TEACHER & PARENT S ROLE : A MULTIDIMENSIONAL SOURCE TO OVERCOME LEARNING DISABILITY (LD)

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1 KAAV INTERNATIONAL JOURNAL OF ARTS,HUMANITIES & SOCIAL SCIENCES TEACHER & PARENT S ROLE : A MULTIDIMENSIONAL SOURCE TO OVERCOME LEARNING DISABILITY (LD) Dr. JAGTAP MANISHA VASANTRAO. Asst.Professor,IDEAL, North Maharashtra University,Jalgaon (Maharashtra) (M.Sc,M.Ed,M.Phil,Ph.D, SET & NET (Edu.), M.A.(Sioc).& M.A.Psychology (appeared) ABSTRACT Learning is the process by which a relatively change in potential behavior occurs because of practice or experience. Learning disability (LD) is a descriptive diagnosis or concept, not a disease or illness. Learning Disabilities (LDS) emerged from a need to identify and serve learning disabled children. The term Learning disability (LD) was first coined by Samuel Kirk in 1963 to describe children who have serious problems in schools but do not fall under other categories of handicap. This is conceptual paper & the purpose is to study overview on findings from conducted various researches in India & in Abroad. The document provides a general description of learning disabilities with a focus on the most common type of disability Learning disabilities (LD). Being a teacher educator I would like give guideline to parents & teachers for play a prominent role as a pathfinder to know your child. 41

2 Because students with learning disabilities have the potential to be successful academically and socially. Teachers & Parents can change the trajectory for children at risk for failure in reading, writing, solving arithmetic examples etc. As per my opinion Success is dependent on educational programming that is suited to the student s individual strengths, needs, and learning characteristics. Key Words - Learning disability (LD), role of parents & teachers. Introduction: The American Speech-Language-Hearing Association states that learning disabilities can be a cause of speech-language difficulties."learning Disabilities refer to a number of disorders which may affect the acquisition, organization, retention, understanding or use of verbal or nonverbal information. These disorders affect learning in individuals who otherwise demonstrate at least average abilities essential for thinking and/or reasoning. As such, learning disabilities are distinct from global intellectual deficiency. In a recent study carried out at our clinic,children with SpLD who availed the benefit of provisions showed a significant improvement in their academic performance at the Secondary School Certificate board examination.their mean total marks increased by 22%; from 41% before diagnosis of SpLD to 63% after availing provisions. Learning disability affects someone s ability to understand new or complex things and to cope independently. Most develop before a child is born, during birth, or because of a serious illness in early childhood. Approximately per cent of people with learning disabilities experience risk factors associated with mental health problems. Learning disabilities are lifelong. Learning disabilities are due to genetic and/or neurobiological factors or injury that alter brain functioning in a manner which affect one or more processes related to learning. These disorders are not due primarily to hearing and/or vision problems, socio-economic factors, cultural or linguistic differences, lack of motivation, or ineffective teaching, although these factors may further complicate the challenges faced by individuals with learning disabilities. Need/ Significance of Study: There are a few Indian studies that have explored the neuropsychological profiles of children with learning difficulties. The State of Learning Disabilities Facts, Trends and Emerging 42

3 Issues (Third Edition, 2014) a publication of the National Center for Learning Disabilities(Source: 2012 Survey of Public Perceptions of LD, NCLD) focused on statistics about the percentage of Learning Disability is that,22% people think LD caused by to much time spend watching T.V.,31% people believe LD caused by poor diet,24% people believe LD caused by childhood vaccination,& more than 1/3 rd people think LD caused by in early childhood parent/teacher involvement. The diagnosis of a learning disability is important for many reasons. It provides teachers and parents with specific information about an individual, and guides appropriate interventions. A diagnosis verifies that a student has a disability and is not just lazy or not trying hard enough. The diagnosis may enhance the individual s understanding of their disability as a wealth of literature exists to substantiate the difficulties they are experiencing. The diagnosis may also give students access to many services and programs such as employability assistance and supports in postsecondary education. Although the diagnosis is helpful for many reasons, it is important to emphasize that teachers should not wait for a formal diagnosis prior to providing interventions for students. Objectives: 1.To study basic concept & types of Learning Disability. 2.To overview research findings on Learning Disability. 3. To suggest guidelines for Parents & Teachers to handle Learning Disable child. 4. To study Legal Provisions on Learning Disability. Methodology: For this study. Descriptive survey method is used. I reviewed various research results and opinions, personal experience to explain the various dimensions of Learning Disability and how it impacts on child Behavior. Conceptual Description: Symptoms to Recognizing a Student with a Learning Disability : Student is physically normal. Average or above average intelligence. Commonly found in classes: dyslexia and ADD/ADHD( Attention Deficit Hyperactivity Disorder). Many LDs need to be medically diagnosed. have average or above average ability (thinking and reasoning). 43

4 demonstrate below average academic achievement. demonstrate a significant difference between achievement and ability. have processing difficulties. less engaged in learning tasks - poorly organized in both thoughts and work habits. less confident in their ability to learn - frustrated with difficult work tasks. less willing to take risks in learning situations - discouraged by their lack of success. unable to cope with multiple instructions. Types of Learning Disabilities : Although students with learning disabilities may share some common attributes, there are many different types of learning disabilities. Some of the most common learning disabilities are outlined below. Important note: The material here is descriptive only, not to be used for diagnostic purposes. Arithmetic Disorder (Dyscalculia) -A student with arithmetic disorder might have difficulty with organizing problems on the page, keeping numbers lined up,following through on multiple step calculations, such as long division,signs, confusing basic operations and facts Writing Disorder Writing Disorder (Dysgraphia) -A student with writing disorder might experience some of the difficulties to writing; e.g., mixing print and cursive, upper and lower case, irregular sizes, shapes or slant of letters, inconsistent positioning on the page, with respect to lines and margins,unfinished words or letters, omitted words and many spelling mistakes. Reading Disorder (Dyslexia) is generally characterized by difficulties with the alphabet, word recognition, decoding, spelling, and comprehension. A student with reading disorder might have difficulty with the naming, learning the sequence of or printing the alphabet, memorizing non-phonetic words,retelling a story in sequence of events. Spelling disorders (Dysorthographia) are generally characterized by difficulties with spelling. arbitrary misspellings, errors in conjugation and grammar. Other Disorders : Auditory Processing Disorder Visual Processing Disorder 44

5 Sensory Integration (or Processing) Disorder Organizational Learning Disorder Social Cue Disorder Differentiated Instruction Literature Review: Review-Review of literature is an essential aspect of investigations related to the research study. I go through various research articles, research findings gives in literature, Books, ERIC Data presented an exhaustive survey of researches with regard to learning disability and instructional material. I have taken brief findings from year 2005 to up to. Studies Conducted in Indian context The various research studies conducted in relation to learning disabilities in Indian conditions are presented as follows: The National Curriculum Framework, 2005 also recommends an inclusive curriculum that ensures full participation of all children including first generation learners, learning disabled, slow learners and children from SC and ST (NCERT, 2005). Chintamani (2006) conducted a study of social competence of children with learning disabilities compared to class mates of low and average to high achievement. It was concluded that children with learning disabilities and their low achieving classmates do not appear to have accurate self perceptions of social acceptance. The prevalence study on Learning Disability conducted at the L.T.M.G. Hospital, Sion,Mumbai reveals that of the total number of 2,225 children visiting the hospital for certification of any kind of disability, 640 were diagnosed as having a Specific Learning Disability. These children came from the lower, middle and upper middle socioeconomic strata of society. Referral was due to their poor school performance (LTMG, 2006). Kulkarni and Karande (2007) examined educational provision and learning disability. The result shows that there was as significant improvement in their academic performance at the SSC board examination. Nidhi and Bora (2008) studied on Inclusive education practices for students with disabilities. The result of the study on the development and the use of the triptych environment activities interactions for learning disabled student. 45

6 Amruth and Devika (2009) examined effect of school remediation program on the academic achievement of student with disabilities. The finding of this research study indicated that program participants demonstrated positive response. Gupta and Vashishtha (2010) conducted a study of predictors of social competence in learning disabled adolescent. It can be concluded that social problem solving skills and conflict resolution turn out to be strong predictors of social competence. Prasand and Vashishtha (2011) conducted study on social anxiety as determinant of self concept and self efficacy of dyslexic children and non dyslexic children. The conclusion of the study is that dyslexic children lead a different life than non dyslexic children. Rani and Kapoor (2012) conducted a study on development of teaching learning material for Home Science students with learning disabilities. The conclusion of the study was that learning disabled children need additional assistance to increase their academic achievement. Studies Conducted in Abroad The various research studies conducted in relation to learning disabilities abroad are as follows: Fontenot (2005) examined the attitudes of rural, suburban and urban public elementary school principals in Texas regarding the inclusion of students with disabilities into the general education classrooms. Neither general education teaching experience nor special education teaching experience was significantly correlated with attitude. Brien (2006) evaluated the impact of video models on three levels the extent to which the video models improve the ability for students with learning disabilities to learn the foundational information and rationale of a strategy. Students in the video model focus group indicated that they benefited from the explicit, positive peer models demonstrated in the video. Kazemi (2006) examined the psychological factors in learning disabilities. it was proposed that low academic achievement leads to low academic self concept, perceived academic inefficiency, maladaptive attribution patterns, low social adjustment lends to perceived social inefficiency which in turn leads to higher anxious and depressed moods in these students. 46

7 Russell (2007) presents results of a meta-analysis on writing interventions for students with learning disabilities and draw implications for practice. Results indicated that the interventions used in the research studies constantly produced strong effects on the quality of student s writing as well as student s sense of efficacy and understanding of the writing process. Ray (2008) conducted a study on evaluate the efficiency of the development algebraic literacy Model: Pre passing special educator to implement effective mathematics practices. Result indicated an increase in perseveres teacher s attitude towards mathematics instruction. Anette (2010). Conducted a study on learning difficulties and academic competence among children with and without learning disabilities. Result was interpreted as indicating that children with learning disabilities have low academic competence and need special assistance. Shyanne Sansom (2015) A discussion of the academic needs as well as the social and emotional needs of these students was included. Gifted and learning disabled students social, emotional and intellectual needs are often overlooked in the effort to remediate their disability. Identification of these students and the challenges associated with it were examined. Legislative Provisions 1. Maharashtra Government Maharashtra Government has provided concessions for children with LD from Standards I to XII. 2. Delhi University to grant admission to dyslexic students under a three per cent quota for people with disabilities (The Tribune,June 22, 2004). 3. Goa Govt. Incentive Scheme for Special Children- In February 2005, the Goa Government introduced a novel scheme in promoting education among children with special needs, slow learners and children with LD, in the state (Govt of Goa, 2005) 4. In recent years, the Government of India has launched Sarva Shiksha Abhiyan for Universalization of Elementary Education. The objective of UEE cannot be achieved without including children with special needs including LD under the ambit of elementary education. 47

8 5. 1st April 2010, the Government of India has implemented the Right of Children to Free and Compulsory Education 2009 (RTE Act) which makes education free and compulsory to all children, including those with disabilities, in the 6-14 years age group. Multidimensional Role of Teachers & Parents : Parents role is critical. Parents represent long-term advocacy and support for their child and must have a meaningful, integral, and authentic role as a team member. All families react differently to the diagnosis of their child. Having a child with a learning disability may be very challenging. Each student with a learning disability presents with his/her own learning style,needs, strengths, and interests. However, educators and parents may need to assist the student in identifying strengths and pursuing interests. It is important for students with learning disabilities to identify an interest, hobby, or an area in which they can excel. It is also important for students to have a clear understanding of their learning ability and disability. This understanding can provide the basis for building a positive self-image that will support the development of a competent and successful person. Parents being the greatest advocates,empowering them can bring about major changes in processes and policies that would be beneficial for all children with LD. The involvement of parents can mobilize entire communities to be part of this support movement. Teachers role - In India, mainly the lecture and blackboard method of teaching is used. This poses difficulties for children with auditory or/and visual processing problems. For them, activities involving Find out and emphasize what the student's strengths and interests are. Give the student positive feedback and lots of opportunities for practice. Provide instruction and accommodations to address the student's special needs. Examples include:breaking tasks into smaller steps, and giving directions verbally and in writing. Learn about the different testing modifications that can really help a student with LD show what he or she has learned. Teach organizational skills, study skills, and learning strategies. These help all students but are particularly helpful to those with LD. 48

9 Work with the student's parents to create an educational plan tailored to meet the student's needs. Establish a positive working relationship with the student's parents. Through regular communication, exchange information about the student's progress at school. Correct the student's work as soon as possible to allow for immediate gratification and feedback. Use multi-sensory teaching methods whenever possible. Allow the student the same anonymity as other students (i.e., avoid pointing out the student or the alternative arrangements to the rest of the class). Conclusion- I found that Specific Learning Disability being language based, this has disastrous effects. Hence children with even mild processing deficiencies have great difficulty in learning and achieving.so many Psychological, Sociological; Emotional factors are caused LD.Our government has provide good practices for LD. Suggestion 1. The B.Ed. colleges could run foundation courses in disabilities for teachers as part of their regular curriculum. 2. Children should be exposed to various pre-vocational skills early in school and then be allowed to choose other subjects such as carpentry, drama, catering, art, etc. whilst graduating from school. 3. MA course in Psychology does not include LD. Conduct Research at University Level focused on interventions and dynamic assessment tools. 4. Offering choice of subjects as well as appropriate accommodations at secondary school/board/college level. References: 1. Saravanabhavan S, Saravanabhavan RC. Knowledge of learning disability among pre- and in-service teachers in India. Int J Spec Educ. 2010;25: The Right of Children to Free and Compulsory Education Act, 2009 [Internet]. New Delhi: Ministry of Law and Justice (IN), Legislative Department; 2009 Aug 27.Available from: Elementary/free%20and%20 compulsory.pdf. 49

10 3. Karande S, Mahajan V, Kulkarni M. Recollections of learning-disabled adolescents of their schooling experiences : A qualitative study. Indian J Med Sci.2009;63: Berry, R. W.A. (2006). Teacher talk during whole-class lessons. Engagement strategies to support verbal participation by students with learning disabilities. Learning Disabilities Research & Practice, Vol. 21, No. 4, pp The power to hope, to learn, and to succeed. (2005). National Center for Learning Disabilities. Retrieved from 6. Malhotra S, Kohli A, Arun P. (2002)Prevalence of psychiatric 14. disorders in school children in Chandigarh, India. Indian J Med Res; 116 : Kohli A, Malhotra S, Khehra N, Mohanty M.( 2007) Deficits and clinical profile of the children with specific learning disability. Indian J Clin Psychol 34 : Konantambigi RM, Shetty M. (2008). Teacher identification of learning problems comparisons with other measures. In: Thapa K, van der Aalsvroot GM, Pandey J, editors. Perspectives on learning disabilities in India: current practices and prospects. New Delhi: Sage Publications; p Shyanne Sansom (2015).Gifted Students with Learning Disabilities: A Current Review of the Literature Acta Scientiae et Intellectus ISSN: Vol.1. No Bianco, M., & Leech, N.L. (2010). Twice-exceptional learners: Effects of teacher preparation and disability labels on gifted referrals. Teacher Education and Special Education, 33(4), Horne, J. & Shaughnessy, M. (2013). The response to intervention program and gifted students: How can it facilitate and expedite educational excellence for gifted students in the regular education setting? International Journal of Academic Research, 5(3), Yssel, N., Adams, C., Clarke, L.S., & Jones, R. (2014). Applying an RtI model for students with learning disabilities who are gifted. Teaching Exceptional Children, 46(3), D Angiulli, A., & Siegel, L. (2003). Cognitive functioning as measured by the WISC-R: Do children with learning disabilities have distinctive patterns of performance? Journal of Learning Disabilities, 36(1),

11 14. Graham, S., Harris, K. R., & Fink, B. (2000). Is handwriting causally related to learning to write?treatment of handwriting problems in beginning writers. Journal of Educational Psychology,92, National Centre for Learning Disabilities. Response to intervention. [Online] [cited 2006 Sept];Available from: URL: NCERT. National curriculum framework 2005.[Online] [cited 2006 Apr]; Available URL: ms.pd 17. Schwab Learning. Parent s guide to differences and disabilities in learning. [Online] [cited 2006Sept];[22]. Available from: URL: 18. McLoughlin, J. & Lewis, R.B. (2005). Assessing students with special needs (6th ed.). Merrill Prentice Hall. Upper Saddle River, 19. The power to hope, to learn, and to succeed. (2005). National Center for Learning Disabilities. Retrieved from S.S.Chauhan (2004), Advanced Educational Psychology, Vikas Publishing House PVT.LTD., New Delhi S.K. Mangal (2008), Advanced Educational Psychology, PrenticeHall of India Private Limited. New Delhi. 22. The State of Learning Disabilities Facts, Trends and Emerging Issues (Third Edition, 2014) A publication of the National Center for Learning Disabilities 51