Chapter 7
The chapter is on Learning Disabilities and Attention Deficit Hyperactivity Disorder (ADHD). It begins by identifying the four reasons why definition of learning disabilities have varied, and concur that, such, is as a result of the fact that: learning disabilities is a broad term that encompasses many specific problems, the study of these disabilities has been undertaken in many disciplines and the field of learning disabilities has grown over a short period of time, as well as quite rapidly.
Current estimates for the range of prevalence for learning disabilities are placed from 2.7%- 30% of the school going population. The chapter also identifies the characteristics attributed to learning disabilities as uneven skill levels in various areas, problems with perception, visual and auditory discrimination, memory loss, poor attention and hyperactivity.
The causes of learning disabilities are also identified as environmental factors, genetic abnormality and delay in the maturity of the neurological system as well as the damage of the neurological system.
The interventions for learning disabilities that are identified in the chapter include; medical treatment, academic instructions made specifically to build particular skills, as well as behavioral interventions to aid in the improvement of social skills.
Other issued discussed in the chapter include the behavioral symptoms associated with ADHD, the impact of ADHD on instructional arrangements, the major types of ADHD with regard to DSM-IV, the prevalence estimates and finally the possible causes of ADHD.
Application this content to a classroom and instruction
Knowledge of learning disabilities as well as ADHD will in the first instance, help the teacher to be able to identify students who show signs of such disabilities, so that appropriate intervention mechanisms are designed well in advance. Proper understanding of the same will assist the teacher to be able to classify students with the different forms of learning disabilities so that they can adequately be attended to.
Lastly, this content is helpful in assisting the teacher to understand the difficulties that affected students’ experience, and informing the teacher of the need to pay special attention to the specific needs of each and every student.
Chapter 10: Communication Disorders
The chapter opens with an explanation of the interrelationship between language, speech and communication, as well as the differences between language delay and language disorders.
The causes of language disorders are also identified and include: deficiency as well as disrupted learning opportunities during language development, neurological damage occurring as a result of trauma or accidents as well as defective or deficient sensory systems.
The differences between the treatment approaches for children and adults with this disorder is also explained with emphasis on the fact that children treatment is aimed at initial acquisition while that of adults is generally geared towards language retention.
The factors that cause stuttering are also identified in this chapter as well as the ways in which home environments and learning theory are related to the delays in speech as experienced by the affected persons.
Lastly, the chapter explains the perceived reluctance of professionals in the treatment of functional articulation disorders in schools children as being a result of the fact that these problems are developmental and are expected to improve with time and secondly, there are limited resources since these problems are quite frequent.
Application this content to a classroom and instruction
The applicability of this content is anchored on the fact that communication is very critical to the learning process. Children with communication disorders require special attention since their learning could be greatly curtailed by such deficiencies.
The understanding of this disability will assist the teacher in devising teaching instructions that will be able to reach all the students concerned, regardless of the severity of their communication disorder.
References
Hardman,M.L. Drew J.C. & Egan M.W. (2011) Human Exceptionality: School, Community, and Family Wadsworth, Cengage learning
