TEACHING STUDENTS WITH DISABILITIES AND READING DIFFICULTIES

Sheila Marie L. Delos Reyes

Success is dependent on educational programming that is suited to the student’s individual strengths, needs, and learning characteristics. Proficient reading and writing skills are critical to success. If students are not competent readers, they are at risk for academic, behavioural, social and emotional difficulties. Students with learning disabilities have the potential to be successful

academically and socially. Teachers can change the trajectory for children at risk for failure in reading by intervening early and providing explicit, intensive, and extensive instruction

Learning disabilities result from impairments in one or more processes related to perceiving, thinking, remembering, or learning. These include, but are not limited to language processing, phonological processing, visual spatial processing, processing speed, memory and attention, and executive functions. Reading Disability is an individual with a reading disability demonstrates difficulties in reading skills that are unexpected in relation to age, cognitive ability, quantity and quality of instruction, and intervention. Students with exceptional needs require curricula, instruction, and supports appropriate to their individual strengths and needs. Curriculum and instruction can be tailored to individual needs through application of the Adaptive Dimension. However, in some situations, students may be working on objectives that are substantially different from those outlined in the Core Curriculum,

and may require additional supports and services to access and benefit from the curriculum.

The diagnosis of a learning disability is not a simple process nor is it an exact science. Differentiating between learning problems and learning disabilities can be complicated. Students may present with academic and social difficulties for many reasons. Learning disabilities have a neurological basis, and must be differentiated from normal variations in academic attainment and difficulties due to:

• lack of opportunity;

• incorrect instruction;

• cultural factors;

• impoverished or chaotic living environment; or

• disruptive behaviours.

It is important for students with learning disabilities to identify an interest, hobby, or an area in which they can excel. Students need to see themselves as having something important to say, and to have an activity in which they feel successful and view themselves as “winners”. It is also important for students to have a clear understanding of their learning ability and disability. This understanding can provide the basis for building a positive self-image that will support the

development of a competent and successful person. It may be helpful for parents and students to be aware of the many well-known successful people who have been diagnosed with a learning disability.

Effective professional practice indicates that educational objectives, instructional resources, and

individualized supports are systematically planned, documented, monitored, and evaluated. For

students on provincially approved programs of instruction, the objectives, instructional strategies, and resources are documented in Core Curriculum guides. For those students who are on individualized programs or who are receiving continuing special education support, the school based team is responsible for collaboratively planning and documenting the program.