How can you help your child develop a strong work ethic and job skills? Teach them to take pride in a well-done task. Make them a productive part of your home. Help them remediate their learning disabilities and do well in school. Guide them as they determine and develop their strengths.
Students with learning disabilities must he placed in situations where it is possible to experience academic success. The fact that 60% of illiterate adults are learning disabled is evidence of our present failure to educate this population. Early intervention is critical. As stated by Yale University professor Dr. Sally Shaywitz at a 1994 conference sponsored by NCLD in Washington, DC, "We can identify by age five which children will have difficulty learning to read and we know which teaching methods are most successful." Reading ability was chosen as a criterion for learning disability because eighty-five to ninety percent of school aged children with learning disabilities manifest specific reading or language based disabilities. It is also assumed that an inability to read would make academic success in other academic classes difficult if not impossible. Mainstreaming students with learning disabilities does not improve self-concept, but appropriate special placement and support services increase self-concept. Most teachers are not qualified to teach learning disabled students. Therefore, these students should be grouped outside of the mainstream for academic classes where multisensory and proven teaching techniques can be used. Students should continue in these academic settings until their reading levels are commensurate with their intellectual potential, and attribution retraining should begin as soon as possible. Students with learning disabilities should be taught how to set realistic goals, develop plans to achieve these goals, monitor self-behavior, and accept responsibility for goal directed activities. After specific attribution for success and failure of learning disabled students should not differ from that of their normally achieving peers.
Can I choose the school my child attends
Research has repeatedly shown that children with learning disabilities make different attributions of success and failure than their normally achieving peers, and that these attributions may interfere with their classroom performance. Studies have suggested the following about academic achievement and self concept attributions of learning disabled students:
Separate Classrooms for Children with Special …
It is my understanding that Vygotsky never wrote or implied that handicapped children should attend the same school/classes or be subjected to the same curriculum as their non-handicapped peers; he insisted on creating a learning environment which would supply disabled students with alternative means of communication and development, on using those "psychological tools" that are most appropriate to compensate for their particular disability.