Introduction
Special education and learning disabilities were the topics that were selected for this research. Society has been diverse from ancient times and in some cases, diversity has been given a blind eye. The topic is important because people or rather readers will become more knowledgeable about matters pertaining to disability.
Special Education and Learning Disabilities and Humanities
The first lens is the humanities. Humanities is the study of human ways of life. Humanities is a broad lens because it looks into different areas and stages of human life. The topic can be viewed from the perspective of humanities in numerous ways. The first way pertains to history.
When it comes to learning disabilities, the most interesting aspects of the topic are related to the experiences of such students peculiar to historical changes, including the adoption of new laws.
Some Historical/Legal Trends
The very term “learning disabilities” was invented to promote more positive attitudes to children facing specific difficulties – in 1963, Sam Kirk used it to replace popular but stigmatizing terms, including “word blind” and “minimal brain dysfunction” (Pullen et al., 2017, p. 286). Instructional techniques to be used in disabled populations are thoroughly tested. In 2002, the National Reading Panel specified the areas within reading instruction to foster proper reading skills in children. These areas are considered when selecting instructional techniques (for instance, reading racetracks) that would be appropriate for students with learning disabilities (Erbey et al., 2017).
Open discrimination against disabled students (Beattie v. Board of Education – the landmark case ruled in 1919) was replaced by better access to education for children with physical/mental disabilities (the Education for All Handicapped Children Act, the Architectural Barriers Act, etc.) (Kirby, 2017). The Individuals with Disabilities Education Act recognized the rights of children with specific learning disorders in terms of getting special services and educational opportunities (Kirby, 2017). Problematic unobvious assumptions in special education policy: disability is still seen as deviance to be eradicated, and disabled children should study separately from typically developing peers (Kirby, 2017).
Special Education and Learning Disabilities and Social Studies
Social science is the second lens that will be utilized in this case. Social science is the study of society and the relationships between human beings. One of the most essential areas that social study focuses on is the area of relationships. When exploring special education and learning disabilities, the lens of social study comes in handy.
With its statistics-oriented approach, the social science lens can shed light on the characteristics of students with learning disabilities as a distinct group, thus promoting a better understanding of this group’s needs if compared to non-disabled students. Demographic details help to estimate the size of the problem of learning disabilities – in the 2014-2015 academic year, children with learning disabilities represented 35% of all students receiving special education services in the United States (Lemons et al., 2018). To improve the situation for children with learning disabilities, it is critical to consider and study demographic trends peculiar to the prevalence of different learning disabilities (Pullen et al., 2017). The risks of poor educational or career outcomes associated with learning disabilities make students with LDs a vulnerable group, which explains the presence of specific needs.
Most importantly, the social science lens can be used to analyze the problem of learning disabilities with reference to behaviors, intergroup relations, and how disabilities affect children’s communication with peers. Behavioral observations (one form of descriptive research in education) can shed light on how children with learning disabilities are accepted by typically developing peers (Cook & Cook, 2016).
Students with learning disabilities often suffer from specific behavioral problems, including disruptive behaviors, frustration, verbal and physical aggression, and depressed mood (Pullen et al., 2017). These conditions, especially aggressiveness, can affect such students’ relationships with peers and act as significant barriers to proper socialization and learning how to make friends and cooperate with others. Peer rejection affects children with disabilities to a great extent. Distractibility and hyperactivity often go hand in hand with learning disorders (Pullen et al., 2017). Their impact on relationships between students can be extremely harmful since they may result in risks to non-disabled students’ safety and give rise to different classroom incidents and disruptions.
Convergence
The first similarity is seen in the position that the two lenses take as far as the understanding of society and the human race is concerned. The goal of the two lenses is similar and that is to understand the human race. The second similarity is seen in the aspect of connecting the human being to his or her environment. Humanities focus on the factors that have been affecting people for a long time.
Divergence
The first difference between the lenses is the area of focus. Social science focuses more on relationships while humanities are broader and touch on all other areas of a human’s way of life. The second difference is the approach of the two lenses. Social science takes a realistic perspective while humanities rely on assumptions and philosophies.
Both Lenses
Humanities and social science are two lenses that are essential when it comes to special education and learning disabilities. The two lenses focus on a human being from an environmental and social perspective. The two lenses also come in place to complement each other.
Both lenses allow delving into attitudes to students with learning disabilities, but on different levels. The social science lens can be used to study attitudes to such students and how they affect interpersonal relationships (peer rejection, conflicts, bullying, socialization, etc.). The humanities lens allows studying historical changes in state-level attitudes toward learning disabilities and their impact on the evolution of special education legislation. Due to differences between them, the lenses can be combined effectively. Social sciences improve an understanding of the problem by adding knowledge on current statistical trends (the prevalence of children with LDs), whereas humanities help to keep track of large-scale changes in attitudes to LDs (the gradual destigmatization of these conditions in the past).
Further Exploration
The issue of special education and learning disabilities has affected the world for a long time (Shin & Bryant, 2017). However, mega strides have been made towards promoting freedom for students with learning disabilities.
Conclusion
The course has been an eye-opener and this is because I have learned a lot. As far as viewing a topic with different lenses is concerned, I learned that one can get a lot from one topic. Viewing a topic from different perspectives helps to see a topic in a way that one cannot see it from one point of view.
The key benefit of looking at the topic of learning disabilities from the two perspectives above is being able to draw links between everyday problems that such children face in relationships (the lack of peer acceptance) and large-scale attitudes to disability (it can be perceived as deviance). From the present research, I have learned that the problem of learning disabilities and education is more complicated than it seems and can be better understood by studying historical changes and interpersonal relationships.
References
Cook, B. G., & Cook, L. (2016). Research designs and special education research: Different designs address different questions. Learning Disabilities Research & Practice, 31(4), 190-198.
Erbey, R., McLaughlin, T. F., Derby, K. M., & Everson, M. (2017). The effects of using flashcards with reading racetrack to teach letter sounds, sight words, and math facts to elementary students with learning disabilities. International Electronic Journal of Elementary Education, 3(3), 213-226.
Kirby, M. (2017). Implicit assumptions in special education policy: Promoting full inclusion for students with learning disabilities. Child & Youth Care Forum, 46(2), 175-191.
Lemons, C. J., Vaughn, S., Wexler, J., Kearns, D. M., & Sinclair, A. C. (2018). Envisioning an improved continuum of special education services for students with learning disabilities: Considering intervention intensity. Learning Disabilities Research & Practice, 33(3), 131-143.
Pullen, P. C., Lane, H. B., Ashworth, K. E., & Lovelace, S. P. (2017). Specific learning disabilities. In J. M. Kauffman & P. C. Pullen (Eds.), Handbook of Special Education (2nd ed.) (pp. 286-299). Routledge.
Shin, M., & Bryant, D. P. (2017). Improving the fraction word problem solving of students with mathematics learning disabilities: Interactive computer application. Remedial and Special Education, 38(2), 76-86.