The term Specific Learning Disability (SLD) exists as a kind of catch-all to label individuals who have deficiencies in “one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia” (Individuals With Disabilities Education Act, 2006). Qualifying for SLD, along with any of the other twelve categories of special education, allows the student to receive academic support in the least inhibitive environment possible, despite their disability.
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The 2002 Learning Disability Roundtable specified that “SLD are specific in the sense that these disorders each significantly affect a relatively narrow range of academic and performance outcomes” (Bradley, Danielson, & Hallahan, 2002), implying that with these particular deficits addressed, the individual is much more likely to be successful in their future academic endeavors. Although those affected by a specific learning disability are often able to learn in a general education classroom setting, small accommodations can be made to compensate for whatever area or areas the student lacks. Whether that’s with personalized test taking procedures, alternative assignments, or even just someone to read the assignment out loud to the child, it can make all the difference. Sternberg argued that early attempts at preventing the development of the disability, rather than remediation once the disorder has already made itself known, could drastically diminish the number of children that meet the diagnostic criteria for learning disabilities each year. He finishes by urging that we focus on students’ range of strengths, and compensate for the weaknesses (Sternberg & Shaughnessy, …show more content…
The IEP goes into detail regarding which learning methods work best for the student, how the student most effectively demonstrates learned knowledge, and what those assigned to the case can and must do to assist the student’s education, albeit if the methods are a bit unconventional (Individuals With Disabilities Education Act, 2006). This plan is tailored to the child’s individual necessities and seeks to guide the student in reaching academic achievements faster than they would have if left to their own
The 2002 Learning Disability Roundtable specified that “SLD are specific in the sense that these disorders each significantly affect a relatively narrow range of academic and performance outcomes” (Bradley, Danielson, & Hallahan, 2002), implying that with these particular deficits addressed, the individual is much more likely to be successful in their future academic endeavors. Although those affected by a specific learning disability are often able to learn in a general education classroom setting, small accommodations can be made to compensate for whatever area or areas the student lacks. Whether that’s with personalized test taking procedures, alternative assignments, or even just someone to read the assignment out loud to the child, it can make all the difference. Sternberg argued that early attempts at preventing the development of the disability, rather than remediation once the disorder has already made itself known, could drastically diminish the number of children that meet the diagnostic criteria for learning disabilities each year. He finishes by urging that we focus on students’ range of strengths, and compensate for the weaknesses (Sternberg & Shaughnessy, …show more content…
The IEP goes into detail regarding which learning methods work best for the student, how the student most effectively demonstrates learned knowledge, and what those assigned to the case can and must do to assist the student’s education, albeit if the methods are a bit unconventional (Individuals With Disabilities Education Act, 2006). This plan is tailored to the child’s individual necessities and seeks to guide the student in reaching academic achievements faster than they would have if left to their own