Learning Disability and Development
Various milestones characterize each infant (0 to 12 months) and toddler (12 to 36 months) development. While most stable infants and toddlers within a particular window of time meet each milestone, there is a lot of difference regarding how large that window might be. Culture, climate, socioeconomic status, and hereditary factors, for example, can affect when a child or toddler begins to crawl, walk, or speak. In more enriched environments, children who suffer from undernourishment, who lack stimulation entirely, or require access to adequate health care may grow more slowly than children. Infant or toddler growth problems occur when milestones are missing or substantially delayed, as such circumstances can indicate an underlying physical or mental disorder. Identifying concerns early in development is vital to the welfare of an infant. This paper seeks to analyze learning disability as a significant factor that hinders development among children.
Mental disorder or mental retardation is commonly known as a learning disability. General or developmental disabilities are other words often used. In comparison to other young children, a child with a general cognitive disorder finds it harder to understand, comprehend, and do activities. Students with learning disabilities continue to develop and learn during their development, like all children and young people-but more gradually (Fletcher et al., 2018). The extent of disability can differ tremendously. Some kids can never learn to communicate, and so are probably to need support with caring for themselves as they grow up-eating, dressing, or going to the loo. On the other hand, the impairment could be moderate, and the child could reach adulthood to become autonomous.
General learning disorder is distinct from particular learning disabilities, which implies that in one or two areas of their education, the individual has disabilities, but operates well in other aspects of their progress (Mogasale et al., 2012). For instance, in reading, writing, or recognizing what is said to them, a child may have a particular learning disability but have no issue with effective learning in other life areas. Kids or young people with a general learning disorder are mindful of what is going on around them. Their ability to comprehend and communicate, nevertheless, may be impaired, and it may be difficult for them to articulate themselves. Speech disorders will make it much more difficult to make other people acknowledge their thoughts and needs.
By their weaknesses, they can become irritated and angry. They can feel depressed or frustrated and think poorly about themselves as they equate themselves to other kids. It can be disturbing for a parent to find out that their child has a general learning disorder. It can be difficult for them and other family members to comprehend why the child is like this. It may also be challenging to interact with the learning impaired child, difficult to control their actions, and harder to comprehend for other individuals (Fletcher et al., 2018). In a variety of ways, brothers and sisters can be impacted. They may feel upset about the way given or humiliated by their behavior to their disabled brother or sister. They may also be mocked at school. They will also feel emotionally liable for their siblings with disabilities or their troubled parents.
I decided to discuss this topic because it has sparked a lot of concern among scholars and professionals in the academic sector due to the rising cases of children with a learning disability. A review of 23 studies of the “educational attainment gap” in reading showed that children with IEPs performed 1.17 standard deviations behind students without IEPs (Mogasale et al., 2012). With a disparity this wide, as per an outstanding education specialist, Ph.D., children with IEPs are not given meaningful access to the general curriculum system. These results may ask parents and teachers whether students receive the correct interventions. Some individuals may believe that because some learners have disabilities, there is a difference in their success and their friends’ performance. But there is convincing evidence that when they receive systematic, comprehensive, personalized learning, students with learning disabilities will reduce the size of the education gap.
I agree with research that shows that learning disabilities can be well handled by recognizing them early. As quickly as possible, it is necessary to realize that a child is steadily learning and developing. It is only when the issue is understood that the assistance and support they need will be provided to the child and their families. In understanding slow development in the years before education, the healthcare practitioner plays a significant role. One way of recognizing disabilities is through a child development team (Fletcher et al., 2018). A variety of individuals may assist with the basic welfare of the student as the child gets older. In a network known as the Child Development Team, they will also work together. Professionals, including community pediatricians, nurses, counselors, and speech specialists, are involved in this team. This also requires a child therapist or other mental health program participants for children and adolescents (CAMHS). There are special programs for children with learning disabilities (Community Learning Disability Team) in some areas. A GP should refer the kid to one of these professional team, if appropriate.
To sum up, this research is crucial to professionals in early childhood because it creates awareness of the various challenges experienced by students in class and the potential interventions to help them achieve their objectives. Because of both the academic and social pressures, a school can be a specific difficulty for children with learning disabilities. Special arrangements can be made by local education agencies to accommodate each child’s educational needs. Nevertheless, most children are required to obtain their education in an inclusive, conventional setting. Children who can deal efficiently with other persons, for example, are likely to join a regular school but have a unique style of learning. A child with more severe impairment, on the other hand, could go to a special needs school.
References
Fletcher, J. M., Lyon, G. R., Fuchs, L. S., & Barnes, M. A. (2018). Learning disabilities: From identification to intervention. Guilford Publications.
Mogasale, V. V., Patil, V. D., Patil, N. M., & Mogasale, V. (2012). Prevalence of specific learning disabilities among primary school children in a South Indian city. The Indian Journal of Pediatrics, 79(3), 342-347.