Teaching students with learning disabilities self advocacy skills is vital to ensuring that they reach their greatest potential and are successful in college and for the rest of their lives. It is essential for learning disabled students to become their own advocates. This paper will define just what a learning disability is, provide cognitive and metacognitive strategies to coach students with learning disabilities and the value and methods to become self advocates. It'll further explain the necessity for developing analysis skills, social skills and change skills to learning to be a personal advocate.
What is a Learning Disability?
Many students facing the obstacles of being diagnosed with a learning impairment will most often question others regarding the actual classification of a learning disability followed by the evident question of how can this be remedied. The basic explanation of a learning disability is this: a neurological disorder that causes issues with organizing, remembering, and expressing information that is received by the mind. This disability frequently impacts reading, writing, comprehension, and reasoning skills. Probably the main principle for students and parents facing this disorder is to understand that there are many strategies that that can help them in getting close learning difficulties in the school room, even though there is no absolute cure. It is also very important to students to comprehend that learning disabilities have an impact on students in many different ways as no two learning disabilities are a similar. The specific learning disabilities are:
dyslexia-which identifies problems in reading;
dysgraphia-which refers to difficulties in writing; and
dyscalculia-which identifies difficulties in mathematics (NICHCY, 2011).
Cognitive strategies can help us to keep in mind to organize content information (OLRC Reports Winter 2004). One way of utilizing a cognitive strategy is by considering pictures and going of a wording as you skim over a full page when reading. Taking notes is also another way to help students to keep in mind important elements of a text. Learning how to properly use cognitive ways of build your reading skill will enable the student to learn which elements of a text they will be able to neglect over and which part of an text they'll need to learn. Using an overview or diagram will also help the university student to keep in mind important facts. A good starting place to start these strategies would be:
Memory - visualization, verbalization, mnemonics, organizations, chunking writing, or combinations
Computation and problem resolving - verbalization, visualization, chunking, associations, cues
Reading precision and fluency - self-questioning, chunking, context clues, repeated readings
Reading comprehension - visualization, questioning, rereading, predicting
Writing - planning, revising, questioning, verbalization, visualization, monitoring (OLRC Media, Winter 2004)
The teacher will need to describe the technique to the student. One of the ways of doing this is by modeling the strategy. Also the teacher will need to use led practice and invite for opinions. Using these different kinds of cognitive strategies can help the LD scholar to reach your goals.
A metacognitive strategy can be an approach to help students discover their own thought and reasoning in having the ability to problem-solve and recall information (Vaidya, 1999). One important metacognitive strategy is the utilization of mnemonics; utilizing a word where the letters in the word each are a symbol of a piece of information or a step in an activity. Students are often taught mnemonics to remember the brands of planets, the order of procedures, names of the fantastic Lakes and for remembering the regular table.
Students with learning disabilities are not easily able to recall information previously learned and therefore, have difficulty expressing it again. The benefit to using this strategy provides students an instrument to help them identify when they have difficulty remembering information and can help a student recall information as well as how to recall it. This gives a sense of independent fulfillment where students understand their disability but have strategies to work with it. Instructors should ensure students learn when to use this strategy, how to use it and how to build up it. Once students learn a process or have been educated information, educators should explicitly teach this strategy, monitor students during it and help them apply it to retain the information. Having students create their own mnemonics helps them to recognize how it can help recall information. When they come across information they feel is difficult to remember, they instruct themselves ways to remember it.
Importance of Growing Self-Advocacy Skills
Self-advocacy skills will be the skills one needs or offers to converse one's needs and/or as well as their taking a stand for one's protection under the law. It requires making decisions and taking responsibility for the coffee lover. "Studies of highly successful people with learning disabilities have determined the ability to self-advocate as an important factor contributing to success" (Albert, Alberta Learning. Learning and Coaching Resources Branch, 2002). Everyone uses self-advocacy skills to some degree or another however, students with learning disabilities, have typically acquired less practice developing these skills, as parents, professors and experts have typically done this for them. Recently, more focus has been on coaching learning disabled students how to advocate for themselves to be successful.
Every student must develop some type or form of analysis skills to attain academics success. Learning disabled students must use strategies and techniques that permit these to use review skills that meet their unique needs. The abilities needed vary greatly by each individual's learning style and their disability. Knowing what to study, how to study, planning to examine, setting reasonable goals and placing a realistic timeframe can be difficult for learning disabled students. Changes or accommodations that help can include creating a note-taker, by using a tape recorder, trainer records/outline, creating an outline of the materials, use of acronyms, silly phrases or word associations, and/or the utilization of timers (Sudita, J, 2000).
Like all young people, students with disabilities must learn the sociable skills they'll need as adults. Some students with disabilities will attend college, some will continue to work and live independently locally, and some will need more help. . Enabling and empowering students to point their own lives is named self advocacy. As an educator we should contribute to developing interpersonal skills, to help them turn into a contributing person in society. Some basic interpersonal skills teachers may consider because students with LD have problems with expressing their thoughts and views and discover things such as communicating, following guidelines, and completing an activity difficult; we should provide them with a supportive environment that allows interpersonal skills to be performed and recognized. Participating in the part possessing a social gathering or heading to a movie allows the student to see real life situations; providing experience that allow them to master cultural skills will give them essential communal competency that can be an important to obtaining the purpose of being a self advocate.
Transition planning should be a continuing chance of students to learn and practice responsibility and self-knowledge. Change is an ever-changing process, and students have to be skillful enough to adjust to the challenge of these changes. As teachers we must help develop skills needed to live life separately. Having them get involved and experience true to life situations like happening a job interview, cleansing clothes or beginning a bank-account. Making some situations difficult allowing them to make decisions and find out the simplest way is most and important skill we can help them learn. Move is challenging for anyone but understanding and experiencing true to life situations gives the student a simple foundation on moving forward to indie living.
Students with learning ddisabilities have a neurological disorder that causes issues with arranging, remembering, and expressing information that is received by the mind. Cognitive and metacognitive strategies are imperative to their success. Personal advocacy skills help students to talk needs, wants, wishes and standing up for one's personal by making decisions and taking responsibility for these people. To be successful in life, one must develop self advocacy skills. It is very important for learning disabled students to begin learning these skills early on in their education. Learning disabled students must count on acquiring analysis skills, public skills and transitional skills to achieve success.
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