Children Don't Come with an Instruction Manual: A Teacher's by Wendy L. Moss

By Wendy L. Moss

A handbook for straight forward tuition academics protecting the wide range of behavioral and cognitive matters which can come up of their school rooms. provides definitions and outlines of attainable underlying difficulties or problems that can recommended irrelevant habit or disrupt a kid's studying, and acceptable intervention issues.

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Additional resources for Children Don't Come with an Instruction Manual: A Teacher's Guide to Problems That Affect Learners

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As stated in the previous chapter, we need to view children holistically and help them develop into emotionally healthy, happy individuals who are prepared for the overall challenges of life. If disabilities are not addressed, this may cause frustration later in life, but, conversely, overemphasizing disabilities may lead a child to believe that he or she has few areas of ability. , Evan by acting out and Lisa by withdrawing) to feelings of inadequacy either because of unidentified learning disabilities or because of an overemphasis on their areas of disability.

The American Psychiatric Association (2000) states that “learning disorders are diagnosed when the individual’s achievement . . in reading, mathematics, or written expression is substantially below that expected for age, schooling, and level of intelligence” (p. , completing schoolwork). Given these brief glimpses at definitions, many individuals seem to have a learning disability. However, not all learning struggles indicate the presence of a learning disability. For instance, when Eddie first moved to America he was unable to comprehend the material in English-language books due to a lack of experience with the language.

This program allowed him to receive small-group instruction briefly each day. The school district’s Committee on Special Education identified George as having a learning disability and developed an Individualized Education Plan (IEP) for him. This plan gave his special education teacher, parents, and, when appropriate, George himself a clearer explanation of the goals of the program and methods to be utilized to reach them. George’s IEP described how his strengths would be emphasized, to build his selfconfidence and reading skills, while specific strategies would be employed to help improve his areas of deficit.

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