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Theoretical Foundations In Learning Disability

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c) Word problem
Children with Learning Disability may find it very difficult to solve word problems both owing to reading deficit and a lack of analysis and reasoning skills. Most word problems involve a fair degree of abstract thinking and inferential reasoning. In the absence of concrete manipulative objects the child is unable to tackle these problems. Another area of difficulty arises from not knowing which operation or process to use. “Does the problem require addition or division”? The child must be given repeated practice to avoid this using a trial and error method and to develop a systematic approach to problem solving.
Dyscalculia is not a very common form of disability. There are several symptoms that confirm the presence of …show more content…

Theory provides perspectives for examining and interpreting the various branches of the field. It is also helpful in sorting and evaluating the bewildering deluge of new materials, techniques, machines, gadgets, methods and mediums confronting the educator. Theories in this context are meant to be working statements. As Dewey (1946) wrote, theories are not meant to be ideas frozen into absolute standards masquerading as eternal truths or programs rigidly adhered to. Rather, theory is to serve as a guide in systematizing knowledge and as a working concept to be modified in the light of new knowledge. The psychological theories that provide the underpinnings for the field of Learning Disability as explained by Janet Lerner are given …show more content…

What is sometimes thought to be a learning problem in a child may be merely a lag in the maturation of certain processes. It is important to those who have the responsibility of providing the educational environment for the child to be aware of the child’s stage of maturation and of any lags in maturation that may be present.
Theories of maturational development have significant implications for understanding and teaching learning disabled children and youth. The theory suggests that the cognitive abilities of the child are qualitatively different from those of the adult. Cognitive abilities develop in a sequential fashion that cannot be altered. Further, as children mature, their ways of thinking continually

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His parents could require him to work out five word problems, with a goal that he work out four out of five (80%) correctly before moving on to higher level problems. As his math and applied problem fluency increases, the problems could be harder and the number of problems per session can be increased (7, 8, 9, 10 word problems per sheet). The focus can still be on 80% of the problems correct even as the difficulty and quantity of problems increase. This is based on “Standard - CC.2.1.4.B.2 Using place value understanding and properties of operations to perform multi-digit arithmetic” and “Standard - CC.2.1.5.B.2 extending an understanding of operations with whole numbers to perform operations including

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