Essay Sample on Learning Disability of America

Introduction

A learning disability gets construed as a neurological disorder which occurs based on the differences associated with the manner in which a person's brain is wired. In most events, children with learning disabilities are usually smart or smarter than their peers but have a hard time reading, writing, reasoning, and spelling words correctly. Parents, therefore, play a pivotal role in helping children with the disability achieve success through encouraging their strengths and determining different areas of weaknesses which can be addressed with the aim of making them understand the education system. Learning Disability of America was, therefore, formed to help parents find solutions for some of the challenges which may come with the disability. It was formed as a grassroots and non-profit organisation whose thousands of members included people with the learning disabilities, their families, and different professionals with the primary aim of creating opportunities for success for all persons who were affected by the learning disabilities (Boardman, Vaughn, & Klingner, 2018). Currently, it has about 100 states and other local affiliates which are spread out in the United States and different nations across the world. Its formation brought on board a resourceful group of parents who convened a conference in Chicago in 1963 with the main theme being on an exploration of the challenges of the perceived disabled child. The paper is, therefore, premised on a detailed exploration of the topic learning disability of America with the inclusion of other details such as the time when the communication of a child is considered as delayed with the inclusion stages of development and the associated examples. The other issues cover what speech disorders are and the manner in which they are characterised to mention but a few.

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It is expected for children to show a similar trend of growth and development. In some cases, other children may be seen to grow and develop slowly as opposed to their age-mates, some may even have the learning disability when others are registering better performance. The situation is not any different with the child's communication. Some may register delayed communication at a time when their age-mates can communicate without any challenge. The communication of a child is, therefore, considered to be delayed when the child is behind the children within his age regarding language, speech, and speaking skills. Delayed does not mean that the child is unable to communicate but refers to the child being in the position of doing the right thing and in the right order but at a relatively slower rate when compared with other children. The stages of communication development of a child begin from the time of birth to three months. During the time, the infant begins to listen and respond to sounds (Fletcher et al.2018). They also start telling the difference between the parents and other people. They are equally able to respond to changes in both tone and volume.

The next stage is between three to six months, at this stage, they start imitating simple consonants and vowel sounds and also exchanging facial expressions with their caregivers. As the child approaches, six to nine months, they begin making some repetitive babbling sounds and use both the nonverbal and the vocal signals in communicating with other people. The stage of nine to twelve month will see them begin to understand the name of people and those of objects while also allowing them to use both the body and facial expressions in portraying how they feel (Torgesen, 2018). At 1 to 2 years, they begin to understand basic commands like eating their cereals. From the age of 2 to 3 years, they develop specific words which they use in describing most of the things. It is also at the moment that the family well understands them. As they approach the age of five, they begin to follow a string of different instructions. They are also able to combine different thoughts into a single sentence.

It also notable that speech disorders are communication disorder which disrupts the normal speech. For example, lisps and stuttering to mention but a few. They are mostly characterised by the rhythm, the atypical rate, and the manner in which sounds are repeated. Language disorder on their part is perceived as difficulties that couples the processing of linguistic information. Language disorder, therefore, affects language development and education of the child because it delays their reception and communication rate. A speech-language pathologist may thus help children with communication disorders by educating and empowering the parent on how to assist the child. They can interact with the child and establish the problem then guide the parent appropriately (Torgesen, 2018). They can also help the child through offering speech therapy training hence enabling them to acquire different techniques of communication. A speech pathologist may also help the child with the cognitive and communication skills. For example by teaching the child the ways of circumventing their cognitive concerns through the compensatory methods.

Conclusion

In summary, learning disabilities occur in different forms. They range from communication disorders to receptive and feeding issues to mention but a few. The Learning disabilities of America, therefore, plays a pivotal role in ensuring that parents are empowered and encouraged appropriately to ensure that their children with learning disabilities are guided and given a normal life.

References

Boardman, A., Vaughn, S., & Klingner, J. (2018). Teaching Collaborative Strategic Reading (CSR) to Students with Learning Disabilities. From Floundering to Fluent: Reaching and Teaching Struggling Readers, 83.

Fletcher, J. M., Lyon, G. R., Fuchs, L. S., & Barnes, M. A. (2018). Learning disabilities: From identification to intervention. Guilford Publications.

Torgesen, J. K. (2018). Phonologically based reading disabilities: Toward a coherent theory of one kind of learning disability. In Perspectives on learning disabilities (pp. 106-135). Routledge.