The word learning disability has for long been an anathema to education more so for parents of children who are designated as such. There will always be worry about how the child will turn out in a future where academic prowess is almost the only key to success. Education can, therefore, not be considered wholesome unless and until a proper strategy is developed to educate the children with learning disabilities. The instant research proposal is geared towards eliminating segregation in school, based on learning disabilities. The focus for the research is specific to learning how to read and envisages the smarter children acting as peer teachers to those with learning disabilities.
Introduction
Any child can learn the elementary aspects of literacy if and when allowed enough time, attention, and latitude (Wong, 2011) . However, from an educational perspective, children are required to learn together (Milton et al, 2016) . A challenge will, therefore, arise when a few member of a class have learning disabilities, yet they also need to learn. This challenge is most prevalent when teaching children how to read. The teacher will be left in a quagmire since teaching in a normal fashion may mean that the special needs children will not learn (Cortiella & Horowitz, 2014) . Yet, paying special attention to the children with learning disabilities may inordinately disadvantage the average and above average children in the class. The simple answer would be separate the challenged children so as to give them the unenhanced assistance they need (Shah, 2007) . However, at the end of the line, there will only be one world with all these children supposed to live in facing the same opportunities and challenges (Krings, 2015) . The education they get must prepare them for this world they are going to face, hence giving them preferential treatment goes contrary to this important aspect (Graham & Bruin, 2017) . A feasible solution to teaching all children how to read together is to enlist the very smart children as peer teachers for those with learning disabilities, a fact that will result in an element of cohesion and balance in the class.
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Literature Review
Traditionally, children would have to earn the right to learn either by being noted to be smart at a tender age, being born to the right families and/or being born in the right gender. Gradually, all children were allowed to learn but those considered to be poor learners would eventually be segregated seemingly for their own good and for the good of the other learners ( Bender, 2007) . Modern research and psychological understanding are , however, differing with this notion of segregation. For a start, segregating children allows some children to believe that they are better than others and other children to believe that they are inherently disadvantaged academically (Fulcher, 2015) . Therefore, most modern experts recommend a singular schooling system for the very smart children as well as those considered to be having learning capabilities (Graham & Bruin, 2017) . A learning curriculum is being developed that will benefit children uniformly in spite of a manifest disability.
The curriculum upon which the proposal is based on entails engaging the children who learn faster as peer teachers for those with learning disabilities. According to research, about 85% of children who have been diagnosed with learning disabilities have problems learning how to read (Corteila & Horowitz, 2014) . This makes learning to read an important area of focus for the instant research. The general idea is to afford the slow learners more time to study without occasioning inordinate inconvenience or boredom to the fast learners (Swanson & Harris, 2013) . This can be achieved by creating a scenario where the smarter children act as peer teachers for those who suffer disabilities (Bredekamp, 2016) . The process will enable the children with learning disabilities to catch up with their peers, without having the said peer feeling inconvenienced. This teaching process will also achieve the end of teaching the children important life lessons to enable cohesion in their futures (Fulcher, 2015) .
Methods
The most common manner of assessment in education is through the use of examinations and tests and might perhaps be considered as ideal in the instant case. However, assessments and tests only gauge the outcome yet the proposed research is premised on the process . This entails the process of developing a way in which children with disabilities can be taught effectively yet, alongside average and above average children (Smith & Douglass, 2014) . The most suitable method, therefore, would be a variant of the qualitative research method of ethnography. In this method, experts in child psychology and education can sit at the back of classrooms just as nurses and minders do when necessary. These experts will have the opportunity to study both the teachers and the children as they learn (Wagner, 2014) . The strategy for education as outlined above will be taught in these classes and the researchers aforementioned will collect the requisite data. Different variations of the teaching lesson can be taught in different classes, preferably in different schools to enable variety in the results.
Results and Discussion
As outlined in the literature review above, available research clearly shows that it is possible for children who are considered as having a learning disability to study in a quasi-normal fashion under the right circumstances. The right circumstances herein, to wit the smarter children acting as peer teacher for the disabled one is quite plausible and positive results are anticipated. It will show the children with disabilities rising to the challenge of learning with normal children and even emulating them. The children are expected to, through working together and assisting one another, overcome a challenge that would have caused division among them through segregation. The children will, therefore, not only be able to learn together but also come out better from the lessons. It must, however, be noted that the research cannot be effectively carried out by the most effective ethnographic researchers under the circumstances, to wit children. The inference of the researcher is, therefore, bound to have a bearing factor on the results which acts as a limitation to the research.
References
Bender, W. N. (2007). Differentiating instruction for students with learning disabilities: Best teaching practices for general and special educators . Thousand Oaks, CA: Corwin Press
Bredekamp, S. (2016). Effective practices in early childhood education: Building a foundation . Boston: Pearson
Cortiella, C., & Horowitz, S. H. (2014) . The state of learning disabilities: Facts, trends and emerging issues. New York; National Center for Learning Disabilities;
Fulcher, G. (2015). Disabling policies? A comparative approach to education policy and disability . New York: Routledge
Graham, L., & Bruin, K. (2017, June 22). What research has to say about Pauline Hanson's disability claims? Retrieved September 14, 2017, from http://www.abc.net.au/news/2017-06-23/pauline-hanson-disability-comments-benefits-of-mixed-classrooms/8643034
Krings, M. (2015, February 11). It's time to end segregation of special education students, professors say . Retrieved September 14, 2017, from https://phys.org/news/2015-02-segregation-special-students-professors.html
Milton, D and Martin, N and Melham, P (2016). Beyond reasonable adjustment: autistic-friendly spaces and Universal Design . In: Autism and Intellectual Disabilities in Adults Vol. 1. (pp. 81-85). Hove; Pavilion Publishing and Media.
Shah, S. (2007). Special or mainstream? The views of disabled students. Research Papers in Education , 22 (4), 425-442
Smith, E., & Douglas, G. (2014). Special educational needs, disability and school accountability: an international perspective. International Journal of Inclusive Education , 18 (5), 443-458
Swanson, H. L., & Harris, K. R. (Eds.). (2013). Handbook of learning disabilities . New York: Guilford Press
Wagner, T. (2014). The global achievement gap: Why even our best schools don’t teach the new survival skills our children need and what we can do about it . New York: Basic Books
Wong, B. (2011). Learning about learning disabilities . Cambridge, MA: Academic press .
