assistance in the classroom

It’s a good question. The definition of learning difference or learning disability means that the child has ‘scatter’ in their learning profile. If their performance on a task or tasks is ‘low’ compared to their general IQ, they’re said to have a learning difference. Think if it as a ‘glitch’ and they are supposed to be given assistance/support/ accomodations or modifications to address that disability’s presence.

If a child has a low IQ across the board, no deep dips in their learning profile, they are not thought to have a disability persay.

I guess the underlying theory is that - with help - the LD student can compensate for the ‘glitch’ of their learning difference but that the student with a low IQ cannot compensate for that.

How would a student of IQ perform at the same level as a student of high IQ?
Can such assistance really be given? Is it possible? Can teaching close the gaps that are created by nature as it endows some people with higher IQs than others?

Please don’t see me as defending the system. I’m one of its biggest critics.

Hope that helps.

Sara, I have been asking students (preservice teachers) in my Inclusion course to post questions here that they have about instructing in an inclusive setting. I want to thank you for the time and thoughts you have consistently shared with them over the past few years. You have become an instructor in my course. I’ll put your name on my syllabus next fall! Thanks again.
Doug, Salisbury University

Also my thanks to many others who have given thoughtful replies to my students questions. We have learned so much from all of you.

Thank you for your reply. I appreciate all of the useful information.

Donna

We have a teacher associate that is called an at-risk tutor. She helps the ones that are low and that don’t qualify for special educations services. This is a really beneficial program.
kelley

It’s a good question. The definition of learning difference or learning disability means that the child has ‘scatter’ in their learning profile. If their performance on a task or tasks is ‘low’ compared to their general IQ, they’re said to have a learning difference. Think if it as a ‘glitch’ and they are supposed to be given assistance/support/ accomodations or modifications to address that disability’s presence.

If a child has a low IQ across the board, no deep dips in their learning profile, they are not thought to have a disability persay.

I guess the underlying theory is that - with help - the LD student can compensate for the ‘glitch’ of their learning difference but that the student with a low IQ cannot compensate for that.

How would a student of IQ perform at the same level as a student of high IQ?
Can such assistance really be given? Is it possible? Can teaching close the gaps that are created by nature as it endows some people with higher IQs than others?

Please don’t see me as defending the system. I’m one of its biggest critics.

Hope that helps.

Sara, I have been asking students (preservice teachers) in my Inclusion course to post questions here that they have about instructing in an inclusive setting. I want to thank you for the time and thoughts you have consistently shared with them over the past few years. You have become an instructor in my course. I’ll put your name on my syllabus next fall! Thanks again.
Doug, Salisbury University

Also my thanks to many others who have given thoughtful replies to my students questions. We have learned so much from all of you.

Thank you for your reply. I appreciate all of the useful information.

Donna

We have a teacher associate that is called an at-risk tutor. She helps the ones that are low and that don’t qualify for special educations services. This is a really beneficial program.
kelley