CHILDREN WITH SPECIAL NEEDS
Learning disability affects 5-10 of all children in public schools (Parrill, 1996). Learning disability is caused by strains in the nervous system that affects the processing, receiving and communicating the information. Most children with disabilities in learning are usually hyperactive. They are easily distracted, can not sit still and have short memory. Children, who are trying very hard to learn, end up becoming very frustrated leading to emotional problems for example low self esteem. Others end up misbehaving as they prefer being labeled bad to unintelligent. The National Center for Learning Disabilities reveals words that are used in association with learning disability. There is dyslexia which is basically difficulty in processing language and its effects to writing, reading and spelling. There is Dysgraphia which is writing difficulties, dyscalculia which involves difficulties with mathematical computations and attention deficit which involves lack of concentration.
Emotional well being and social competence are issues that are involved with adults and children with learning difficulties. Dyslexics basically feel socially incompetent. There are two hypothesis related to causes and nature of social incompetence. The first hypothesis generally argues that lack of social skills is as a result of similar neurological dysfunctions that lead to academic problems. The second argues that the learning social disabilities are as a result of childrens constant school failure and the rejection that they end up experiencing (Rick, 2005).
Feeling accepted, being liked and self confidence are related to social skills. Dyslexia is usually caused by biological factors and not necessarily emotional (Michael, 2004). Emotional problems usually start to develop when reading instructions is contrary to their learning style. Frustrations usually mounts as the classmates start to surpass the child having learning disabilities. Majority of the factors contributing to this problem is caused by genetics and not childhood depression or poor parenting (Michael, 2004). Parents and teachers always see a bright student who is refusing to read and write. Ironically they always have no idea of how much the dyslexic is trying (Michael, 2004). The child having learning disabilities always have problems dealing with social relationship. They are usually socially and physically immature as compared to their peers. This leads to poor self image as well as peer acceptance.
Their social immaturity makes them discomfited in other social situations. They also have difficulties in reading body languages and other social cues. Learning disability children have problems in finding right words and may pause or stammer before answering questions. When they reach adolescence this worsens as they have problems coping with their peers. Just as these children have difficulties in remembering sequence of words, for example, they can confuse 34 for 43, they have problems in recalling the order of events that happened (Michael, 2004). For example this child may take a book that belongs to a child who insulted him or her the dyslexic child, may go ahead and hit the other child. In relating such experience the dyslexic child may recall the reverse where it is actually him who was hit and not the latter.
This presents a major difficulty among these children. This means it will always be difficult for this child to learn his or her mistakes and incase an adult witnessed the previous events he or she will see the child as a liar. With the sequence of interactions of events and the memory problems, the dyslexic child continues to relate divergent events each time he has to tell the tale. Teachers, psychologists and parents always conclude that he is a liar or psychotic. (Michael, 2004). Girls are likely to experience social adjustment problems as compared to males (Rick, 2005).
A dyslexic child feels anxious due to the consistent failure in school. They view their educational life as a challenge since other children are doing better than them. They feel they can never do well mostly in situations where they are being criticized by parents, teachers and their fellow students. Some children with special needs however have faith and are aware they are not handicapped. They even think they should have tests like others in order for them to graduate high school (Anthony, 2009). Many parents and teachers interpret this failure as laziness. They also feel a sense of anger with both social and school situations. The main target for dyslexics anger is teachers and schools. They can also vent their anger on their parents and become completely passive. During adolescence, the society expects these children to be independent. The tension between the expectation and learning difficulties concepts causes more conflicts. The dyslexic child uses his or her anger to break away from those he or she feels dependent on. This may even lead to depression. Peer tutoring or an adult may intervene in the situation.
Dyslexia may cause family problems. It may lead to sibling rivalry. Non- dyslexic children may feel jealous because most of the attention is directed to the dyslexic child. It is ironical because essentially the dyslexic child does not want this attention. This always increases the chances of negative acting against successful children in the family. Some dyslexic issues runs in the families where one of the parents had the same problem. When parents are faced with such a situation they deny of its existence in the family or relieve their frustrations and failures through childs experience in school thus bringing terrifying emotions. Parents and teachers must not discourage the child. Words like incorrigible and lazy can have adverse effects and should never be used.
Research shows that there are more boys having learning disabilities compared to girls. 73 of the learning disabled children are boys (Dabie, 2000). However, the ratio of girls to boys having dyslexia is actually equal when using research criteria. In a study carried out there were no gender differences found in a certain study of about 400 children. Differences came when teachers identified children with dyslexia. Boys were twice the number compared to girls. Research revealing how boys and girls view education shows that their differences appear when they are still young. Boys place a great value in believing that they can do well in Mathematics and Sciences and girls believe they can do well in Arts and languages. American boys with learning disabilities score higher than girls in school though girls lately have improved on their performance (Sara, 2006).
I did one peer research to some students who had special needs and members of the community on whether students with special needs should be allowed to do the same exam with the rest in order to graduate. I got different responses.
Yes, this will prepare us for the future and those of us who will fail will receive a certificate that may help us, said Ann, a student with learning disabilities.
I interviewed a special needs teacher who said
Maybe but though we do require the students to take the tests, they should be given all reasonable help and they should not be denied a diploma incase of failure. However, it is unfair to give the same tests to special needs students like their peers. I feel they only need to complete their schoolwork and receive a diploma
There are common signs that parents should be aware of in order to help their children incase they have dyslexia. Children who are developing dyslexia have difficulties comprehending and following simple instructions. They have memory lapse, can not master spelling, reading and writing skills. Other problems that they do have is difficulties in differentiating right from left or words and numbers, they lack proper coordination in sports, walking or trivial activities like holding a pencil and can not understand the time concept. For example they can not differentiate yesterday, today or tomorrow. They may say that something that actually happened today occurred yesterday.
As a parent, when your child is diagnosed with learning disability, the first thing that crosses the mind is school and how he or she will cope and reach full potential. Research reveals that the parents influence on the child is paramount to that of the therapist or teacher. The love of a parent and encouragement can make quite a difference. The work of the parent is not to cure the disability but to give the child emotional and social tools that he or she needs to work through the challenges in order for the child to grow stronger and resilient. It is always good to communicate with the entire family so that they can help support the childs progress. For these children to focus, work hard and concentrate, they should be provided with the right diet.
The diet should be full of whole grains, vegetables, fruits and lean protein. The parents should teach them to make healthy choices in their eating lifestyle. Sleep is also imperative in good learning. If the child is tired, it will be hard for them to focus on getting to know new things. Their sleep schedule should be consistent. They should also be involved in exercises to make them stay alert through the day. Research shows that exercise is good to curb frustration and stress that is caused by the disability. Healthy physical habits may look trivial but it will be an advantage to the child in the classroom and in his or her life. Dyslexics should be presented with visual aids that are meant for learning. They should be gender specific where appropriate. It is always advisable for teachers to draw items or provide pictures that the children will identify with. For example drawing the common foods that are used helps to jog their mind when they see these foods somewhere else. They can also draw ranges of facial expressions like when somebody is sad, frustrated or happy. This will help them identify how people react under different circumstances.
They should also be encouraged to engage in healthy emotional behaviors. Parents should present them with outlets to express their anger and feelings of discouragement. Parents should be good listeners and should create environs conducive to healthy communication. This will help them to reconnect with feelings and learn to regulate and calm their emotions. As a parent, it is necessary you research on effectual treatments as well as services that are conducive for the child. It is always easier to evaluate the learning techniques if you come to understand how disability affects the child. If the school does not have right resources to treat your child, options researched on can be pursued at home with tutor or therapist. It is vital to engage the child in an Individualized Education Programs (IEPs). The program enables the parents, teachers and the school administration to design educational program that is customized according to the childs needs. It is also necessary for the teachers and parents to recognize how their children learn best as everybody has a unique style of learning.
It is good to identify whether the child is an auditory, visual or kinesthetic learner. Visual learners learn well when the actual material is tested and presented visually and not verbally. They benefit from directions, diagrams, pictures, written notes, maps and charts. The learning tools that are conducive for visual learners are computers, flashcards, videos, books and visual aids. Auditory learners on the other hand benefit in lecture environs, tests and oral reports. They do well in spoken directions, classroom discussion and study groups. They should be allowed to listen to tape recorders and audio recordings. Kinesthetic learners learn well by moving and doing. They benefit from touch and exploration. They should be engaged in props, lab classes, field trips and skits. They also love drama, sports, arts and crafts as well as dancing. They should study while music is playing on the background and use flash cards and memory cards.
Success may mean different things to different people. The childs life and success depends not only on academic excellence but on other things like willingness to accept and ask for help, healthy self esteem, determination to keep moving on despite challenges and aptitude to have healthy relationships. In the cases of children with disabilities in learning, self confidence and awareness are very essential. Struggles in classroom provide a room for doubt on childrens strengths and abilities. Parents and teachers can cultivate self confidence and awareness by asking the child to list all her strengths and weaknesses as they also talk of their own. These children should be encouraged to talk to adults who have the same problem and ask them about their own challenges. Parents and teachers should work with their children on activities that are within their reach and capability so that they can feel a sense of competency and success. They should help their children develop their strengths and passions as feelings of passion at a specific area may as well inspire hard work in all other areas.
Children with learning disabilities should be taught how to be proactive. Proactive ness involves also a sense of self advocacy, for example, requesting for a seat in the first row of the classroom and the willing power to take responsibility for their choices. Parents should talk with their disabled children about how to solve problems and approach to challenges. Always ask some meaningful questions to the child for example how she or he approaches problems, how the challenges make them feel and how he or she reaches the decision factor on how to deal with the issue. If the parent realizes that the child is hesitant in decision making, they should try other safe and simple situations to test them for example asking them to decide on what to eat for dinner. Teachers and parents should discuss divergent problems with the child and possible outcomes and decisions.
Perseverance is the main drive that keeps people going and basically children with learning difficulties despite failures and challenges. Children with learning disability need to work hard and persistently to reach their ultimate goal. The parents as well as the teachers should talk to their disabled children about their own past moments when circumstances demanded them to persevere and the main reason that kept them going on. Discuss with them what it really means to keep going on despite the challenging circumstances and the rewards of working hard and effects of not persevering. If the child has worked hard enough and failed to achieve the goal, talk to them of other possibilities of moving forward.
Just like perseverance, the ability to set achievable goals is paramount among the children with learning disability. Parents should help their children identify long and short term goals. They should be written down including the time they are to be completed. Parents should also talk of their own goals and what they do in cases of obstacles. They should learn to appreciate and celebrate with their children when they achieve their goals. If the goals prove too hard to achieve provide possible alternatives. Strong systems of support are the main key for people who have learning disabilities. Successful people ask for help in cases of need and reach out to the rest of the community for support. It is good to help the child develop and nurture good relationships thus they will know what it means to support and help others. Parents should share examples of people who are needy and how they get help and present them with practical scenarios that may require help.
If children with learning disabilities are taught on how to regulate stress as well as calm themselves, they will be well equipped to overcome any challenge that they may face. Teachers should use specific words to identify feelings to help children explain perfectly how they are feeling. They should ask their children words that describe stress and whether they recognize warning signs that are related to stress. Children should be encouraged to identify activities that reduce stress for example music, sports, games or journal writing. Teachers and parents should ask these children the activities that lead to stress and let them break down the scenarios and talk on how much these feelings can be avoided.
Research done in the past on how to motivate children with learning disabilities reveals that the main reason they withdraw from school is because of emotional problems, desire to have attention and fear of failure. The behavioral impact of withdrawing ranges from quitting and claiming school is boring, avoiding to attempt on the grounds they assert they are stupid. They live in denial and the do not care attitude, impulsiveness and even bullying character (Robbie, n.d). According to Dr. Stipek, Children feel motivated to learn when they feel they are competent on a given area, have control and choice over their learning, come to a belief that intelligence is not always fixed at birth and when they feel respected and loved by parents and teacher ( Robbie, n.d).
It is always good to discover the passions of the child and encourage them. If for example, the child has a specific strength in arithmetic, find ways outside the school and expose him or her in the actual world of math camps, computers and the like. Help the child to deepen his or her knowledge. For example if the internet provider allows some space for family websites it is advisable to help the child build his or her favorite subject. This will improve his mental capabilities as he gains mental knowledge.
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