User:Jcnemo/Learning disability

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Society and culture:  Helping individuals with learning disabilities

Many individuals with learning disabilities may not openly disclose their condition. Some experts say that an instructor directly asking or assuming potential disabilities could cause potential harm to an individual’s self esteem [1]. In addition, if information about certain disabilities were made aware, it may be beneficial to be mindful about one’s approach regarding the disability and avoid vocabulary that may insinuate that the learning disability is an obstacle or shortcoming as this may potentially be harmful to an individuals mental health and self esteem [2]. Research suggests that accumulating positive experiences such as success in interpersonal relationships, achievements, and overcoming stress leads to the formation of self-esteem leading to the acceptance of one’s disability and a better life outcome [3]. This suggests that working with the disability may result in more positive outcomes rather than attempting to fix it. As an instructor or tutor, it may be helpful to consider asking the needs of individuals with disabilities as they know their disability the best. Some question to consider [4]:


 * What part of the assignment do you want to focus on?
 * Where in our space would you most prefer to work?
 * What tools or technologies do you tend to use most frequently when you write?
 * Are you comfortable reading your paper out loud or would you prefer if I read it?
 * How do you learn best (i.e. Do you learn best by doing, seeing, or hearing)?

Add subsection: issues regarding standardized testing
Problems still exist regarding the fairness of standardized testing. Providing testing accommodations to students with learning disabilities has become increasingly common [1]. One of such issues that introduce iniquity to those with disabilities is the handwriting bias [2]. The handwriting bias involves the tendency of raters to identify more personally with authors of handwritten essays compared to word-processed essays resulting in awarding a higher rating to the handwritten essays despite both essays being identical in terms of content [3]. Several studies have analyzed the differences in standardized scores of handwriting and word-processed (typed) essays between students with and without disability. Results suggest handwritten essays of students with and without disabilities consistently received higher scores compared to word processed versions [4].

Adding a section: learning disabilities affects the writing process

The ability to express one’s thoughts and opinions in an organized fashion and in written form is an essential life skill that individuals have been taught and practiced repetitively since youth [1]. The writing process includes, but is not limited to: understanding the genre, style, reading, critical thinking, writing and proofreading. In the case of individuals possessing a learning disability, deficits may be present that could impair the individuals’ ability to carry out these necessary steps and express their thoughts in an organized manner. Reading is a crucial step to quality writing, oftentimes, it is practiced from a young age. Reading increases the attention span, allows exposure to a variety of genres and writing styles, and allows for the accumulation of a wide range of vocabulary [2]. Studies suggest that students with learning disabilities typically have difficulty with word recognition, the process of connecting the text to its meaning [3]. This makes the reading process slow and cognitively laborious, which can be a very frustrating experience, causing students with learning disabilities to spend less time reading compared to their fellow classmates [4]. This in turn can negatively affect vocabulary acquisition and comprehension development of the individual [5]. In the context of standardized test taking, studies show that the strongest predictor of the level of performance during standardized essay writing was vocabulary complexity, specifically, the number of words with more than two syllables [6]. Studies have suggested that individuals with ADHD tend to use simple structures and vocabulary [7]. This puts many students with learning disabilities at a disadvantage since their knowledge of complex vocabulary usually does not compare to their peers. Based on such patterns, early interventions such as reading and writing curriculums from a young age could provide opportunities for vocabulary acquisition and development [8]. In addition, some students with learning disabilities tend to have difficulty separating the different stages of writing and devote little time to the planning stage [9]. Oftentimes, they attempt to simultaneously reflect on their spelling while putting ideas together causing them to overload their attention system and make a number of spelling mistakes [10]. All together, the tendency of students with learning disabilities to dedicate little time to the planning and revision process compared to their peers often results in a lower level of coherence and quality of their written composition and a lower quality rating in the case for standardized tests [11]. There is a lack of research in this area due to the complex relationship between the brain and one’s ability to articulate ideas in writing. More research should be conducted in order to assess these factors and test the effectiveness of various intervention techniques [12].

Society and culture: School laws
Add subsection: issues regarding standardized testing


 * 1) Lovett, Benjamin J. “Extended Time Testing Accommodations for Students With Disabilities: Answers to Five Fundamental Questions.” Review of Educational Research, vol. 80, no. 4, 2010, pp. 611–38. JSTOR, http://www.jstor.org/stable/40927295 . Accessed 13 Mar. 2023.
 * 2) Gregg, Noel; Chris Coleman; Mark Davis; Jill C. Chalk. (2007). Timed essay writing: Implications for high-stakes tests.  Journal of Learning Disabilities 04.4, 306-313. https://journals.sagepub.com/doi/epdf/10.1177/00222194070400040201
 * 3) Gregg, Noel; Chris Coleman; Mark Davis; Jill C. Chalk. (2007). Timed essay writing: Implications for high-stakes tests.  Journal of Learning Disabilities 04.4, 306-313. https://journals.sagepub.com/doi/epdf/10.1177/00222194070400040201
 * 4) Gregg, Noel; Chris Coleman; Mark Davis; Jill C. Chalk. (2007). Timed essay writing: Implications for high-stakes tests.  Journal of Learning Disabilities 04.4, 306-313. https://journals.sagepub.com/doi/epdf/10.1177/00222194070400040201

Adding a section: learning disabilities affects the writing process


 * 1) https://go.gale.com/ps/i.do?p=CWI&u=ucsantabarbara&id=GALE%7CA438358636&v=2.1&it=r
 * 2) https://go.gale.com/ps/i.do?p=CWI&u=ucsantabarbara&id=GALE%7CA438358636&v=2.1&it=r
 * 3) https://journals.sagepub.com/doi/full/10.1177/0022219416638028
 * 4) https://go.gale.com/ps/i.do?p=CWI&u=ucsantabarbara&id=GALE%7CA438358636&v=2.1&it=r
 * 5) https://journals.sagepub.com/doi/full/10.1177/0022219416638028
 * 6) https://journals.sagepub.com/doi/epdf/10.1177/00222194070400040201
 * 7) https://go.gale.com/ps/i.do?p=CWI&u=ucsantabarbara&id=GALE%7CA438358636&v=2.1&it=r
 * 8) https://journals.sagepub.com/doi/epdf/10.1177/00222194070400040201
 * 9) https://go.gale.com/ps/i.do?p=CWI&u=ucsantabarbara&id=GALE%7CA438358636&v=2.1&it=r
 * 10) https://go.gale.com/ps/i.do?p=CWI&u=ucsantabarbara&id=GALE%7CA438358636&v=2.1&it=r
 * 11) https://go.gale.com/ps/i.do?p=CWI&u=ucsantabarbara&id=GALE%7CA438358636&v=2.1&it=r
 * 12) https://go.gale.com/ps/i.do?p=CWI&u=ucsantabarbara&id=GALE%7CA438358636&v=2.1&it=r