9-1 Discussion: Learning Disorders

After reading the Module Nine articles (ATTACHED), address the various child and adolescent learning disorders and propose a new industry standard for educators and school districts. Highlight the different methodologies available and justify one for the new industry standards you are proposing.

Take into account what offerings are currently available and how school districts, teachers, and administration can help to improve overall school achievement. Discuss the child and adolescent development resources in the educational support system which should encompass accessibility, organizational structure, and funding to support a newly implemented industry standard.

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In response to your peers, evaluate their proposals and highlight their proposal’s biggest strength and biggest weakness. Offer one suggestion on how to improve the weakness you noted.

To complete this assignment, review the Discussion Rubric document.



Children with learning disabilities have immense difficulty integrating their disability into their continual emerging self-concept and could possibly resort to denial toward lifetime psychiatric disorders (Lange & Thompson, 2006). It is important for the children to be in a more conducive learning environment to ease the overall difficulty of possessing a learning disability. Classroom placement is something educators should consider in any setting. With the prevalence of learning disorders being on the rise, schools and other educational boards should strongly consider how to provide the best form of education to adolescents with learning disabilities. Evidence has proved that inclusive or blended classroom settings for children and adolescents would be a great idea. Inclusive classroom settings are better for both children with and without learning disabilities because they get the chance to interact and learn from one another. Winerip’s article regarding classroom inclusion is one example on how children thrive in an inclusive environment with a proper mix of students, in comparison to a classroom with only students who suffer with learning disabilities (Winerip, 2005). One adolescent learning disorder that many seem to struggle with is dyslexia and ADHD. This affects the attention and academic performance of 5% of worldwide school age children (Brahmbhatt et al., 2016). Sufficient training from the educator standpoint would help with the overall inclusion of the students to promote peer-to-peer learning and cognitive stimulation.


Brahmbhatt, K., Hilty, D. M., Hah, M., Han, J., Angkustsiri, K., & Schweitzer, J. B. (2016). Diagnosis and Treatment of Attention Deficit Hyperactivity Disorder During Adolescence in the Primary Care Setting: A Concise Review. The Journal of adolescent health : official publication of the Society for Adolescent Medicine, 59(2), 135–143. https://doi.org/10.1016/j.jadohealth.2016.03.025



Winerip, Michael. “Learning-Disabled Students Blossom in Blended Classes.” New York Times 30 Nov. 2005: B9(L). Business Insights: Global. Web. 21 Aug. 2020.


There are numerous learning disabilities that effect our children and adolescents. Some of those learning disabilities include but are not limited to: dyslexia, ADD/ADHD, processing deficits, dyscalculia. Early identification to any child or adolescent learning disability is crucial in getting them the additional help that they may require. This is why it is super important for all educators to be given the knowledge to see signs and indicators in child or adolescent who may be struggling. I know that our school systems have IEP’s in place (individual education plan), but these are not always enough. For example, my daughter was in speech therapy on and IEP for k-2. When she first started her speech therapy, the speech therapist and a group of children that she would see at one time. When we realized that my daughter not only needed help with speech, but that she also suffered from a bit of social anxiety. The group setting did not work out for her in the beginning. Once a one-on-one approach was taken, the therapy was far more effective. “The U.S. Department of Education’s Sixth Annual Report to Congress (1984) stated that prevalence has doubled in the past ten years and more than 40% of all pupils served in special education programs are classified as learning disabled. This represents 4% of all school children nationally. States report that the prevalence of learning disabilities ranges from 26% to 64% of the special education population” (Chalfant, 1989). The stigma surrounding learning disabilities is also an issue with children and adolescents. Some fear they will be teased for learning differently. Being taken out of the classroom while the rest of their peers get to stay can make that child or adolescent self-conscious. There was a study conducted on students on comparing inclusive general education classrooms and special education classrooms. The results concluded that there was no significant differences between the two classroom settings. ” In this study, we examined the placement patterns of 57 high school students with SLD. Overall, with the exception of one comparison, we found no statistically significant differences in the academic performance of students with SLD for reading or math” (Fore, et at., 2008).


Chalfant, J. C. (1989). Learning disabilities: Policy issues and promising approaches. American Psychologist, 44(2), 392–398. https://doi-org.ezproxy.snhu.edu/10.1037/0003-066X.44.2.392

Fore, I. C., Hagan-Burke, S., Burke, M. D., Boon, R. T., & Smith, S. (2008). Academic Achievement and Class Placement in High School: Do Students with Learning Disabilities Achieve More in One Class Placement Than Another? Education & Treatment of Children (West Virginia University Press), 31(1), 55–72. https://doi-org.ezproxy.snhu.edu/10.1353/etc.0.0018

Wallace, A. J., M.D. (2005). Early identification of learning disorders helps children succeed. Pediatric Annals, 34(4), 328-9. Retrieved from https://ezproxy.snhu.edu/login?qurl=https%3A%2F%2Fsearch.proquest.com%2Fdocview%2F217563432%3Faccountid%3D3783

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