留学essay写作—学习障碍儿童面临的挑战

www.lxws.net meeloun论文网 专业留学生essay代写网站留学essay写作学习障碍儿童面临的挑战What are the challenges to the inclusion of children with those difficulties and how can they be overcome?IntroductionThe DSM-V (APA, 2013) has recently revised the diagnosis of learning disability into a single category, specific learning disabilities (SLD), in order to emphasise the fact that children tend to experience general difficulties in academic abilities and that such difficulties are inter-related. SLD in DSM-V are classified under neurodevelopmental disorders and it is stated that a diagnosis is dependent on impairment in the childs learning using specific academic skills such as reading, writing or arithmetic, which then disrupt further academic learning (Tannock, 2014). Typically, children are recognised as having a difficulty in certain areas of learning when they begin formal education, the difficulties can occur in different cultural groups and without interventions can persist into adulthood (Tannock, 2014). One area of difficulty experienced by children is dyslexia which occurs predominately in the domain of reading in the English language. Dyslexia mainly involves a problem when learning the correspondence between letters and sounds (Rose 2009; Snowling, 2013). Therefore the aspect of SLD to be focused on in the following essay will be dyslexia, the challenges encountered with this impairment and ways in which the challenges may be addressed.Specific Learning DisabilitiesThe diagnostic criteria for SLD in the DSM-V, involves firstly an overall diagnosis of SLD and secondly the identification of specifiers. The specifiers identify the key characterisation of the disorder in the three academic domains of reading, writing and arithmetic. The diagnosis also involves a child demonstrating one of six symptoms over a 6 month period, which is persistent despite receiving any intervention strategies. Furthermore, the childs abilities in the academic domain are below those of other children of the same age and cause disruption in academic and everyday activities (APA, 2013). In order to be diagnosed with SLD other conditions, for example, other neurological conditions or psychological issues must be excluded (APA, 2013). The key difference for a diagnosis of a learning disorder is the change from specific subtypes (reading disorder, mathematics disorder and written expressive disorder) in DSM-IV to one overarching condition (SLD) in DSM-V. One component of SLD is dyslexia, although terms such as dyslexia or dyscalculia are no longer used in the same way as they were previously in DSM-IV (Tannock, 2014).Inclusive EducationWarnock, Norwich and Terzi (2010) define inclusive education as providing each child with an opportunity to be educated in a mainstream school. One of the central principles of inclusive education is that each childs needs are assessed and there is flexibility to respond to their differences and individual requirements. In the UK, the aim is to educate all children with different needs in mainstream schools, including those children with SLD. The rationale behind this philosophy is that segregating children with special educational needs (SEN) from their typically developing peers does not prepare them for adult life when they will be expected to integrate into society (Fisher, Roach, and Frey, 2002). Furthermore, inclusive education aims to develop tolerance and understanding towards others and promote social cohesion (OGorman and Drudy, 2011). Children with SEN are defined as having a significantly greater difficulty in learning than the majority of children his age (Department for Education and Science, DfES, 1981, p.1). Each child should be assessed by professionals to determine the level of support required which is detailed in a statement of needs (DfES, 1981).Inclusive education should include children of all backgrounds irrespective of gender, religion, class, ethnicity or any other characteristic, thereby including children with diverse types of SEN (OGorman and Drudy, 2011, p.4). However, one challenge faced by all children with SEN is that they are not a homogenous group and some children do not thrive in an inclusive environment and may instead experience less stress and anxiety in a specialist school environment (Cigman, 2007). As suggested by Lewis and Norwich (2005), inclusive education is not just assimilating children with SENs into a mainstream schools; instead, the emphasis should be on developing an education system in which equity is striven for and diversity is welcome (Lewis and Norwich, 2005, p.xi).DyslexiaThere are a number of definitions of dyslexia, all of which include a similar theme of difficulties in reading accurately and with fluency (Hulme and Snowling, 2009, p.37). According to Rose (2009), dyslexia is a continuum of disorders ranging from mild to severe and is not related to the IQ of an individual. Rose also supports the DSM-V perspecti