Learning may be defined as a permanent change in the individual’s behavior and knowledge due to experience. Any person learns to walk and speak; he or she subsequently receives knowledge in school and at work. Children may learn more quickly in comparison with adults. First, as a part of its developmental process, the child’s brain has a unique natural ability to absorb all new information. In addition, they may proactively obtain new skills and receive knowledge due to parental social pressure. At the stage of puberty, learning processes may be characterized by the development of cognitive thinking as the brain should interact with received knowledge, increased experience, and social demands. Apoptosis is defined as the natural process of cells’ death in living organisms that regulates the individual’s harmonious development, however, this process’s malfunctioning may result in various mutations or disabilities.
There are several possible reasons for the occurrence of Learning Disabilities. They traditionally include disease processes, traumatic brain injuries, hereditary, genetic, medical, and environmental factors, premature birth, parent’s drug or alcohol addiction, low birth weight, and toxemia during pregnancy. There is no validated statement that more boys are identified with Learning Disabilities in comparison with girls. While some theorists suggest that boys are more biologically vulnerable to learning disorders, other scientists admit that the gender gap does not exist, and more boys are evaluated due to teachers’ recommendations. In general, the teaching process of children with Learning Disabilities includes the learning goals definition, the creation of a comfortable environment, and the application of teaching strategies (Fletcher, et al., 2019). A competent teacher needs to identify Learning Disabilities and apply specific strategies as all students should be provided with common public education appropriately regardless of their peculiarities.
The most effective approaches to the education of eligible students are play, step-by-step, or activity-based learning, positive reinforcement, and group interaction. Considering various misconceptions related to Learning Disabilities, the most surprising moment was the realization of the fact that a substantial number of people do not define learning disorders as a problem. They do not believe that students with Learning Disabilities that cannot be directly observed need any specific approach or individualized education plan.
Response to intervention (RTI) is a program that was designed to serve students with special needs. It includes early intervention, universal screening, progress monitoring, and intensive research-based interventions or instruction to promote eligible children’s academic success. RTI is highly beneficial as it helps to identify and target specific disabilities and treat learning disabilities in particular. The program’s effectiveness is determined by providing services that define the most suitable interventions and monitor the learners’ academic and behavioral improvement.
In general, learning strategies are immeasurably effective as they help to present information for eligible students in the most suitable way. Complex strategies deal with several types of disabilities, for instance, with simultaneous difficulties in idea organization and written expression. Cognitive strategies are elaborated for students with autism, dyslexia, and mental retardation, while metacognitive strategies aim to improve the academic progress of students who have difficulties with generalizing, organizing, studying, and problem-solving. In addition, self-esteem plays a highly essential role in the educational process as it is the fundamental element of the children’s confidence and motivation that help them to achieve high academic results.
Reference
Fletcher, J. M., Lyon, G. R., Fuchs, L. S., & Barnes, M. A. (2019). Learning disabilities: From identification to intervention (2nd ed.). The Guilford Press.