Sentences with phrase «often have a learning disability»

Students with IDs often have a learning disability or anxiety disorder that needs to be addressed in the classroom.

Not exact matches

Also, just because a student is earning average or adequate grades doesn't mean that he or she doesn't have a learning disability, When children are bright or gifted, they often and have a learning disorder.

Couples often have little time together (Foundation for People with Learning Disabilities, 2007).

One thing to consider is that many learning disabilities often don't manifest themselves until your child starts school, although the issues have been there since birth.

Children like My Renaissance Girl who struggle with severe dyslexia and / or other learning disabilities as well as children who don't have learning disabilities but are reluctant readers [ImaginationSoup.net] often rely heavily upon illustrations to help them keep track of the storyline.

Relief may be the last thing you would expect parents to feel upon learning their child has a disability, but relief does happen, often because a formal diagnosis of a disability gives parents an explanation for the struggles their children have faced.

Students with learning disabilities often feel socially isolated and have difficulty making friends with peers.

Years of research has found high - quality preschool programs to be especially beneficial to children of low - income families, children with disabilities, and children of color, since all often face learning gaps when entering kindergarten.

Abnormalities in brain structure during critical periods in development have often been associated with negative outcomes, such as learning disabilities and behavioral disorders.

Moreover, they often exhibit learning disabilities, difficulties with speech, and other signs that the brain or the rest of the nervous system hasn't developed properly.

Due to her learning disabilities and epilepsy, Jaclyn often had trouble meeting people to date and even making friends who would look past her perceived handicaps.

Learning disabilities may interfere with organization and time management skills in the work environment, and often they have a negative impact on employees» performance.

Beyond the problems with services and shoddy IEPs is a larger issue, more difficult to correct: Students with learning disabilities (two - thirds of all special - education students at Marshall) spend more time in separate classes than is recommended by experts, and these classes often have watered - down curricula and low expectations.

Once a framework had been established, committee tasks were to then: (1) «zoom in» and break down specific targeted sections of the draft LPFs into what we called more detailed «mini progressions» for a smaller grade span, often adding some additional «interim steps» (progress indicators) to the mini progressions; (2) use the more detailed and focused mini progressions to design sample instructional modules (with a series of 4 ‐ 6 detailed lessons) illustrating how a teacher in the general education classroom might move students along this smaller grain ‐ sized learning progression using best practices in instruction; and (3) draw from best practices in instruction for students with significant cognitive disabilities to incorporate suggestions to each lesson plan for how to make the academic content more accessible for all students.

They often have insufficient academic support to meet their particular needs and may even be identified as needing special education services because language needs can be mistaken as learning disabilities, according to the report.

It is the work of experts that has led to such practices as the overuse of suspensions and expulsions, and the overdiagnosis of learning disabilities (especially among young black men, whose reading deficiencies are often diagnosed as being special ed problems).

The 1997 Individuals With Disabilities Education Act (IDEA) «aims to strengthen academic expectations and accountability for the nation's 5.4 million children with disabilities, and bridge the gap that has too often existed between what those children learn and the regular curricDisabilities Education Act (IDEA) «aims to strengthen academic expectations and accountability for the nation's 5.4 million children with disabilities, and bridge the gap that has too often existed between what those children learn and the regular curricdisabilities, and bridge the gap that has too often existed between what those children learn and the regular curriculum.»

The main goal for mainstreaming is often to enable students with mild disabilities to interact with peers who do not have disabilities so as to develop the social skills necessary for healthy social interaction and emotional development (for example, self - control, problem - solving, and relationship building).12 While this reasoning apparently de-emphasizes academic learning, it does not mean that content learning is not important.

The challenges are substantial, given that the schools serve students who are overwhelmingly poor, often have disabilities, are still learning English or have unstable situations outside school.

IEPs often center on academic goals, but a growing body of research shows that social and emotional learning (SEL) can have an important and lasting impact on all students» readiness to learn — including students with disabilities.

Often the psychologist who is doing the learning disability testing will ask that the client bring in any relevant documents that they feel would be helpful for the psychologist to see to have a comprehensive understanding of the issues at hand (e.g., work records, school records, medical records, legal records).

But for the prospect whose child has cerebral palsy, Down syndrome, or a learning disability, that phrase most often means access to a school system with high - quality special education services.