Benchmark- LD: The Puzzling Paradox
Part I
A Learning Disability
A learning disability is a disorder that arises because of the differences in the manner in which the brain of an individual is “wired” (Wong & Butler, 2012). Individuals who suffer from learning disabilities do have difficulties with writing, reading, reasoning, spelling, organizing, and spelling information if taught in ways that are conventional or if left by themselves to find things out.
Alternatively, a learning disability is an abridged intellectual capability and difficulty with the daily routines which affects an individual in his entire life (Kerr, 2007). Such daily routines may encompass socializing, household duties, or management of finances. Individuals with a learning disability have the tendency of taking longer durations to learn. They may also be in need of support to create new skills as well as to comprehend information that is complex.
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On the other hand, a learning disability hinders the manner in which an individual learns new things in his daily interactions with life (Marchisan, 2005). A person with learning disability also finds it hard to cope independently with everything he does both in school, at the workplace, or at home.
Processing of Information by Individuals with Learning Disability
Individuals with learning disability have problems to do with processing insufficiencies whereby recognition and interpretation of data that goes in via the senses is not easy. Difficulty in processing occurs in the auditory and visual perceptions that relate with learning. Information processing in individuals with a learning disability becomes inefficient because it becomes distorted as it moves from the input source of the sensory nerves to the brain (Marchisan, 2005). The distortion of the information takes place as it is relayed to the section of the brain that deals with information storage and processing. Additionally, the distortion of data can occur due to the way in which the combination of data from various input systems of the sensory takes place.
Problems always occur in the stages that are necessary for the processing of information that include integration, input, output, and storage. The poor processing of information in the four mentioned stages result in learning disabilities (Kerr, 2007). Problems with visual perception can result in poor recognition of the size, shape, or position of the objects under observation. Individuals can have sequencing problems which can associate with processing deficits. Auditory perception problems can result in difficulties to do with screening of sounds that are competing and therefore, it becomes hectic to focus on a particular sound.
Children with integration problem are always unable to narrate stories or memorize information in a sequential manner. The child can comprehend new concepts but be incapable of generalizing the concept to other learning areas. Additionally, the can learn facts but fail to compile the facts as one.
Children with learning disability do have difficulties with their memory as most of them do have memories that are of short term. As such, their learning entails lots of repetitions that must entail both auditory and visual.
Output of the information that should be expressed through words, writing or gesturing can cause problems with oral language. The difficulties will be expressed in the manner in which one answer questions either orally or in written form.
Challenges that relate to the manner in which Individuals with learning Disability Process Information
Individuals with learning disability do have trouble with their motor abilities which can result in problems that affect the fine and gross skills (Wong & Butler, 2012). Individuals who have gross motor complexities may be prone to falling, stumbling, or bumping on objects. Such individuals may also have difficulties with climbing, running, or riding a bicycle. Persons who possess fine motor intricacies may experience difficulty with tying shoelaces, handwriting, or buttoning of shirts.
Part II
Academic Areas in which the Student struggle
Students do have problems solving Math concepts: a term known as dyscalculia. Such students do have difficulties when it comes to finding solutions of quantity, time, and place value among other areas. The problems can be expressed in the organization of numbers, memorization of Math concepts, and understanding the manner in which Math problems are solved on paper (Eide & Eide, 2011). Disorder in reading is the most regular learning disability that affects over seventy percent of students. Developmental Dyslexia is a term used to refer to disability in reading. Reading disability is expressed in inaccurate recognition of words, prosody, comprehension reading, decoding of words, as well as rate of reading. Students with reading disability also struggle when writing. Learning disability students with poor writing skills have troubles with their written work as can be observed in the punctuation and grammatical errors, poor organization of paragraphs, spelling mistakes, and poor penmanship.
Academic Areas in which the Students have Strength
Students with learning disability have heightened capability to solve navigation problems that is always essential to engineers, designers, photographers, or filmmakers (Eide & Eide, 2011). Additionally, such students have the ability to verbally reason and connect ideas that seem to be disconnected. The learning disability students have good memories for experiences that are personal; a skill that can be essential for essayists, poets, or memoirists. It is also critical to note that such students do have the capability to express their points of view in novel circumstances. As such, they can perform well in scientific or business fields.
How the student’s disability influence his or her ability to socially interact with others (social skills)
The memory span of such students is short and thus, they cannot remember events that took place moments back (Wong & Butler, 2012). Therefore, it becomes difficult for the students to socially interact with others. Some of them are normally slow in responding to questions and as a result, it becomes difficult for other normal students to socially relate with them.
References
Eide, B., L., & Eide, F., F. (2011). The Dyslexic Advantage: Unlocking the Hidden Potential of the Dyslexic Brain . New York, NY: Plume.
Kerr, D. (2007). Understanding learning disability and dementia: Developing effective interventions . London: Jessica Kingsley.
Marchisan, M. L. (2005). Learning disabilities: The myth . Bloomington, Ind: AuthorHouse
Wong, B. Y. L., & Butler, D. (2012). Learning about learning disabilities . Oxford: Academic.
