Some of the characteristics include difficulty in thinking, listening, reading and reasoning (Bender 4). They also face challenges in processing language accurately and completely when receiving, sending and elaborating information. Children with learning disabilities also face irregular and inconsistent school performance profile and poor penmanship (Thiers 46). They are also very forgetful, which requires the constant reminder by their friends, teachers and families. Such students easily misplace or lose their school items and face difficulties with copying writings from the board and taking notes (Bender 4). They are much slower at working compared to students who do not have learning disabilities and normally do not finish their works. Student with learning disabilities normally reverse numbers, words and even letters (Thiers 46). They have long or short term memory problems and cannot keep a proper time sequence of concept. All this characteristics, when put together, make the life of a student with learning disabilities extremely hard, especially when it comes to education (Bender 4). This paper will conduct to separate studies of how the needs of a target group of elementary students with learning disabilities are being met and present the observations here.
The two observations were conducted in Mountain View Elementary School and Lake Side Elementary School (not their real names). Mountain View Elementary School is a congregated school, which offers intensive learning devoted to enhancing the literacy knowledge of students with learning disabilities who have made least progress in reply to learning support in their community school. The objective is interim intervention lasting only two years, with a devoted staff to endorse the learners during that two year period as they change back to a normal setting. The institution’s maximum enrolment is 150 students varying from 4th grade to