introduction As director of the Currey Ingram Academy School, I feel very happy to b...
introduction
As director of the Currey Ingram Academy School, I feel very happy to be part of a school that has successfully taught students with learning disabilities for 50 years.
This additional credit article is a snapshot of the educational level of the learning difference.
What are the learning differences?
Learning differences are officially recognized as problems of attention and learning that lead to difficulties in reading, writing, math, organizing, concentrating, listening, social skills, motor skills or a combination of these factors. It is important to emphasize that learning and attention problems are not indicative of lack of intelligence, lack of vision, hearing or lack of access to education.
About 1 in 5 (20%) of the population is affected by a learning gap. In itself, a prevalence rate of this point underscores the need to draw the attention of society as a whole to this issue. Fortunately, a lot has been done in the last 30 to 40 years. It is important to note that much remains to be done.
To mention some of the common learning differences: dyslexia1, dyscalculia2 and dysgraphia3 are defined as specific learning disabilities. While ADHD and executive malfunctions are more commonly defined as other health deficiencies (OHI). All learning differences, the severity of which can vary, can occur together and affect learning, especially if the correct learning environment is not provided.
Now there is no doubt that the origin of learning differences is genetic and neurobiological in nature. Further research indicates that exposure to toxins and adverse childhood experiences may increase the likelihood of their occurrence.
Understand learning differences
Despite the spread of learning differences, public perceptions still show misunderstandings and a widespread stigma. For example, in a recent survey, more than half of parents said they did not want other parents to know if their child has a learning disability, and that children can overcome their learning gap, especially if they make sufficient efforts. , ,
Learning differences are lifelong conditions that involve differences in the structure and function of the brain. If properly instructed, the symptoms may decrease over time. However, aging does not eliminate the difference in learning. In addition, children with learning differences need evidence-based interventions and arrangements that provide them with the support and tools they need to address their differences.
What can happen
If students with learning disabilities do not benefit from early or effective interventions, the statistics are clear.
It is more likely that they are consistent discipline problems. The loss of class time increases the risk of course failure. Being unhappy at school leads to higher dropout rates, lower school attendance and lower levels of college education ... which ultimately leads to a higher likelihood of unemployment.
What can we do?
Spread the word first. Learning differences do not reflect laziness or lack of intelligence. During the five years I spent with Currey Ingram, I saw how hundreds of students were killed when placed in a suitable educational environment.
Second, train educators. The learning differences are incredibly complex. Even within a given learning disparity, such as dyslexia, there are many approaches and considerations based on the presentation of a particular student. Using a highly individualized approach that fits the interests, strengths and needs of each student is perhaps the most important element of our educational model at the Currey Ingram Academy.
Third, with any chosen approach, it is essential to provide evidence-based guidance and intervention as soon as possible. Many parents and schools wait too long to intervene. The tools to recognize and diagnose a learning difference have been refined and refined. Much more often, an accurate diagnosis of the learning difference can occur in much smaller children than many parents and educators believe. Research clearly concludes that early intervention improves long-term academic and socio-emotional outcomes.
Fourth, make sure that socio-emotional learning (SEL) is clearly targeted. In other words, provide the students with learning differences with instructions that can help you develop key skills such as emotion management and stamina.
Fifth, and in many ways, promotion is perhaps the most important skill a school can develop. The students graduate and move on. When they do, they may not be in an environment that helps them understand their difference in learning. Defense is your compensation.
Maximize the potential
It is an avoidable problem not to train students with learning differences. The investigation is clear. There are strong evidence-based intervention approaches. While implementation is not easy or economical, if a commendable goal is to promote a more inclusive society that recognizes the potential of all, I think it's worth it.
Thank you for reading.
Jeffrey L. Mitchell is the director of the Currey Ingram Academy, a 12th grade independent kindergarten in Brentwood, Tennessee, where students with learning disabilities are trained to reach their full potential.
