Learning Disability and Student

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Foundations

Do you think this student might have a learning disability? Why or why not?

learning disability is referred to as affecting acquisition, organization, retention, and understanding of information, both verbal and nonverbal, as gauged from perceiving, thinking, remembering, or learning. The student understands information, memorizes information, understands science concepts, and has fairly good math skills.

ADHD

Do you think this student might have ADHD? Why or why not?

ADHD is defined through three main groups of symptoms; inattention, hyperactivity, and impulsivity. Inattention; the student has messy writing, lacks focus -- struggles to read class materials, and forgets to complete homework. Hyperactivity; the student has difficulty staying at his desk, and is very talkative in class. Impulsivity; has difficulty following rules, and talks out inappropriately without raising his hand.

What assessment tools would be used to determine whether or not this student has ADHD?

There is not an established criterion for the diagnosis of ADHD (Danielson, 2015). However, heath care providers can use standard guidelines from the American Psychiatric Association's Diagnostic and Statistical Manual (DSM) or American Academy of Pediatrics for the diagnosis of ADHD. This requires gathering information of school, caregivers, and from parents/guardians.

If the student has ADHD, what treatments might help?

ADHD can be managed by treating the associated symptoms and through counseling. For example, the stomach aches that the student has can be treated through the appropriate medication, and being very talkative, for example, managed through counseling.

Assessment

What steps in the assessment process would you use to identify whether or not this student has a learning disability?

The special education teacher's assessment is recommended by the Individuals with Disability Education Act. This would involve a special education teacher and the class teacher, to evaluate whether the student has difficulties in reading, spelling, and math skills.

What would you include in an individualized education plan for this student?

The use of cues in the learning process to signify, for example, the start of a learning session - the cues would include both auditory and visual cues even in the learning process. Contingency management practices to encourage 'good' behavior, for example, raising hand before speaking.

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Because of the students challenged attention - use of appropriate scheduling with session pacing. Given the student enjoys computer games, try to incorporate computer-usage in the learning process, for example, homework that can be completed through the computer.

Settings and Services

What educational setting and supports might be appropriate for this student?

The first would be to minimize distractions in the classroom settings, for example, moving the student away from windows. Following a regular and defined timetable, and providing stimulating learning activities.

What strategies would you implement in the classroom to support this student?

The adoption of variant learning styles including audio and visual learning aids. Ensuring and maintaining eye contact with the student as much as possible to ensure he's focused and attentive. Giving clear and concise instruction and awarding good behavior for example, congratulating the student when he raised his

Speech and Language

How would you assess the speech and language skills of this student?

The recommendation by the American Academy of Pediatrics (Siu, 2015) is an ongoing test and use of screening measures at all well-visits. However, for this student, I would simply engage him in a conversation, that he is comfortable with; for example, talking about computer games that he enjoys playing. Through the conversation, I would be able to establish his speech and language competency.

What teaching strategies would you use to increase this student's language skills?

Modeling -- providing focused stimulation of the language targets for the student. Cuing -- direct and indirect verbal cues for example, asking the student to imitate a world, or nonverbal cues -- for example, giving the student a box that can't be opened without help. Using positive feedback to facilitate effective communication, for example, "That's very good, but remember to raise your hand next time."

Reading

How would you assess the reading skills of this student?

Assessing the student's reading skills would require application of a reading comprehension test. The first test would be to ask the student to read a text audibly then depending on how well he reads, ask him to complete question derived from the….....

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