Addressing Challenges Disabled Children Face in Learning Language

Learning disabilities in children are common. Usually, the condition happens due to differences in brain structure. Differences in the level of intelligence, focus, or behavior do not relate to learning disabilities, as Logsdon (2020) states. These children, due to their condition, faces many challenges in learning the language. Nevertheless, it is essential to find strategies that can help children with learning disabilities because they can also understand language and do better, just like other children. This paper focuses on strategies that can address the challenges disabled children have in learning the language.

The first strategy is creating a positive learning environment. This is mostly applicable to teachers and parents. It motivates learners with a disability if we focus on what they can achieve instead of what they cannot. We must focus on where their strength lies and develop the areas they find success in. Because success yields success, it will be easier for them to reciprocate the success we show them, and thus, the understanding of the language will also be comfortable.

Secondly, highlighting learning objectives and the structure of activities clearly can help disabled children. Because the children might be slow to understand something, if what they are supposed to achieve is highlighted clearly without ambiguity, it might be easier for them to understand the language. Also, avoiding changing the learning objectives regularly can help them because they gain some level of regularity in what they learn.

The third strategy is having a set of positive rules. This relates to the rules that guide children on what to do or not to do. Usually, rules are written in the “do not” form. For instance, “do not sleep in class.” The statement is negative. On the other hand, “always stay awake while in class” is more positive. Positive statements will help disabled children find positivity in learning and thus improve their understanding of language.

The fourth point is reducing potential distractions when the children are learning. Disabled children are more sensitive to distractions as compared to children without disabilities. Therefore, it is crucial to keep distractions away, as this can affect their learning capability. As a result, they will concentrate on learning.

The fifth strategy is about planning time activities effectively. Children with disabilities have different disabilities. There are some with reading and writing difficulties, others with attention disorders, among other disorders. All these groups of children will need different time for learning activities. Those with writing and reading disorders will require more time, while those with attention disorders will require brisk and short tasks that take less time. Therefore, if we understand the type of disorder a child has, it may be easy to help them learn language effectively.

Lastly, utilizing all the senses of learning. As mentioned in the above paragraph, disabled children have different disabilities. Hence, using different senses of learning such as kinesthetic aid, reading a text aloud, and using visual aids may help them learn. Some children might benefit from visual aids, others from kinesthetic aids, and others from all the senses.

To sum up, children with disabilities can also do better in learning language if such strategies are applied. This is because the disability is not related to their intelligence behavior or focus, but only a brain difference. Hence, if teachers use these strategies, the children’s brains might be shaped, enabling them to overcome the learning of language challenges.

Reference

Logsdon, A. (2020, July 16). The best strategies for teaching a child with learning disabilities. Retrieved from https://www.verywellfamily.com/teaching-strategies-for-learning-disabled-students-2162342