Learning Disability and Intellectual Disability

SPED 463 CSUF Sum 2016

Discussion 5

My Personal Experiences With Students with a Disability

My personal experience with a student with a Learning Disability

Did the student demonstrate the same characteristics as stated in the course?A learning disability is a processing disorder which affects the ability to understand or use language, and may result in difficulties in listening, thinking, speaking, reading, writing, spelling, and mathematics. Students with learning disabilities usually have average or above average intelligence. There seems to be a gap between the student’s ability and actual achievement.Students with learning disabilities display one or more of the following primary characteristics: Reading problems (decoding and / or comprehension), difficulties in written language, and underachievement in math.  Secondary characteristics might include poor social skills, inattention, hyperactivity, and behavioral problems. A student can be found eligible for special education services as a student with a specific learning disability in one or more of the primary areas, if the student’s education is adversely affected.”  ( http://do2learn.com/disabilities/CharacteristicsAndStrategies/SpecificLearningDisability_Characteristics.html 6/11/2016
I had two experiences with students with a Learning Disability who were also EL.  They were hard working students, who came to class everyday and prepared to do their work.  They were behind and this is why they were in Resource room English, but by the end of the year both students were writing full paragraphs, with full complete sentences.  There were writing every day, processing and completing assignments in a traditional format, which was 2004. Since than, I have learned and could apply so much more to their learning, but they were successful.  Both of them. I adapted the curriculum, by having the students listen to the written text, while following along in their own book. They would use a bookmark to follow along with the words, while listening to the recording of the story.   I used to tell them, every day, that they hear, see and write the word, then they will eventually understand and remember the word, and they did.  
My experience with modifying curriculum.  I modified the curriculum, by having the students follow along in their own textbook while hearing to the story at the same time.  Also, they had a paragraph in front of them, and they rewrote this paragraph in their journals. This was very effective in the student with LD to see the written word, having heard the written word, and then writing the written word down.  
https://www.youtube.com/watch?v=O0xdaCEqrU0 (6/11/2016)
  A visual of accommodations and modifications of curriculum.  I am visual and like to have references as this, in case, I need this later.  Although, I did not use any of the video’s, accommodations, I might in the future. 

My personal experience with a student with an Intellectual Disability


“The large majority of individuals considered intellectually disabled are in the mild range with an IQ of 50 to 70. For many of these individuals, there is no specific known cause of their developmental delays. The validity and reliability of the IQ tests used with these individuals are often in question. However, if a student is evaluated and scores an IQ of 70 or lower, he or she is considered to have an intellectual disability. The problems with these labels are that the guidelines can be altered, as in the 1970s when eligibility guidelines shifted and thousands that were previously “mentally retarded” were miraculously “cured” by changing federal regulation.  The two characteristics shared in varying degrees by all individuals with intellectual disabilities are limitations in intellectual functioning and limitations in adaptive behavior. Limitations in intellectual functioning often include difficulties with memory recall, task and skill generalization, and these students may demonstrate a tendency towards low motivation and learned helplessness. Issues in adaptive behavior may include difficulties with conceptual skills, social skills and practical skills. Individuals with intellectual disabilities also often exhibit deficits in self-determination skills as well, including skill areas such as choice making, problem solving, and goal setting.” http://www.projectidealonline.org/v/intellectual-disabilities/ (6/12/2015)Did the student demonstrate the same characteristics as stated in the course?  I highlighted in red the characteristics my students with an Intellectual Disability displayed in my Art classroom.  My contract teaching position in Las Vegas, included to assimilate students with Intellectual Disability into my 6th period Art class.  We tried a co-teaching classroom with another Mainstream Art teacher, but the mainstream students did not want anything to do with the students with Intellectual Disability and the classroom was chaotic and not working.  I talked with Supervisor, who suggested we return all my students with a disability back to my own classroom. One particular Art project, which I cannot remember the specifics, but I was frustrated, because one of the students with an Intellectual Disability, did the project very fast within one period.  This student’s project, had very little detail, and was simply made. There was very little creativity. I spoke to the students main teacher, because this particular student was in an enclosed classroom with other students who have an Intellectual Disability, and the teacher suggested we redo the project.  The teacher talked to her student, and this student created one more time, and the same results came with his art project. So, yes, the characteristics are the same with give or take of a few of the characteristics. He did not problem solve the creative project, had learned helplessness, by asking every step of the way, if “this okay?”  And his skill with the art project was generalized, in other words, very simple, childlike.My experience with modifying curriculum.  I modified the curriculum, by talking to his main teacher, allowing the student with Intellectual Disability to recreate his art, or at least try to recreate his art and kept trying to push creativity out of this student.

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:Kat: K. M. M.Ed

Author, Artist, Philosopher.

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