Essay: Learning Disabilities in Students - Journal Article Analysis

This essay analyzes three journal articles concerning learning disabilities in students. It begins by introducing the concept of learning disabilities and the challenges students face in reading, writing, and recalling information. The essay explores the impact of public policy, examining the deficit-based and social construct models, and highlights the importance of inclusive education. It discusses the mindset of learning-disabled students, emphasizing the significance of peer support and the need for specialized care. The essay also examines educational facilities, curriculum design, and the crucial role of parents and teachers in fostering a supportive environment. The conclusion emphasizes the need for a healthy and respectful life for learning-disabled students, highlighting the importance of providing the best possible education and support to help them thrive.

Running Head: Learning Disabilities in Students
Learning Disabilities in Students
Journal Article Analysis
System04104
2/21/2020

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Introduction
The essay is based on the article of Moira Kirby, in which she discussed about the
special education policy for students who are suffering from learning disabilities. The article
focuses on promoting full inclusion for students and supports the concept of special education
of learning disable people. The article states how this neurological disorder affects the career
and study of a student. The essay is based on three journal articles that are based on providing
equal opportunities for the students who are suffering from learning disabilities and ensures
them a healthy lifestyle, which is just like to their friends and other family members.
Discussion
According to Kirby (2017), children with learning disabilities are as smart as the other
students and their friends but they face problems while they reading, writing, spelling, and
recalling any information (Kirby, 2017). The paper promotes the general education to
children and enhances the accessibility of education for the children who are suffering from
learning disabilities.
Public Policy and Learning Disabilities
Moira Kirby has described in her article that public policies are generally affected by
the social construction of disabilities. She has also mentioned in the article that there are two
models that look learning disabilities with different angels. i.e., deficit-based model and
contrasting social construct model (Kirby, 2017). Social construction model is generally
imposed barriers and oppression for the children who are suffering from learning disabilities
while the medical model is related with special educational practices that support the children
to encounter those barriers, which affect the life of a learning-disabled student.

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McGrath and Hughes (2018) has described in their article that teachers generally face
issue while providing education to the learning disabilities students. Apart from this, the
article focuses on how teachers can help students to access the curriculum in easy way. The
article also focuses on the limitations of teachers because they failed to provide proper
accommodations to students who are suffering from this kind of disease.
Mind-set of Learning Disabled Students
Kirby (2018) described in the article that students suffering from learning disabilities
generally feel pride and privilege when they included with their peers and friends in the
classroom. It has been also mentioned in the article that how students face some implicit
assumptions surrounding their disability conditions. However, the assumptions of society are
based on the assumption of medical model of disability. However, it has been also mentioned
in the article that providing better education to the student is only possible when they are
educated in the resource room. The students also feel a positive vibe in the resource room
where they can easily learn and write anything without any problem. McGrath and Hughes
(2018) mentioned in their article that student with learning disabilities needs special care and
more attention from their parents and care centre where they treated by the medical
professionals. The same conditions also apply in educational institutions as well (McGrath &
Hughes, 2018). It has been also described in the article that students with learning disabilities
recognize the support of their peers as a help in their learning process. However, it has been
found that peers generally not intentionally support or provide aid to their learning-disabled
friends. It has been also mentioned that they need to provide systematic support, which is
designed by the complex systematic instructional routines. Bishop (2018) mentioned in his
article that children who are suffering from learning disabled issue generally face high level
of social exclusion or bullying. They build up their own bad image that effect their self-

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image. In such a scenario, it is the family members and healthcare professionals to help the
child to come out from this type of psychological issues (Bishop, 2018). Apart from this,
physicians should also advice the parents that what they need to done to protect their child
from any issue or problem like social exclusion or bullying (McGrath & Hughes, 2018).
Educational facilities and Curriculum for LD Students
The article of Kirby (2018) also focuses on creating new assumptions to provide
special education for the students with learning disabilities. The new assumptions of society
considers that students with learning disabilities should be provided special separate
environment for study and people who provide education to them should be well trained and
skilled in the profession. However, the thoughts of Bishop (2018) and McGrath and Hughes
(2018) are very different because they think that student should be included and provide
education with their own peers and friends. Although, it needs some extra effort and
resources but the student feel equal and comfortable with their own friends and in their own
life as well. This will also help them to grow up with self-belief and a strong self-confidence.
The focus of the McGrath and Hughes (2018) is also on providing a well-designed
curriculum for the students having issues of learning disabilities. However, the authors of all
these three articles do not reject the role of parents who plays crucial role in overall
development of children.
The major focus of these three articles is to provide better education for students
having learning disabilities issues. Where Kirby (2017) focuses on inclusion strategy where
student can learn things with their peers while Bishop (2018) focuses on mental issues that
students face during the learning disability problem. The thought of McGrath and Hughes
(2018) is based on scientific approach in which they focus on to provide a resource classroom

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and well educated and professional teacher for providing education to the learning disabled
students.
Conclusion
In conclusion, the thought of all these three articles is to provide a healthy
environment for learning disabled student and help them to ensure a healthy and respectful
life among their own friends and peers. The articles also described two way of looking
learning-disabled children, which are deficit-based model and contrasting social construct
model. These all articles are describing that how a learning-disabled child can be provided
best education in the school and how teachers can help them to come out from this tough
situation. Although, the support of parents and teachers are common in all these three article
because without them providing a healthy and privileged educational life for children cannot
be possible.

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References
Bishop, T. W. (2018). Mental Disorders and Learning Disabilities in Children and
Adolescents: Learning Disabilities. FP essentials, 475, 18-22.
Kirby, M. (2017). Implicit assumptions in special education policy: Promoting full inclusion
for students with learning disabilities. Child & Youth Care Forum, 46(2), 175-191.
McGrath, A. L., & Hughes, M. T. (2018). Students with learning disabilities in inquiry-based
science classrooms: A cross-case analysis. Learning Disability Quarterly, 41(3), 131-
143.