The same is the case with understanding a child’s academic and cognitive traits. This will have the teacher learning how learners esteem themselves and their peers and their adeptness in social situations. The import of what Friend is saying is underscored by her persuasion that 75% students with special needs have a deficit in social skills, lower self-esteem and lower status. Friend explains the lower status as occurring through the consistent act of the peers viewing the disabled student as less-desirable. Secondly, the attribution of lower status to the disabled student is brought about by the absence of social competence, which Friend sees as the capacity to accurately receive, decode and give appropriate response to subtleties that accompany interpersonal intercourse.
In respect to the immediately foregoing, Friend charges that children with poor social competence and learning disabilities have a knack for forming and consigning themselves to distinct subgroups with nonverbal learning disabilities (NLD).
Friend (121) charges that one of the most important ingredients that ought to be added to these children’s social lives and academic endeavors is motivation. Friend gives the proposition that the learner and the teacher’s desire to engage in a particular activity must be spurred onwards with both intrinsic (curiosity and zeal) and external (good payment and rewards) motivation. Friend classifies motivation as being applicable to students with either learning disabilities or behavioral problems.
Shelton (75) also tackles the same problem of cultural competence on the side of the student. Shelton maintains that in order that cultural competence is realized in tending to the needs of students with special needs, there should be the recognition of the very learning disabilities besetting the student(s). In this case, Shelton is categorical that the teacher should be able to distinguish cognitive challenges, emotional disabilities and ...Show more