Research on what causes learning disabilities

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Medical science field is uncertain on what causes learning disabilities, and sometimes the prescribed medications and treatments contain unsatisfying results or severe side effects. A recent researcher shows that some learning disabilities in students may be as a result of environmental allergies, food consumption or the nutritional deficiencies in the body systems. Lifestyle and nutritional changes often brings an improvement in the learning disorders symptom (Lahey HYPERLINK ""&HYPERLINK "" Rosen, 2009). Use of nutritional supplements enhances the improvement of the body system due to the balance of dietary as indicated by the medical trials. Students with learning disabilities definite diagnosis is determined by the standardized tests on which the student is subjected to various assessments. Attention Deficit/Hyperactivity Disorder (ADHD) and Attention Deficit Disorder (ADD) are some of the diagnoses useful to the students who constantly display the learning disabilities disorder such as the inattentiveness, hyperactivity and the impulsivity .Recent reseaches indicates that learning disorders such as dyspraxia, ADHD and dyslexia have the root cause and basis on the nutritional (Irene Helen Zundel, 2010).

Clinical trials have indicated that nutritional deficiencies of Omega 3 and 6 fatty acids may be lacking in the students with learning disabilities diet. A diet of cold water fish such as mackerel, limb meat and supplements of fatty acids such as flax seed oils or the cold liver are the recommended for the ADHD, dyspraxia and dyslexia symptoms. In allergy cases of the student, a modification of diet is necessary which excludes the contents of the salicylates such as strawberries, grapes, raisins and the cherries. Foods that commonly cause allergies are also eliminated such as eggs, yeast, corn products and the lentils. Also in the elimination are the dyes, pesticides, paints and the perfumes. The diet also affects the student learning behavior on which some of the diets affect the students' concentration in class (Vaughn & Bos, 2009). Parents whose students' academic performance is poor are required to take their children to a nutritional physician for their nutritional status evaluation. Some diets make the child overweight thus poor academic performance due to psychological effect of the diet. Having a breakfast the first thing in the morning is a good behavioral aspect on which it reduces the declines in the student's memory and the attention. The consumption of breakfast enhances the memory cognitive function and the students' school attendance. A diet loaded with the junk foods and high level of sugar and carbohydrates, exposes a student to a great risk of impaired mental faculties Steven E (2009). Supplementation of explicit nutrients with a full variety of vitamins and minerals can make a necessary difference between success and failure for the students with learning disabilities. This aids in memory and recall abilities which increases the student's concentration and learning capabilities.

Vitamin B helps the students nervous system fast functioning keeping the stress level on check. Normal concentration of the nervous system requires adequate supplements of vitamin C and E on which vitamin C reduces the stress. Vitamin C also plays an important role in production of hormones that reduces the level of stress in the body. Lecithin is a substance which increases the memory retention ability. The substance is rich in choline and inositol critical components in regular function of the nervous system. Mineral zinc is essential in memory ability to recall and retain events and occasion and therefore should be supplemented in the diet of the students with learning difficulties. Lack of neurotransmitters in the body which acts as brain messengers also affects the learning abilities of a student. This should be supplemented with the amino acids which are the raw materials for the manufacture of neurotransmitters. Excessive production of the neurotransmitters should be avoided with the use of the substance called aspartame which is a neurotoxin.

Herbs nutritional provides a suitable coordinated brain functioning and the nervous system. Regular consumption of water increases the iron mineral as well as the combination of cocktails drinks such as the spinach juice, grape juice, yarrow juice and the stinging nettle juice. Herbal supplement of ginkgo biloba tincture drops serves as a Signal transmission in the nervous system and the entire brain as it enhances the flow of blood to the brain. Obesity and overweight in students greatly affects the students learning abilities on which students lacks the concentration. There is need of balancing the diet to reduce the level of obesity and overweight by eating a diet with less carbohydrate. The following is a usual dosage;

Vitamin C, with bioflavonoids, age 3 to 6, 150 mg; age 7 to 11, 300 mg

vitamin B complex, 50mg

Vitamin E, with mixed tocopherols, age 3 to 6, 15 IU; age 7 to 11, 25 IU

Zinc, fifteen mg, with three mg copper

Lecithin, one tsp.

Adequate consumption of fruits and vegetables in students' food nutritional habits enhances the concentration abilities in class. Poor feeding habit in the student is related with persistent illness and deprived school achievement.

Differentiated instructions

Instructions are mainly aligned in the assessment methods. The students should effectively complete KWL charts which summarize the student's knowledge about the topic, what he wants to know and, what he learned at the end of the session. This is a fundamental instruction tool as it emphasizes a student's level of understanding and interest, which allows the teacher to adjust his teaching style accordingly. Division of the scheduled activities among stations in the classroom with each station hosting a specific activity for a student expands her understanding of the topic. These activities range from problem solving to topic discussion to hands-on learning. The students with learning disabilities are allowed to choose which activity to do first on which they are limited to the number of the activities. The assignment choice board is provided to provide the student with the learning disabilities the choice of the assignment to be done. Unlike other students, the one with learning disabilities are allowed to choose the assignment of choice that fit their style. Different entry point is used in the lesson.

Differentiated instructions are used in guiding and monitoring the students with learning disabilities. Use of reading materials at varying levels of readability levels is essential as well as putting text materials on tape. Clear instruction should guide the students in Meeting with small groups to re-teach an idea or skill, or to extend the thinking or skills of advanced the advanced students. Flexible grouping in class in one way of providing differentiated instruction strategies for the elementary students with learning disabilities. This involves allowing the students to shift from group to group, as their abilities and academic needs differ. Students are allowed to move among the groups until their needs are met as they gain skills. Division of the students into groups of three to five members is appropriate a select one or two skills in every group meeting. Start the session by showing the student how to Begin each session by telling the students how to perform a skill, then by showing them how to do it and involving the students with interactive practice. Differentiated instruction approach ensures equal educational opportunities for both regular and the learning disabled students. Differentiating instruction includes allowing teach disabled students to use the periodic chart and other devices in some subjects. In math's and sciences teaching strategies is incorporated such us extending the completion time of the paper and use of devices such as calculator. In language arts, choosing a literature that matches the student is necessary in enhancing the students reading abilities.

Differentiating process or activities at the elementary level includes using the tiered activities which actively involves all the students in understandings the skills and continuing with different support stages and the complexity. A list of agenda and tasks should be clearly outlined containing the class work and the completion details. Instructional assistance and other hands-on are necessary (Robin, 2011). The appropriate differentiated instruction in monitoring the behaviors of the students includes. Taking turns in working with partner and following the group directions offers an opportunity for the student to critically analyze the studies. Working in groups and actively participating in the discussions is also recommended. The student should demonstrate appropriate behavior toward peers and other people in the society displaying appropriate affection.

Students with dyscalcula are shown an easier method of memorizing an outlined design or pattern of a specific type. Remediation of the student studies finds ways in solving the past problems encountered by the student. It deals with the emotional and behavioral challenges associated with the student's learning disability condition Wistrom, (2011). Some disabilities in learning are emotionally attached on which the student lacks the self esteem interfering with the academic performance. Behaviorally and psychoanalytic oriented systems are widely used in therapy for the students with learning disabilities. Writing the notes on the board as well as reading them to the student ensures that both the audio and visual learning method is taken care of. This activity reaches almost all the students in the class accessing the information clearly. The students with learning disabilities should keep time and observe the punctuality in the class attendance. The use of individualized instruction is essential and recommended as many have a different diet and nutritional needs. The subject issues and the skills are divided into various sections and segments which are taught at paced level of particular student. The given task should be completed within the anticipated time for the student as many comes with unnecessary excuses.

Assessment Strategy

Learning disabilities are the problems and challenges that affect the brain's capability to receive, process, scrutinize, or store information which hinders the student's ability to learn quickly. These disabilities are of many kinds on which certain types of the learning disabilities interferes with the student's ability to focus on a certain activity. This kind of the disability shifts the students' concentrations to other no important things. The student's behavior can be due to either of the performance deficit or the skill deficit factors. Positive contingencies are required in curbing the performance deficit while the direct instructions are required in overcoming the skill deficit. The significant skill areas of the student are identified during the assessment. The lesson is implemented in groups and socially proficient peers in the behavioral implementation (Vaughn & Bos, 2009).

In testing and assessing the students with learning disabilities, it is always good to avoid excessive use of complicated language. There should be a clear separation of items on which other assessment methods such as hands-on demonstration and the open-book assessment should be conducted. This is in an effort of increasing the students processing capability. Illustrations in assessments allows the student quick response to the question which eliminates the students distractions. A proctor reader is appropriate in reading the questions in the assessment for the students who experience reading difficulties. This progressively restores the confidence as the student increases the expectations. Learning disabilities is a complex problems and a challenge to many students.