1

Abstract

Learning Disabilities, communication and speech disorders, gifted, and dual diagnosis are all categories of exceptionalities that exist in our children here in the U.S. Each of these areas has been studied to attempt to determine their causes, some with success, some with little success. Each area is defined and methods for identification of each disorder are discussed as are best classroom strategies and adaptations.

Learning disabilities are disordersin which a person, whether it is a child or adult, has problems processing information in different areas. These areas might be, and math, reading, speaking, listening, writing, or reasoning skills. Processing difficulties may exist globally, and in one or two areas, or in only a single area. There are two categories of learning disabilities, verbal and nonverbal. Learning disabilities cannot be outgrown they are with the individual for life. However, if one receives the proper help, and instruction, they can be managed and one can achieve success.

The main characteristic of a learning disability is a significant discrepancy between one's intelligence and the ability to achieve. (About Learning Disabilities, 2010).

IDEA's Definition of "Learning Disability"

Our nation's special education law, the Individuals with Disabilities Education Act, defines a specific learning disability as . . .

". . . a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia."

However, learning disabilities do not include, "...learning problems that are primarily the result of visual, hearing, or motor disabilities, of mental retardation, of emotional disturbance, or of environmental, cultural, or economic disadvantage." 34 Code of Federal Regulations §300.7(c)(10)

Having a learning disability makes it difficult to think or work traditionally. This is because people with learning disabilities process information from different or multiple perspectives simultaneously. Studies have attempted to reveal the differences between how a normal brain normal brain processes information, and how do those of a learning disabled person. Unfortunately there is still no clear answer. The studies have revealed that the information is processed inefficiently from "the sensory input source to the brain and then back out." (Questions and Answers About Learning Disabilities, 2008).

Though little is certain about the causes of learning disabilities,some observations have been made. Some children with learning disabilities are affected by visual difficulties caused by unexplained impairments of the central nervous system. For others injury might have occurred at birth, or they might have been born prematurely. One theory that has been presented is that some "learning disabilities" might simply be "maturational lag" wherein the child simply has not developed at the same rate as his/her peers.

Curriculum modifications for Learning Disabled students need to provide for remediation and to allow for the child to work on grade level ability. Some modificationsincluded to aid struggling learners in making progress are: limiting work to manageable amounts, using checklists for assignments, modified tests, audiotaping lessons and highlighting instructions. Many more modifications are available to aid the learning disabled student.

There are two definitions for communication disorders, the IDE A definition and the ASHA (American Speech-Language -Hearing Association) definition. The IDEA definition of a communication disorder is "A speech or language impairment, such as stuttering, impaired articulation, language impairment, or voice impairment which adversely affects a child's educational performance." The ASHA (America Speech-Language- Hearing Association) definition of communication disorders is "A speech disorder is an impairment of the articulation of speech sound, fluency, or voice. A language disorder is an impairment of or the deviant development of comprehension and/or use of a spoken, written, and/or other symbol system. It may involve 1) the form of language, 2) the content of language, and/or 3) the function of language in communication in any combination." (FUNCTIONAL SPEECH DISORDERS, 2010)

The main problem for language and speech disorders are physiological alterations in the manner that the persons voice or speech apparatus works. This is known as a functional cause. Biological and environmental factors can also increase these risks. Malformations in and around the mouth can cause speech disorders, as can psychological factors and neurological damage.

Characteristics of speech and communication disorders that may be recognized include:

-difficulties with vocabulary, multiple meanings of words, figurative language or word retrieval.

-the tendency to leave out or misuse the specific morpheme beyond the normal age

-using phonological processes to simplify sounds beyond the normal age for doing so

Because of difficulties in language use, communication disorders can lead to problems in the social setting.

Computer software can supplement the curriculum for students with speech disorders, and these students should be taught functional language skills. Procedures effective with these children are "direct instruction, reciprocal teaching, graphic organizers, self-talk, cloze procedures, cognitive and metacognitive strategies and parallel talk." (McGraw-Hill, 2009)

According to the United States office of education the definition of gifted student is "onewho has outstanding abilities, is capable of high performance and who requires differentiated educational programs (beyond those normally provided by regular school programs) in order to realize their contribution to self and society".

There are many things that may help a child to be gifted. Heredity certainly plays a part with gifted parents producing gifted children. Of course, both experience and environment factor in as well. Some characteristics, one might see in a gifted child are:

- being very self disciplined and needing little adult intervention.

-being an avid reader.

- having an avid curiosity about objects, events and situations

- being resourceful and ingenious in solving problems.

- having the ability to think abstractly to conceptualize and synthesize

- having a high energy level, being bored easily, disliking inactivity.

- Having a penchant for order consistency and structure, although this can go the other way toward creativity and chaos.

Gifted learners are challenging in the classroom; stimulating experiences must be supplied appropriate to abilities and age levels. Alternative activities often must be created beyond the regular curriculum. A favored method is to create tiered assignments for the entire classroom to accommodate learners of all levels. Computers are a great asset to gifted students. They allow them to work on, and complete independent projects. Competitions on local regional and state levels also challenge gifted learners to participate.

When used in a general sense, Dual Diagnosis means that a person suffers from more than one condition. In the U. S., however, it is overwhelmingly used to mean when someone suffers from any mental disorder plus substance abuse. Currently in the U.S. a term coined in the gifted community is becoming more and more accepted in and out of this community as the term for a child with more than one exceptionality. This term is "twice-exceptional."

Various sources such as the NAGC (National Association for Gifted Children) and the U.S. Departmen t of Education suggests that there may be as many as 360,000 students in the U.S. classrooms , who are "twice exceptional." The largest percentage of these was found in the area of Specific Learning Disabilities (approximately 50% of all children with disabilities.).

Another category that has been identified is autism spectrum disorder (ASD) which is a "developmental disability characterized by severe communication difficulties social impairment and behavioral difficulties and intensities." (NAGC Position Statement: Twice-Exceptionality, 2008) prevalence varies by region (i.e., anywhere from 1 out of 81 children to 1 out of 423 children), but the rate of diagnosis has been growing in the past 20 years. (Individuals with Disabilities Act Data, 2007) other categories are twice exceptionality's that have been identified or other health impaired children the socialization problems and ADHD. Prevalence for ADHD estimates are between 3% and 5% of the school-age population. (American Psychiatric Association, 2000)

To many it may seem that the numbers of our disabled children are growing year- by-year.Takeninperspective however, it may simply be that we have gotten more skilled in identifying them. This writertakes this in the postive. Though it may make the numbers "look bad" and make people talke aboutthe"state of education today" as this number rises, it also means that fewer children are "slipping throughthe cracks" and more are being served. And that is our ultimate goal.. that every child be served.
References

1 .About Learning Disabilities. (2010). Retrieved March 10, 2010, from Child Development Institute:

2. Association, A. p. (2000). Diagnostic and Statistical Manual of Mental Disorders:4th ed, Revised. Washington DC: American Psychiatric Association.

3.Cook, L. J. (2004, May 24). The Gifted and Talented. Retrieved March 10, 2010, from Gifted and Talented:

4. FUNCTIONAL SPEECH DISORDERS. (2010, Feb). Retrieved March 8, 2010, from Functional Speech Disorders INDEX:

5. IDEA. (2010). Learning Disabilities. Retrieved February 20, 2010, from MedicineNet.com:

6.Individuals with Disabilities Act Data (2007).

7. McGraw-Hill. (2009). Students With Communication Disorders. Exceptional Students . McGraw-Hill Companies Inc.

8. NAGC Position Statement: Twice-Exceptionality. (2008). Retrieved March 8, 2010, from National Association for Gifted Children:

9. Questions and Answers About Learning Disabilities. (2008). Retrieved February 21, 2010, from LD Online:

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