The article focuses on how children with neurodevelopmental issues strive to acquire academic skills due to their immediate families' emerging problems. The intent is to inform us that the family's challenges often negatively impact the mathematical reasoning of children and reduce their ability to learn due to a reduced IQ, cognitive abilities, achievement, and teaching.
The explanatory model of learning disability represented in the article is the goal-oriented one. It is the current limitations that influence the child’s learning abilities and requirements. Generally, the pragmatic conservative advocates the goal-oriented strategy that tailors individualized instructions and determines the child's learning abilities and requirements. The article focuses on how an individual’s brain is wired and why some children are smarter than their peers (Tannock, 2013). The author qualifies to expound on why some children can read fluently while others have a lower understanding. Therefore, the author provides insights into the best diagnostic criteria for examining the learning disorders, the DSM-5 Diagnostic Criteria.
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The article presents information that is supported by both research and expert opinion. The research underpinning is focused on describing the symptoms of learning disabilities, and they are usually identified when communicating with clinicians and their parents (Tannock, 2013). Additionally, the research involves a theoretical understanding of how clinicians can communicate with children with learning disabilities and how their IQ challenges negatively influence their academic achievements.
According to the article, learning disabilities are the deficits in specific cognitive abilities, which lead to the reduced ability to grasp concepts in academic settings.
The article includes parental rights by citing their authority to demand the inclusion of the cognitive impairments in the diagnostic criteria. They also have the right to demand the intervention efforts geared towards facilitating the diagnosis of learning disabilities with specificity and accuracy.
The article provides one recommendation to parents of children with disabilities. The article advises parents to strive and identify learning disorders as early as possible to ensure that the diagnosis reflects the nature of the difficulty when choosing between the available treatment options.
Reference
Tannock, R. (2013). Scientific American. Rethinking Learning Disorders. MIND Guest Blog . Nature America Inc. https://blogs.scientificamerican.com/mind-guest-blog/rethinking-learning-disorders/
