Reflective Journal 1

Unit 1 Part 1 – Reflect

I am not well-versed in Learning disabilities. However, I do have a younger

brother with some learning disabilities, and I have anxiety about post-secondary
education. I am also comfortable with the term, but not with its stigma. As a
university student, I can see that Learning disabilities are more common than
one thinks, and thankfully, the stigma is slowly moving away.
My current knowledge and skill set regarding Learning disabilities is limited and
from a personal view, given my little brother and my barriers. I am comfortable
with some of the technologies as I am registered with the Center for accessible
learning at my local college. I am not familiar or knowledgeable with the
different stages of life or history of the field, and I look forward to learning more
about both of these.

Part 2 – Set Goals

Have a better understanding of the term Learning disabilities.

Gain more knowledge of the brain in reference to Learning disabilities.
Have a better understanding of where the education systems are heading with
new research in Learning disabilities.

Part 3 – Summarize one of the topics provided in the Learning Outcomes

Some common characteristics with children and learning disabilities include

attention deficit, decreased motor activities, including fine motor coordination,
problems processing visual and auditory information and an inability to
understand and undertake the task of passive learning and studying. While these
are only a few common characteristics, they are observable and demonstrated
by observing students with learning disabilities. As described in the textbook,
these are broad, and not all students will exhibit every single one of these traits
(Lerner & Johns, 2015).
Learning disabilities are on a spectrum which ranges from mild to moderate. A
student may have both mild and moderate disabilities. Throughout one's
childhood, certain characteristics may be exhibited and manifested. Boys are
identified more often than girls, although research has shown this is likely an
incorrect analogy (Lerner & Johns, 2015). The inaccurate diagnosis could be due
to biological or cultural factors, as males tend to be held in higher regard in many
cultures, including the global North.

Part 4 – Demonstrate Learning

EDPY/PSYC 389 (Rev. C4/C10)

 I was unaware of where the term Learning disabilities came from and was
pleasantly surprised to see that the term was first introduced in 1963. The
unification of the term Learning disabilities has allowed organizations such as the
Learning Disabilities Association of America to bring about significant awareness
while not singling out one disability (Lerner & Johns, 2015). My previous
knowledge of the stigma that it presents was demonstrated in the readings
regarding the differences between male and female diagnoses. There is a huge
stigma, and certain sexes are held in a higher regard, thus leading to one gender
being an inappropriate diagnosis, perhaps. I was not expecting to read about
postmortem imaging and that the male donors, for the most part, were from
motorcycle accidents.
Moving forward, having the understanding that more males than females are
diagnosed with learning disabilities will allow me to continue to advocate for
women to have equal access to diagnosing tools should they or their parents
request further testing.

Unit 2 Part 1 – Reflect

I have a very limited understanding of the assessment process for individuals

with learning disabilities. However, as post-secondary student who works with
my local colleges accessible learning department to be successful in my journey,
I am comfortable with the implementation of individualized learning programs to
support students successes in their educational careers.
I am looking forward to better understanding test-taking in the general
education classroom as educational settings. Both historical and contemporary
settings have not succeeded in the desire to shift and support how people learn.
The use of formalized standardized tests may work in some situations; however,
in Western society, we are pushed to demonstrate our understanding of
concepts, and exams or formalized tests are usually based on memorization. I
feel this chapter will be very humbling.

Part 2 – Set Goals

Demonstrate a better understanding of testing and accountability,

Describe and understand the test taking in a general education classroom with
an individual with learning disabilities.
Describe and understand the use of assessments and how they help students
with success in their educational careers.

Part 3 – Summarize one of the topics provided in the Learning Outcomes

The No Child Left Behind Act has allowed each state in the United States to
develop its own assessment system regarding standards in their core subjects,

EDPY/PSYC 389 (Rev. C4/C10)

 including reading arts, math, and science. Every student must meet standards
measured by formalized testing in all public schools. Students with learning
disabilities they must have the appropriate accommodations if required and have
alternative assessments provided if the children cannot participate in the general
assessments (Lerner & Johns, 2015).
Accommodations must be in the students learning plans and cannot jeopardize
the integrity of the assessments. There are several different types of
accommodations including extended time to complete tests which includes
accommodations for breaks as needed. The option to be tested away from other
students in a quiet, distraction free environment. The assessments can be
provided in a different format, allowing for a student to have decreased barriers
to questions, and the student should be allowed to provide their responses in a
manner that facilitates a stigma-free environment, including auditory answers or
handwriting versus typing. Assessment accommodations have been shown to
allow for mastery of grade-level academic standards for students with Learning
disabilities (Lerner & Johns, 2015).

Part 4 – Demonstrate Learning

As I was aware of accommodations for post-secondary school students, I was

delighted to learn that these accommodations are made for elementary and high
school students. The No Student Left Behind Act appears to be yet another
barrier for individuals with learning disabilities. It is not a barrier; rather, it has
brought to light the need for alternative assessments and accommodations for
individuals with learning disabilities. By being accountable, more students
succeed, and less stigma is created when discussing learning disabilities in
educational spheres.

I was surprised that the Oregon State-wide assessment systems in written

language did not allow for word processors and spell checkers, even if a student
had accommodations. I was happy to read that a lawsuit was filed, and that the
settlement favoured students with learning disabilities. It pays to challenge
authority.

Moving forward, I will use the information gained in this chapter to help create
more awareness and educate those who do not know that there are options
available.

Unit 3 Part 1 – Reflect

Specialized instruction and technology for students with learning disabilities can
be beneficial and help build self-esteem when a student needs it. A fantastic

EDPY/PSYC 389 (Rev. C4/C10)

teacher will motivate a student to want to be the best and can create a learning
environment like no other. Passive learning is difficult even for a student without
learning disabilities, and the concept of passive learning can be lost on
individuals. Instructors need to better understand different instructional
strategies for individuals with learning disabilities within a classroom setting to
facilitate all different learning types.
Specialized instruction can break down barriers and allow for educational success
despite barriers. I'm looking forward to seeing how technology is implemented
regarding classroom instructions, as I am not well-versed in this area.

Part 2 – Set Goals

Develop a better understanding of specialized instructions in the classroom

setting.
Learn what strategies are used to help build self-esteem and motivation for
students with learning disabilities.
Developing a deeper understanding of effective instructional strategies for the
classroom.

Part 3 – Summarize one of the topics provided in the Learning Outcomes

Specialized instruction takes into the needs of a unique individual. It understands

that not everybody learns similarly and may need different approaches to
succeed in education. Specialized instruction is designed for success and based
on the needs of an individual unique student. Specialized instruction will utilize
accommodations and modifications to assist students with deficits. This could be
reading comprehension or writing. The students will be taught different
strategies to overcome the barriers that they are facing. This does not mean they
will excel in their areas of difficulty, but they may learn strategies to help them in
their educational career (Lerner & Johns, 2015).
Accommodations provide a tool that allows students to be successful. If a
student has an accommodation of a specialized computer program, they must
learn how to use it to benefit them to decrease barriers in their education. It
does not mean that they are provided with the answers or an easier assignment,
but instead, they are provided with different tools so that they are on the same
level as students with no learning disabilities. Accommodations and specialized
instruction are designed to set students up for success (Lerner & Johns, 2015).

Part 4 – Demonstrate Learning

Clinical teachers are specialized teachers who know they can change the
trajectory of a student's education. I was unaware that clinical teaching was
tailored to allow a student’s unique needs to have experiences not encountered

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 by another student. Clinical teachers utilize observational assessment skills and
will assist with planning future educational goals while providing a nurturing
environment where the student does not feel judged. This was a completely new
concept to me as I had thought of clinical teaching within a clinical setting
utilizing a specialty, and if a student is unsuccessful within that specialty, they
just moved on to the next. In the clinical teaching environment , the educator will
take a step back and re-evaluate how to ensure the student succeeds in that
particular area (Lerner & Johns, 2015).
This chapter has made me think of teaching in a new light and will allow me to
reevaluate my teaching skills as I usually put them up to a conflict of
personalities. I need to shift how I'm doing things for someone to learn.

References

Lerner, J. W., & Johns, B. H. (2015). Learning disabilities and related disabilities: Strategies for
success. Cengage Learning.

EDPY/PSYC 389 (Rev. C4/C10)