In fact, he elaborates that such children need help in learning to do their own chores or paying closer attention to something important. Gates (2008) provides a more practical explanation to learning disability by saying that children with such difficulties cannot understand, learn, and communicate in comparison to other children. The normal procedure in which our brain processes information is extremely complex. In situations such as viewing an image or speaking, the brain has to process several tasks including retrieving information from memory, recognizing the data to transmit and processing the information to either store in memory or invoke the auditory parts for communication. Most of these activities occur at various locations in the brain, sometimes in a simultaneous fashion. The task of linking up and associating these various segments is the responsibility of our brain. In the case of people with learning disabilities, the only difference is with regards to the different manner in which their brains process information unlike the case with other individuals. Thomas (2003) says that people with learning disabilities are not handicapped or lazy. Instead, he contends that they tend to have at least an average level of intelligence. Their difficulties simply arise from the different ways in which their brains process information. A broader scientific explanation to this phenomenon is explained by the four stages of information processing (Input, Integration, Storage and Output) under which learning disabilities are categorized. While people with input disabilities have problems with visual and auditory perception, individuals with integration difficulties are unable to categorize and interpret information from the input stage based on previous learning. Some learning difficulties occur in the later stages due to issues in retaining long-term memory. Several cases of learning disability occur much later during the information-processing scenario due to factors like muscle inhibition and lack of necessary motor skills. Part II This section discusses some of the key aspects of learning disabilities in a student named Jessica. The subject is a first-year student at a community college and suffers from multiple learning disabilities. She has issues with maintaining attention over long periods of time and has a short attention span. As a result, she is easily distracted during classes at the slightest disturbances and has a hard time focusing on her lectures. Moreover, she suffers from memory loss and is known to frequently forget her assignments and books for classes. She also often forgets her class schedule and arrives late for lectures (Race, 2006). As a result, she has had to rely extensively on her calendar to ensure that she does not forget any important tasks. Further, Jessica has known issues with reasoning and perception and has faced difficulties in establishing realistic goals in her life. As a result, she feels depressed and underachieved. Specifically, Jessica is unable to solve problems in Mathematics or Science and finds it difficult to remember most of the formulas that are crucial for both subject areas. Despite her difficulties with the sciences, Jessica has demonstrated her talent at creativity and music on numerous occasions. While she has difficulties with
Benchmark Assessment Part I According to Race (2006), a learning disability impacts the way in which an individual processes information from his immediate environment and as a result is unable to learn from these experiences. While learning disabilities are generally attributed to learning difficulties especially among children, such inabilities can be found in any area of life, even among adults…
The paper, Assessment & Special Education, describes my aspiration to become a special education teacher and my preferred area of specialization. The paper discusses some of my strengths and weaknesses in this domain and my experience as a special education evaluator. Assessing students with learning disabilities can be a challenge.
Reading comprehension is given prime importance in a literary program because without it the written words do not have any meaning for the reader and are mere symbols. A person who develops a good reading comprehension during early stages of his life can lead a successful life because he is in a much better position to understand the meaning of the words he reads (Blachowicz, Blachowicz & Ogle, 2008) .
The importance of assessment cannot be questioned, but the way assessment is conducted to students’ is another topic. Assessment provides opportunity for the students as well as the teachers to engage themselves in academics and to engage in self- reflection of their learning goals.
Type I DM is a result of the body’s failure to produce insulin, whereas; type II DM is a result of the body’s resistance to the effect of insulin. On the other hand, gestational diabetes is a result of a mix of factors relating to hormonal changes during the gestational period (Pavri, 2001).
This is something that is putting greater than before strains on the long-term public health programs. In particular, the managed care rising healthcare costs are affecting how nursing functions are organized, especially the treatment plans and patients' awareness of care and their input.
Upon analyzing these things, instruments are used in order to know if there are developments in a performance or in knowing how things are going per se. In this case we tend to analyze things by means of assessment and appraisal.
The field of medicine is a field wherein one can say that assessment and appraisal should be present.
On the other hand, gestational diabetes is a result of a mix of factors relating to hormonal changes during the gestational period (Pavri, 2001).
Primarily, DM diagnosis relies on the measurement of plasma glucose levels.
Through investigation of the various contexts under which nurses work both aspects can be further enhanced through addressing inert structural issues. In such case contexts, nurse leaders can utilize tools such as the PDSA model
over one full school year and has never expressed concern about the difficulty she is going through in supervision of her students (Crump & Teeguarden, 2009). She has done a fairly good job though, up to this point and a review of her evaluation for the past one year indicates
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