Learning Disabilities In Education

At some point in an educator’s career they will have the privilege to work with some exceptional students. These students will be unique and puzzling because they may have a learning disability. What is puzzling about these students is that they will understand something one day and it will click and the next day it will be gone, and they will not understand. It is important as teachers that these students are not mistaken for being lazy or dumb. They have the same amount of potential as any other child, but they may need help to reach their best. Mercer & Pullen (2009), explains that there is no one definition for learning disabilities, in fact 11 definitions have arose because the history and research is constantly changing. “Children

Although I think it is important for students to be held to high expectations It would be difficult to hold every student to the same expectations. I am against Gartland & Strosnider for two reasons. First each student is unique and learns in their own way and at their own pace. Therefore, implementing HQES for all students including students with learning disabilities will cause more frustration and harm than good. Second teachers have a hard-enough time trying to instruct and help students reach Common Core grade level standards. As stated in the article “Learning disabilities affect about half of all students with disabilities in the U.S. and make learning academic content and skills difficult and frustrating. Without specialized individualized instruction students with learning disabilities often struggle to meet grade-level standards. Although I disagree with the position that the authors take the article brought up multiple education changes that need to take place in order for learning disabled students to reach the HQES. “With appropriate supports and individualized instruction, as well as strong collaboration among education professionals comes a genuine opportunity for students with learning disabilities to master High-Quality Education Standards and enhance college and career readiness”

Through this professional development both general education and special education educators would gain knowledge that ensures deepening understanding of the High-Quality Education Standards and Universal Design for Learning. These educators would be coached by effective, experienced, education professionals on how to align curriculum and instructional strategies to meet needs of students with learning disabilities. They would also learn to use valid appropriate assessments that reveal student’s strengths, needs and achievement levels taking into account accommodations and modifications that are reflected on their Individualized Education Plan (IEP) or 504 Plan. With this professional development and changes in instruction Gartland & Strosnider advocate that learning-disabled students would be able to reach