A Discussion Post

Understanding the Effects of Disabilities in the Classroom

I gained a lot of knowledge about how disabilities effect students in the classroom via the PBS LD Simulation. Since attention and reading skills are the primary drivers of students’ performance in the classroom, these were my main areas of concentration during the simulation process.

The Impact of ADHD on Student Learning

A youngster will never be able to complete homework successfully without assistance from the teacher or other students if they are unable to focus in class or read instructions. ADHD, which hinders a child’s ability to study or collaborate with others in the classroom, is a serious problem for children who struggle with attention deficit. Children with this disorder may be inattentive, hyperactive, or impulsive, thus, hindering their ability to focus in class. ADHD can be treated through behavioral therapy, social support, parent training and education, and school assistance (Antshel et al., 2011). From the simulation, I came to understand that distraction activities in the classroom can affect many children; I myself was unable to mix the colors since other students were making a lot of noise in the background (pbs.org, n.d.). Distractors such as noise, trauma, stress, and hunger can hinder students from paying attention in the classroom.

The Challenges of Dyslexia

I was also able to learn about the activity that relate to students’ reading abilities. When a student has a difficulty in treading or decoding information, he/she may be suffering from dyslexia. This disorder is associated with the challenge of reading comprehension, writing, or spelling words. Such student may struggle to code information or re-read sentences for understanding. In the simulation test, although I was able to recognize the new phonemes and code correctly, a student with dyslexia may not be able to do this (pbs.org, n.d.). One way to improve a student’s learning experience is through the use of Orton-Gillingham (OG) program. According to Ritchey & Goeke (2006), this program is based on the multisensory structured language education to help students learn how to read. Through the simulation, I understood the situation that students go through as they try to read in the classroom.

Reference

Antshel, K. M., Hargrave, T. M., Simonescu, M., Kaul, P., Hendricks, K., & Faraone, S. V. (2011). Advances in understanding and treating ADHD. BMC medicine, 9(1), 72.

Ritchey, K. D., & Goeke, J. L. (2006). Orton-Gillingham and Orton-Gillingham—based reading instruction: A review of the literature. The Journal of Special Education, 40(3), 171-183.

Student Response

I enjoyed reading through your review. I agree with you that the PBS LD simulation offers a great experience in the learning process. Through the simulation, one is able to understand the possible disabilities that student face in regards to reading, writing, listening, and spelling. Since I did not focus on the writing components of the simulation, I have actually learnt about dysgraphia from you. It is important that parents and teachers come up with interventions that can help the students with assembly difficulty. Conducting further research on the disorder, I came to learn that occupation therapy (OT) is essential to improve student performance in physical writing. This may include improving the motor skills, body posture of the student, and arm position on the chair or desk (Case-Smith, Allen, & Pratt, 2001). Other exercises such as clay playing and squeezing a ball could help in improving physical writing. As you have stated, the simulation enables one to understand the frustrations that students go through as they try to learn.

Reference

Case-Smith, J., Allen, A. S., & Pratt, P. N. (Eds.). (2001). Occupational therapy for children. Toronto: Mosby.