Research states that there are no specific signs that show a person has a learning disability. “Experts look for a noticeable difference between how well a child does in school and how well he or she could do, given his or her intelligence or ability” (MedicineNet, 2011, p. 2). Heward (2009) states that some of the characteristics that might mean that a student has a learning disability are reading problems, written language deficits, math underachievement, social skills deficits, attention problems and hyperactivity, and behavioral problems. “If a child has unexpected problems learning to read, write, listen, speak, or do math, then teachers and parents may want to investigate more. The same is true if the child is struggling to do any one of these skills. The child may need to be evaluated to see if he or she has a learning disability” (MedicineNet, 2011, p. 3).
Teachers need to seize the opportunity and learn as much as they can about the different types of learning disabilities. Learning about each student’s disability, strengths, and weaknesses will better prepare the teacher to meet the individual students needs. Also, looking at the IEP will give the teacher what accommodations the student needs to be successful. Some of these accommodations may include, “Breaking tasks into smaller steps, giving directions both verbally and in writing, giving the student more time to finish schoolwork or take tasks, and class notes” (MedicineNet, 2011, p. 3).
Communication Disorders
“More than one million of the students served in the public schools’ special education programs in the 2000-2001 school year were categorized as having a speech or language impairment” (Child Development Institute, 2010, p. 1). The National Dissemination Center for Children with Disabilities states that, “Communication disorders encompasses a wide variety of problems in language, speech, and hearing. Speech and language impairments include articulation problems, voice disorders, fluency problems, aphasia, and delays in speech and/or language” (ComeUnity, 1990, p. 1). In the article, Problems with Academics: Communication and Learning Disorders, it stated that “In communication disorders children have significant difficulty producing speech sounds, using spoken language to communicate, or understanding what other people say” (Cook & Cook, 2010, p. 1). Causes of communication disorders include hearing impairments, physical disabilities, developmental disabilities, learning disabilities, and pervasive development disorders, or autism spectrum disorders.
“A child with speech or language delays may present a variety of characteristics including the inability to follow directions, slow and incomprehensible speech, and pronounced difficulties in syntax and articulation” (ComeUnity, 1990, p. 2). They may also have difficulty attending to a conversation, pronouncing words, perceiving what is said, expressing oneself, or being understood by others (CEC, 2010, p. 1). If a child is experiencing a hearing loss they may, “Appear to strain to hear, ask to have questions repeated before giving the right answer, demonstrate speech inaccuracies, or exhibit confusion during discussion” (ComeUnity, 1990, p. 2).
“Communication skills are at the heart of life’s experience, particularly for children who are developing language critical to cognitive development and learning” (American Speech-Language-Hearing Association, 2008, p. 1). Reading and writing skills are developed through a child’s ability to hear and speak. When these skills are not developed due to a communicative disorder, assessment needs to be done to determine what services and interventions would be best for the child.
In order to provide a clear picture of what is going on with the child, parents, teachers, audiologists, psychologists, social workers, guidance counselors, physicians, and dentists all need to work together. This educational team would work together to provide language and speech assessments to determine the needs of the student. “ Services to the students with communication problems may be provided in individual or small group sessions, in classrooms or when teaming with teachers or in a consultative model with teachers and parents. Speech-language pathologists integrate students’ communication goals with academic and social goals” (CEC, 2008, p. 2).
Giftedness
“High-IQ gifted students make up 3% to 5% of the school-age population and that many forms of talents do not require a high IQ. Perhaps 10% to 15% of students possess such talents” (Heward, 2009, p. 528). Giftedness, or “those children who give evidence of high-achievement or capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who need services and activities not ordinarily provided by the school in order to fully develop those capabilities” (Heward, 2009, p.528) comes in many forms and is often misunderstood and underrepresented in education. Heward (2009), characterizes the gifted child as having the ability to learn, retain and use large amounts of information relating ideas across domains and being able to make judgments based on reasoning. Also, the child with special talents and abilities is able to see and understand systems in ways typical persons may not be able to grasp while suggesting the ability to comprehend and manipulate abstract thought and creating creative solutions to problems by restating the question (2009).
Causes of giftedness are still being researched. However, in the article Scans Show Different Growth for Intelligent Brains, researchers have stated that the brain of the gifted child develops differently from other children. “The brains of highly intelligent children develop in different pattern from those with more average abilities” (Wade, 2006, p. 1).
“Identification and assessment of giftedness usually involves a combination of tests, achievement measures and observations of the child’s performance and interest levels in specific domains” (Stonecipher, 2010, p. 2). Heward (2009) states that, “Characteristics of gifted and talented students include the ability to rapidly acquire, retain and use large amounts of information, relate one idea to another, make sound judgments, perceive the operation of larger systems of knowledge that others may not recognize, acquire and manipulate abstract symbol systems, and solve problems by reframing the question and creating novel solutions.
The curriculum for gifted students needs to be rigorous and have high expectations. According to Heward (2009), Gifted students need both content knowledge and the abilities to develop and use that knowledge effectively along with a differentiated curriculum that focuses on their strengths (p. 506). Heward (2009), “Recommends the following features for curriculum and instruction for gifted and talented students:
*Based on learning characteristics of academically talented students in their area of strength.
*Possessing academic rigor.
*Thematic and interdisciplinary” (p. 507).
Dual Diagnosis
“Dual diagnosis or co-morbidity is the presence of more than one diagnosis or condition at the same time” (Stonecipher, 2010, p. 3). Children diagnosed with a learning disability often have another disability. These disabilities can include a communicative disorder, behavior disorders, Attention Deficit Disorder (ADD), and Attention Hyperactivity Disorder (ADHD). “6.3% of school aged children receiving speech therapy services for communication disorders are experiencing co-concurring conditions including intellectual disabilities, autism spectrum disorder and emotional, behavioral disorders” (Stonecipher, 2010, p. 3).
Conclusion
In conclusion, teachers need to be prepared to teach a wide range of students with varying needs. They need to prepare themselves by learning about the different learning disabilities, communicative disorders, and giftedness. This way he or she can prepare curriculum that will meet those students individual needs.
Resources
Child Development Institute. (2010). Children with communication disorders. Retrieved on January 17, 2011, from
ComeUnity. (1990). Childhood communication disorders FAQ. Retrieved on January 17, 2011, from
Cook, J. L. and Cook, G. (2010). Problems with academics: Communication and learning disorders. Education.com. Retrieved on January 18, 2011, from
Council for Exceptional Children. (2010). Children with communication disorders. Retrieved on January 18, 2011, from
Heward, W.L. (2009). Exceptional children: An introduction to special education (9th ed.). Upper Saddle River, NJ: Merrill.
MedicineNet. (2011). Learning disabilities. Retrieved on January 17, 2011, from
Stonecipher, C. (2010). Learning disabilities, communication disorders, and giftedness. Factoidz. Retrieved on February 18, 2011, from
Wade, N. (2006). Scans show different growth for intelligent brains. The New York Times. Retrieved on February 18, 2011, from
