It is important to understand the definition of learning disability: A specific learning disability is defined as a disorder in one or more of the basic learning processes involved in understanding or in using language, spoken or written, that may manifest in significant difficulties affecting the ability to listen, speak, read, write, spell, or do mathematics. Associated conditions may include, but are not limited to, dyslexia, dyscalculia, dysgraphia, or developmental aphasia. A specific learning disability does not include learning problems that are primarily the result of a visual, hearing, motor, intellectual, or emotional/behavioral disability, limited English proficiency, or environmental, cultural, or economic factors.
In the Resource Program, we utilize computer programs and web sites, specific curriculum, multi-sensory materials and strategies designed to target, remediate, and support struggling and those with a learning disability. School wide, students' reading and math are assessed regularly via STAR tests to monitor growth and progress. Accelerated math and Accelerated reading goals can be individualized for Resource students. In the Learning Resource Program (LRP) we have individualized phonics and reading programs on our six student computers. We also have a class ipad with apps to drill and practice skills.
Many skills must be explicity and intentionally taught to these students. Often, adults assume children are "getting it" somehow on their own or just by being in an academic situation. But there are many children who truly do not understand how to learn, what to focus their attention on and how to think about and understand what they have read and heard. Sometimes, a few months of intensive instruction that is strategic and intentional is all that is needed to help the struggling student get back on track. Other students with an identified specific learning disability (as defined above) need more in depth, longer, intensive, and explicit instruction with trained instructors along with accommodations made for them in the general academic classroom.
Although our program is much smaller than one would find in a public school setting, it is important to me that, to the best of our abilities, we are providing appropriate instruction and direction to our Learning Resource students. We rejoice in all gains accomplished by our students knowing that each incremental rise in a score took a lot of effort on the part of the student - and the instructor. We work together for success!!
Nothing can be accomplished in and of ourselves, but it is through Christ that we can do all things! We pray, we work hard, we give our best efforts!
