Learning disabilities are known as neurology based problems that may affect one’s learning. According to Learning Disabilities of America (LAD) it may impede one from acquiring certain skills such as math, reading and writing (LAD, 2015); and may interfere with higher level of skills, for instance, time planning, organization, abstract reasoning, long and short term memory and attention. It is crucial to realize that learning disabilities may have long lasting effect on one’s life as he or she learn, establishing relationship and preparing a career.
Reading curriculum and adaptations
Allowing students to gain access and make progress in the general education curriculum has become a fundamental obligation of the federal law that govern education …show more content…
There are two types of curriculum modification that can be implemented to increase student access (Lee et al., 2010): Curriculum adaptation- which deals with the ways in which content is presented or in which students engage and respond to the curriculum. The modifications do not change, but they search to provide numerous means for students to gain access and respond to the content, often accomplished by implementing principles of Universal Design for learning (Lee et al., 2010). UDL means designing teaching material and activities in order to make them content information available for all students. UDL increase flexibility in how teaching material presents the content, how teachers deliver the content and how the student give evidence of their learning. Lee et al (2010) mentioned teachers reach flexibility in representing and presenting content when they use many different formats such as text, graphics or pictures, digital and multiple media (audio or video), or performance formats (plays, skits) and when they utilize different means to provide content information such as lectures, visual presentations, for instance, power point, role playing, or computer-mediated instruction. In the same way, students can deliver evidence of their learning by reports, exams, portfolios, drawings, performances, oral reports, videotaped …show more content…
They often experience problems with accurate and fluent word recognition and show low spelling and decoding abilities. Students with skill discrepancy in decoding, fluency, and spelling, also have problem understanding, poor vocabulary and lack of background knowledge. According to Williams (1998) tightly-structured, multisensory, and comprehensive phonics instruction present in a mature format are needed for struggling readers, phonics must be directly taught also direct and focused instruction in the sound/symbol of English. Williams (1998) uses an Orton-Gillingham based curriculum which include instructional principles that are known as the most successful strategies to use with student with LD or dyslexic: a) multisensory-which involves the uses of the senses to learn to read, b) alphabetic phonics-which teaches direct and consistent between letters and sounds they represent, c) synthetic analytic that includes teaching students to blend sounds together to reads words and to segment words into their element sounds to spell them, d) structure-every lesson introduces one particular element at a time, f) systematic-meaning the entire system of English is introduced, g) sequential- is the order in which the system of English phonics is presented, it is logic and consistent, h) cumulative- when a new element is introduced, that element is systematically revised throughout the rest of the program, i)
Reading curriculum and adaptations
Allowing students to gain access and make progress in the general education curriculum has become a fundamental obligation of the federal law that govern education …show more content…
There are two types of curriculum modification that can be implemented to increase student access (Lee et al., 2010): Curriculum adaptation- which deals with the ways in which content is presented or in which students engage and respond to the curriculum. The modifications do not change, but they search to provide numerous means for students to gain access and respond to the content, often accomplished by implementing principles of Universal Design for learning (Lee et al., 2010). UDL means designing teaching material and activities in order to make them content information available for all students. UDL increase flexibility in how teaching material presents the content, how teachers deliver the content and how the student give evidence of their learning. Lee et al (2010) mentioned teachers reach flexibility in representing and presenting content when they use many different formats such as text, graphics or pictures, digital and multiple media (audio or video), or performance formats (plays, skits) and when they utilize different means to provide content information such as lectures, visual presentations, for instance, power point, role playing, or computer-mediated instruction. In the same way, students can deliver evidence of their learning by reports, exams, portfolios, drawings, performances, oral reports, videotaped …show more content…
They often experience problems with accurate and fluent word recognition and show low spelling and decoding abilities. Students with skill discrepancy in decoding, fluency, and spelling, also have problem understanding, poor vocabulary and lack of background knowledge. According to Williams (1998) tightly-structured, multisensory, and comprehensive phonics instruction present in a mature format are needed for struggling readers, phonics must be directly taught also direct and focused instruction in the sound/symbol of English. Williams (1998) uses an Orton-Gillingham based curriculum which include instructional principles that are known as the most successful strategies to use with student with LD or dyslexic: a) multisensory-which involves the uses of the senses to learn to read, b) alphabetic phonics-which teaches direct and consistent between letters and sounds they represent, c) synthetic analytic that includes teaching students to blend sounds together to reads words and to segment words into their element sounds to spell them, d) structure-every lesson introduces one particular element at a time, f) systematic-meaning the entire system of English is introduced, g) sequential- is the order in which the system of English phonics is presented, it is logic and consistent, h) cumulative- when a new element is introduced, that element is systematically revised throughout the rest of the program, i)