The Critical Role that Parents played

The Critical Role that Parents played in the learning and social development of Children with Disabilities

The reading on this particular topic is concern about the critical role of parents towards the education of children with disabilities. The author cited that in the past and even today, parents have been blamed by teachers and professionals for their children’s learning and social problems claiming that parents are responsible towards their children’s development. In the particular research regarding the role of parents with their children with learning and social disabilities, the author cited that parents are not entirely to blame for their children’s learning and social disabilities. Instead the author pointed out the neurological organization theory which had placed all the burdens to parents regarding their children’s learning and social problem (p. 109). This line of reasoning is challenging because most of us are used to the idea that parents are responsible for their children.

Nevertheless, I would agree with the author that parents are not to blame completely especially in the context of what the author calls “reciprocal effects” wherein researchers have found that some babies, especially those with disabilities, “are born with difficult temperaments, which can influence how their parents respond to them” (p. 110). For me this is interesting because it shows how parents care for their children. It is also interesting to note that the government is doing its part in order to insure that children with disabilities are given necessary attention and care so that as they grow they will realize that despite of their disabilities they are part of the normal society. Indeed play a critical role in helping meet the needs of children with disabilities. With the enactment of Individuals with Disabilities Education Act, the author cited the teachers and professionals are now cooperating closely with parents as this law provides parents opportunities to participate in activities relating to forming curriculum for their children’s learning and social development.

New Learning and relevance

What I have learn from this reading is that parents with children with learning and social disabilities should not be ashamed to bring them into the society as there are a lot of opportunities awaiting them. Many parents having this problem would not dare to admit their child has learning disability. But the lesson that could be drawn here is that they should not be ashamed to admit this reality, instead recognized their child’s need for special attention, special care, and special education which could be provided to them by the government through the help of special education teachers. This learning is relevant to my work with children with learning disabilities as it helped me realized my responsibility towards these special children.

Topic 2 Prevention of Learning Disabilities


Can learning disability be prevented? What is this all about? At first glance on the first question, this seemed impossible as we do not know the new born child will have learning and social disabilities when he or she grows up. Besides, I am used to the fact that most of the programs for children with disability are concerned about correcting if not merely to comply with the provision of No Child Left behind Act, as this law provides that all children including those with disabilities have an access to quality education. But before going into detail, let’s answer the second question. There are three types of learning disabilities prevention namely: the primary, the secondary, and the tertiary prevention. Primary prevention is concern about keeping the disability from occurring. This could be done by reducing the chances of brain injury, by improving teacher’s skills particularly in behavior management, and by providing parents necessary child-rearing skills. To achieve this goal, utmost care and protection is needed against potential causes such the one mentioned earlier.

As per the reading is concern, secondary education assumes the responsibility of correcting disability after it occurs. These include keeping the disability from getting worse which could be facilitated by remedial instructions that could be provided by special education teachers. That means that there should be close cooperation between parents and special education teachers on how their children’s disability can be corrected. The tertiary prevention which is already a higher concern goes beyond correction. It is “keeping the effects of disability from spreading to other areas of functioning” (p. 144).

New learning and relevance

Based on the discussion above learning disabilities are possible to occur but it can be prevented by reducing the chances of its occurrence such as brain injury, or any type of accidents during pregnancy. Learning disability can also be corrected. What is needed is utmost care, sincere effort to provide love and affection for children with disabilities, and commitment to teaching them. For, what is new here is the idea that learning disability can be prevented and corrected. My concept regarding special education for children with learning disability is to provide them education using the most appropriate instruction in order for them to be at par with normal students. I just realized that it is possible that the goal for this type of education is for corrective purpose. Given this, notion, I can develop this idea further to provide a more meaningful programs using the knowledge I just gained.

Topic 3 Technology assisted instruction for Children with Disabilities


What is this topic all about? The idea of technology assisted instruction for children with disabilities seemed odd because these children need somebody whom they can hold, can communicate with them, and somebody who will show them affection. But today, according to experiments computer assisted instruction or CAI is an instructional task option “that can be used with good results for teaching preacademic or basic academic skills.” Findings on the use of computer assisted instruction for children with early childhood learning impairment (ECLI) reveals that CAI can be a good tool towards the promotion of skills generalization and for motivating students to participate in the study. According to the reading, children enjoyed interaction and the control they had with the computer. It also facilitates teacher and students interaction through the items in the display which serve as an instant visual aid. In general, researchers in this type of instruction listed quite a number of benefits on the use of CAI both for teachers and students.

New Learning and relevance

Given this development, this study is certainly interesting and relevant because of the current trend in the use of technology almost in every realm from communication to identification, and now for learning instructions. Of course this is not really surprising given the trend of using technology, but what is surprising for me is the success that it has contributed to teaching/learning situation of early childhood learning impaired students. This is something new as we are used to see this job done by a real person skilled in teaching special education to children with learning disability. Given this findings, those who are computer literate will surely feel comfortable because they can further enhance the benefit of using their computer. In my case I can use this knowledge by creating programs in the computer that could further enhance the learning process. This is exactly the reason why I chose this topic being computer proficient my self.

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