Smith Page |1 Brenda Smith Melody Wentworth English 111 April 28, 2014 Multi source College and

Students with Disabilities Sitting here thinking about the differences in how people comprehend, learns and what aspect applies best for students. Student outcome tends to be much better if hands on learning are an option. To help students with disabilities a more approach to learning could be used. Learning preferences include a flexible schedule instead of one that is fixed. Doing things at the students own pace instead of being told when it has to be done. Students stress level seems to be higher when rushed to meet a dead line. It cant be too quiet when trying to study. There needs to be music playing so some can study and focus and read things. Always seem to be able to remember on what students are reading instead of forgetting everything that was just read about. Things need to be organized and have a lot of room to lay everything out instead of all cluttered together. Teachers need to adapt to students learning styles. Addressing learning skills means students falling deeper like Tagg and Gardner. What are colleges for? What are they supposed to do? What are the teachers goals? Tagg As Eric Mazur a professor seen a great decline in his physics class he began to investigate the problem. He asked a set of questions. One student asked should the questions be answered by what he has taught them or how the student thinks about the question? According to Mazur students cannot recall the correct answer is because they never really understood them in the first place. Whos to blame for that? The teacher or student.

Smith Page |2 Students tend to work better in groups instead of alone. Sometimes sharing their own thoughts or ideas it tends to make understanding things much better and easier so the paper is written the way it is supposed to be done. When given instructions on a paper going about it in the students own way is easier. Colleges are for students to learn as much as possible with the right teacher. The teacher has to be willing to help in any way possible. They cant have favorites and just tend to them. Students pay dearly to learn and expect a good quality education. But on the other hand the student has to want to learn not just blow it off. Learning goals are goals for personal change; they are beyond the reach of the student as entity theorist, for his talents are frozen and immobile. Teachers goals should include presenting work that each student can understand including the ones with learning disabilities. Students who have little faith in their capacity for cognitive change and development will tend not to set learning goals. Carol Dweck she has found that we adapt implicit theories about our own abilities in a given domain, and that these theories powerful influence the kind of goals we set. As Howard Gardner states showing evidence that at any time a student may be at a very different stage in learning and development. Students need to understand knowledge is not the same as morality, but we need to understand if we are to avoid past mistakes and move in productive directions. Work is a desire and needs help to create the conditions to change it. It is hard to teach even when anything can be taught; what to do if there are distinct limits and strong constraints on human cognition and learning. Gardner Seven kinds of intelligence would allow seven ways to teach instead of one. Students think and learn in many different ways. This reflection has led many educators to develop new approaches that might better meet the needs of the range of learners in their classroom. Gardner Teachers should try and adjust to the students learning as the student adapts to the way teachers teach their subjects.

Smith Page |3 As Michael J. Kennedy and Donald D Deshler write students with learning disabilities have long term consequences of many challenges. In data from the National Longitudinal Transition Study found 21% of students with learning disabilities are five or more grade levels below in reading; 31% of students with learning disabilities drop out of school compared to 9.4% of nondisabled peers; and only 11% of students with learning disabilities attend postsecondary institutions. Considerable progress has been made in designing and validating interventions and instructional protocols that markedly improve academic outcomes for students with learning disabilities. Within the last two decades, there have been repeated suggestions that students with learning disabilities are subject to a higher risk for increased stress during the school years and that such stress may lead to increased depression and perhaps even suicide. Mary-Kay Crane With increasing levels of failure experienced by some students with learning disabilities as they progress through school, the school environment may result in increasing stress and or depression. As early as the 1970s and 1980s some researchers were suggesting that students with learning disabilities displayed higher rates of depression as comparison groups. Some learning strengths with learning disabilities may include working in groups instead of alone. Sometimes when students share ideas and thoughts it makes understanding things much better and it helps the ones that are having a hard time with a project. Everyone learns at a different speed some harder than others, if teachers could understand that the dropout rate might go down. Sometimes teachers go the speed for higher level students and forget about the ones that learning comes at a slower pace. We are not dumb just slow. If this doesnt get solved or done the students will not achieve their goals. They wont go anywhere. They wont go far in life. The work force will suffer because employers tend to stir

Smith Page |4 away from people without a college education. Economic will suffer, without people working they will not have the money to spend. Colleges will suffer. Why go to college if a person doesnt think they have what it takes to get a degree. Colleges should focus on teaching and teachers should adapt to students learning styles. This is how the circle goes around. Some schools are focusing more attention on getting such reluctant students to disclose their learning disabilities before they run into severe problems in the classroom, and to bring down these schools increasingly important graduation rates. Students with learning disabilities are far more likely than others to drop out of a four year college. Few schools are doing enough to help students with dyslexia, ADHA or other learning disorders find the help they need. Although the Americans with disabilities act require every university and college to have a disability office, it can be hard to find or understand. Programs can help only students who help themselves. Introducing new teaching methods has its challenges. Maybe offer two of the same classes one for higher standard students and one that meets the slower learning students. That would be good so each and every student has a chance to succeed. At several traditional schools, disabilities advocates said they were beginning to see students to be more comfortable disclosing their problems. There are a handful of schools that accept only students with learning disabilities, including Beacon College in Florida and Landmark College in Vermont. Its both unfair and unethical to bring students to an institution that is not well equipped to support those students said Hagerty whose campus serves about 200 students. Schools also being challenged to prepare students with learning disabilities for life after college. Jarvis said Im going to have to do stuff without the support. But these schools have prepared me

Smith Page |5 After spending time working with two very different groups, normal and gifted students and brain damaged adults, Gardner began developing a theory designed to synthesize his research and observations on his theory of multiple intelligences.

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Gardner, Howard. Howard Gardner and multiple intelligences, the encyclopedia of Informal education. 14 April 2014: 1-20. Print Web Deshler, Donald D. and Kennedy, Michael J. Literacy instruction, technology, and students with Learning disabilities: research we have, research we need. 24 March 2014: 289-298.Jstore Bender, William N., Crane, Mary-Kay. Stress, depression, and suicide among students with Learning disabilities: assessing the risk. 24 March 2014: 143-156. Jstore Brownell, Mary T., Deshler, Donald D. and Mellard, Daryl F. Differences in the learning and Transfer performance between students with learning disabilities and other low achieving Students on problem solving tasks. 24 March 2014: 138-156 Jstore Tagg, John. Why learn? What we may really be teaching students. March-April 2014: 1-9 Print