Learners With Learning Disabilities: Essays Of At Least 200
I Halearners With Learning Disabilities2essays At least 200 Words Eac
I halearners with learning disabilities2essays at least 200 words each, at least 2 references. Below are 2 articles you can get the information from. - - I need 2 references for each essay - - No use of direct or verbatim quotes. Use journal articles and books as references. - - Do not put your personal beliefs, personal experiences, or personal opinions. The two questions are below 1) What is the Federal Definition (IDEA) of Learning Disabilities? (may use as a reference) but only for this essay!!! 2) Discuss the Achievement-Ability Discrepancy.
Paper For Above instruction
Essay 1: What is the Federal Definition (IDEA) of Learning Disabilities?
The Individuals with Disabilities Education Act (IDEA) provides a specific federal definition of learning disabilities, which is crucial for identifying students who require specialized educational services. Under IDEA, a learning disability is characterized by a disorder in one or more of the basic psychological processes involved in understanding or using language, spoken or written. This disorder may manifest as difficulties with listening, thinking, reading, writing, spelling, or mathematical calculations (U.S. Department of Education, 2004). Importantly, IDEA emphasizes that these difficulties are not primarily due to visual, hearing, motor, or emotional disabilities, nor are they the result of intellectual disabilities or environmental factors (IDEA, 2004). The definition aims to distinguish students who have specific learning issues from those with broader cognitive or physical impairments. It also stipulates that the learning difficulties are evident in an individual who, despite appropriate instruction, experiences significant deficits in academic achievement, which are inconsistent with their overall intelligence and background (U.S. Department of Education, 2004). The emphasis on the discrepancy between potential and performance highlights the importance of identifying and providing tailored interventions for students with learning disabilities to ensure their educational success.
Essay 2: Discuss the Achievement-Ability Discrepancy
The achievement-ability discrepancy is a pivotal concept in the identification of learning disabilities, referring to a significant gap between a student's intellectual ability and their academic achievement. Historically, this discrepancy was used to differentiate students with learning disabilities from those with intellectual disabilities (Fletcher et al., 2007). The premise is that students with sufficient intellectual ability should perform at a certain level academically; when their achievement falls substantially below their potential, this discrepancy suggests an underlying learning disability. For instance, a student with an average or above-average IQ who demonstrates persistent reading or math difficulties despite targeted instruction would be considered to have an achievement-ability discrepancy (Fletcher et al., 2007). This approach has been critiqued for its reliance on arbitrary cut-off points and the potential delay in diagnosis. Moreover, some researchers advocate for response-to-intervention (RTI) models that assess progress over time rather than relying solely on the discrepancy to identify learning disabilities (Fuchs & Fuchs, 2006). Despite debates over its effectiveness, the discrepancy model remains a significant element in many educational systems' procedures for diagnosing learning disabilities, influencing intervention strategies and educational planning.
References
- Fletcher, J. M., Lyon, G. R., Fuchs, L. S., & Barnes, M. A. (2007). Learning disabilities: From identification to intervention. Guilford Press.
- Fuchs, D., & Fuchs, L. S. (2006). Introduction to response to intervention: What, why, and how valid is it? Reading Research Quarterly, 41(1), 93-99.
- U.S. Department of Education. (2004). Individuals with Disabilities Education Act (IDEA) Part B Regulations, 34 CFR §300.8(c)(10).