the top trait to have if the child truly wants to deal with and overcome the problem. There are treatments out there for almost any type of learning disability but the only way any of the treatments will work is if the child and its parents practice resiliency. There is no quick, automatic fix to this particular set of problems but with hard work and a keen focus there is a long term solution to the problem.

What Is A Learning Disability?

While some people may believe that learning disabilities is really just a fancy word for a student who either does not want to be in school or just do not really want to spend any time learning. While this has been proven to simply not be the case the assertions are still often thrown around whenever a student is having problems with a class or with many classes. Of course part of the problem is that learning disabilities can be self defeating.

These are not disabilities that pop up like some other disease. You don’t suddenly develop a rash or hives when you are dyslexic. You do not come down with a wracking cough if you have Attention Deficit Disorder. These types of problems only really manifest when the student is in the right setting and that setting is more often than not when they are in the classroom. The students themselves have no idea why all of the sudden they aren’t understanding the subject as well as the rest of the class does and because of this they tend to get either dejected or angry. Anger can lead to acting out and acting out can lead to teachers and school administrators thinking the child has no interest in learning.

But a learning disability is not a lack of interest. Learning disabilities are neurological disorders that affect a portion of the brain and do so absolutely without the consent of those affected. A learning disorder can affect each student in a slightly different way as it can manifest in the way a student hears something, reads something, writes something and some learning disabilities are so harmful that it literally changes the way a child processes speech. Because of this a child can literally have no idea they are having the kinds of problems they are. Having a parent or teacher get mad at them for it only makes the problem worse.

Tips For Handling the Challenges of Teaching Learning Disabled Students

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Current laws dictate that while learning disabled students do have access to classes that are specifically tailored to their strengths and weaknesses, they must spend the maximum amount of time possible in regular classrooms alongside their peers. Therefore, anyone who is involved in education for the learning disabled is saddled with the responsibility to be sensitive to the unique needs of their learning disabled students without halting the class flow for the majority of students present.

Many learning disabled students have difficulty quickly transitioning from one task or the other. So, teachers often notice that it is helpful for students to have the assistance of an audio or visual aid to help signal when one task is complete and the next is beginning. This can be as simple as using a bell or kitchen timer to help the student learn to associate that stimulus with the fact that it is time to switch to another activity.

Also, much of education for the disabled involves the introduction of new material so that current skills can be expanded upon. However, many students get frustrated or nervous if they are taught too many new things at once. To compensate for this reality, many teachers find it helpful to introduce things gradually and in small segments. With this method, students are able to complete tasks that are simultaneously familiar, and new. It also allows students to feel successful when they are able to grasp the activities that they know well, and are less likely to feel overwhelmed by the new concepts. As the student begins to show understanding of the recently taught material, emphasis on the older, ingrained knowledge can be lessened.

Although education for the learning disabled requires a great deal of patience and creative thinking, it is very rewarding when learning begins to flourish.

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Tips For Helping Your Learning Disabled Child Conquer The Classroom

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Parents who have a learning disabled child may feel overwhelmed and stressed, especially in the period of time immediately following the diagnosis. However, there are several things that can be done to ensure that the learning disabled child is given every opportunity to succeed in the classroom alongside their peers.

Always remember that a diagnosis of a disability does not mean that your child does not have the same intellectual capacity as their classmates. Learning with a disability often simply means that concepts must be taught in an alternative way for best comprehension. Never underestimate your child’s abilities. When monitoring their progress, the only person you should be comparing them to is themselves. Resist the urge to compare them with their classmates.

Investigate to see if your hometown has any learning disability support groups for parents or children. These can often act as invaluable resources because they provide collective advice on common struggles and present options that you may not have considered yet on your own. Additionally, see if there are any other learning disabled students that would be willing to act as a mentor for your child. It is important for your child to be assured that their disability does not have to bring isolation with it. Often, interactions with a learning disabled student who is successful will be the most effective motivation for a fellow student, especially if they have just recently received their own learning disability diagnosis.

Finally, it is extremely important to be a constant and proactive force in your child’s educational experience. Find time to meet with teachers and discuss the learning process with them to ensure that your child is benefiting from their time in the classroom. It may be helpful to enlist the help of a tutor who is specially trained to teach children who are learning disabled.

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Helping Your Disabled Child Succeed in the Classroom

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The classroom can be a challenging place for anyone, but especially for people with a disability. However, there are several things that can be done to help disabled people learn effectively to gain skills for a lifetime.

Parents play a definitive role in this process. As a parent, it is important to focus on presenting your child with mental and social ways to cope with their disability, rather than focusing on finding a cure or ignoring that the problem exists.

Encourage your child to discuss their disability openly with friends, family members and classmates. Children should not be made to feel that their disability keeps them segmented from their peers. Rather, they should be coached to adopt the attitude that everyone is presented with life challenges and must deal with them accordingly. Foster a feeling of empowerment that will help your child feel that they are adequately equipped to handle challenges on their own, or recruit help when necessary.

Discuss your child’s limitations with teachers and administrators. Stress to them the importance of your child being able to interact with their classmates as naturally as possible without feeling that their disability is holding them back.

If it becomes apparent that your child will need special accommodations to help them learn at the same level as their peers, be forthcoming with the request as soon as possible to avoid delays. You will find that you are your child’s own best advocate. Additionally, you have the benefit of first-hand experience with helping them manage their disability effectively. Although your child’s educators may not have the same experience with the challenges of learning with a disability, they should feel obliged to take your own observations into account.

Finally, attempt to adopt the attitude that your child does not have to feel limited by their classroom, either in the classroom or in life. Great things can be accomplished with the help of a support system.

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The Three D’s of Learning Disabilities

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A child with a learning disability is not deficient in intelligence. These children have a neurological condition that causes them to process information differently than fellow students. Although many schools have programs that can assist a parent with a child’s disability, actual school curriculums are not designed to incorporate the needs of learners impacted by a learning disability. To ensure that your child is receiving the best education available it is important to become knowledgeable about learning disabilities.

Dyslexia is a learning disability that is well recognized by the general population. This condition impairs a person’s ability to read. Common characteristics of dyslexia include difficulty with phonics, spelling and verbal responses to visual material. Elementary school children who have problems learning the alphabet, rhyming and distinguishing between words with similar sounds may be showing symptoms of dyslexia.

Dyscalculia is a learning disability that is associated with mathematics. Individuals with dyscalculia are unable to perform math calculations and have difficulty remembering number facts. Symptoms of dyscalculia can include the inability to count change and problems with addition, subtraction, multiplication and division. Those diagnosed with dyscalculia may do well with solving problems that require logic but will not be able to work with problems that require a formula.

Dysgraphia is a disability that causes problems with writing. A person who suffers from dysgraphia may use a mixture of small and capital letters of irregular sizes and produce illegible writing. Many people with dysgraphia have a complain of pain when writing. A common solution for those who suffer from dysgraphia is to use a computer for writing.

Children with learning disabilities face the challenge of both learning and self esteem. Parents of the learning disabled must become proactive in identifying the programs available in thier school district that can address the needs of their child throughout the educational process.

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Individuals with Disabilites Education Act

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The Individuals with Disabilities Education Act (IDEA) is a federal law that was first enacted in 1990. This law ensures that children who have a disability are provided a public education that makes allowances and offers services for their specific disability. These special education services are designed to meet the needs of a child. Special education services may include instruction given individually or in small groups and modification of a child’s curriculum. To qualify for IDEA the child must meet the criteria in one of the qualifying disabilities.

The disabilities that qualify under the Individuals with Disabilities Education Act include autism, mental retardation, blindness, emotional disturbance, speech and language impairments, orthopedic impairments, deafness or being hearing impaired and learning disabilities. IDEA entitles a child who is exhibiting symptoms of a disability to be tested at no cost to the parent. It it is determined that the child is disabled a Individual Education Plan (IEP) will be developed based on the needs for that disability. Students covered under an IEP will be re-evaluated every three years and the Individual Education Plan will be reviewed annually as a child transfers from one grade to the next.

Under the Individuals with Disabilities Education Act an educational plan designed to meet the specific needs of a student will be developed. A child will be provided with access to the general curriculum that will complement the unique process used for their schooling. These steps will be outlined in the IEP designed for the child. It is expected that the established plan will result in academic achievement for the disabled child. Additional services associated with IDEA that are available to the disabled are transportation and mobility assistance, physical therapy, therapeutic recreation and counseling services. It is important for parents to research the services that are available for their disabled child

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The Individualized Education Program

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The Individualized Education Program (IEP) is mandated by the Individuals with Disabilities Education Act (IDEA). An IEP will be used to establish a program designed to meet the needs of a disabled child during the educational process. The IEP allows a student to participate in a regular classroom environment when they are able to versus automatically being placed in full time special education classes or a special school. This process limits educational intervention in the specific areas that are identified as a disability which requires allowances.

A completed IEP will address the disabled child’s current performance and establish annual educational goals to include details regarding how the goals will be met. The program will outline the accommodations and services that will be provided by the school district. A schedule will identify when the services will begin, how long they will last and the location of the services if outside the school setting. Regular reports will be provided to the parent and if the student successfully completes the goals outlined in the Individualized Education Program they will receive an IEP diploma at the end of twelfth grade.

The development of an Individualized Education Program begins with a team meeting of the individuals involved in the education of a disabled child. Team members will include parents, both a special education teacher and a general classrooom teacher, a representative of the school district and an individual who is knowledgable of the child’s disability. The plan outlined by the team will address the academic, functional and development needs of the disabled student. For children with behavioral difficulties the plan will address the types of support that will be used to work through incidents related to behavior. Once the IEP had been developed and agreed upon it must be implemented immediately. The planning team will review progress annually and when deficiencies are noted the plan will be revised.

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