Imagine being completely singled out from the rest of the group and feeling alienated—all because one didn’t have the same intellect as another person. Consequently, this is how students with learning disabilities are treated and feel. According to the Encyclopedia of the Life Course and Human Development, learning disabilities can be classified as one having cognitive limitations in “math, writing and/or reading readiness” (“Learning Disability”). In addition to having academic limitations, students—specifically elementary—who are diagnosed with a learning disability may also have a hard time retaining and understanding information as well as focusing. Because of this, students with learning disabilities (LD) are put in special education classes
…show more content…
For example, when students with LDs are put in a special ed class due to academic limitations and lack of focus, they are given a weakened version of the curriculum as opposed to what students in general ed classes will be given. When students with LDs are included in general ed classes, they get the benefit of cooperative learning—such as working in groups—between general ed peers, which will boost their academic success. Joseph and Angela Sencibaugh, authors of “An Analysis of Cooperative Learning Approaches” cite a 2000 study concluded by Johnson and Johnson which notes that, cooperative learning studies have shown a jump in scores ranging in school subjects such as a “language, math, and physical education” (qtd. In Sencibaugh). Students with LDs are known to struggle academically which is detrimental to their academic success when secluded. When they are put into mini groups to do an assignment based off the lecture in a general ed class, their general ed peers can break down what the teacher is explaining—in their own words—which gives the students who are struggling a simpler version of the information. In the end, their general ed peers can demonstrate other methods to comprehend the material being lectured, thus resulting in an increase of their academic …show more content…
One might argue that when students with LDs are put in general ed classes, the probability of getting picked on and feeling worse about themselves is higher. Keith MacMaster, Leslie Donavon, and Peter MacIntyre, authors of “The Effects of Being Diagnosed with A Learning Disability”, included a 1997 study done by Gresham & MacMillan and states that, “children with learning disabilities tend to be perceived negatively by both teachers and peers” (qtd. in MacMaster, Donavon, & MacIntyre 101) which puts students with LDs at a higher risk for their general ed peers to poke fun at them when they are unable to answer a problem and/or get frustrated and act out. Nevertheless, students with LDs who are included helps to increase their self-esteem by demonstrating that they are equals to their general ed classmates. It encourages them not to feel ashamed of their intellectual limitations since they are grouped with other kids who are portrayed as intellectually normal, which makes them feel special as they are given the same treatment and potential to feel, act, and learn like a normal person, regardless of their limitations. In addition, their general ed peer may gain more of an understanding to their classmates with LDs as they are around them frequently and see how much of a fight they put up to do better, which can
For example, when students with LDs are put in a special ed class due to academic limitations and lack of focus, they are given a weakened version of the curriculum as opposed to what students in general ed classes will be given. When students with LDs are included in general ed classes, they get the benefit of cooperative learning—such as working in groups—between general ed peers, which will boost their academic success. Joseph and Angela Sencibaugh, authors of “An Analysis of Cooperative Learning Approaches” cite a 2000 study concluded by Johnson and Johnson which notes that, cooperative learning studies have shown a jump in scores ranging in school subjects such as a “language, math, and physical education” (qtd. In Sencibaugh). Students with LDs are known to struggle academically which is detrimental to their academic success when secluded. When they are put into mini groups to do an assignment based off the lecture in a general ed class, their general ed peers can break down what the teacher is explaining—in their own words—which gives the students who are struggling a simpler version of the information. In the end, their general ed peers can demonstrate other methods to comprehend the material being lectured, thus resulting in an increase of their academic …show more content…
One might argue that when students with LDs are put in general ed classes, the probability of getting picked on and feeling worse about themselves is higher. Keith MacMaster, Leslie Donavon, and Peter MacIntyre, authors of “The Effects of Being Diagnosed with A Learning Disability”, included a 1997 study done by Gresham & MacMillan and states that, “children with learning disabilities tend to be perceived negatively by both teachers and peers” (qtd. in MacMaster, Donavon, & MacIntyre 101) which puts students with LDs at a higher risk for their general ed peers to poke fun at them when they are unable to answer a problem and/or get frustrated and act out. Nevertheless, students with LDs who are included helps to increase their self-esteem by demonstrating that they are equals to their general ed classmates. It encourages them not to feel ashamed of their intellectual limitations since they are grouped with other kids who are portrayed as intellectually normal, which makes them feel special as they are given the same treatment and potential to feel, act, and learn like a normal person, regardless of their limitations. In addition, their general ed peer may gain more of an understanding to their classmates with LDs as they are around them frequently and see how much of a fight they put up to do better, which can