Identify Main Ideas Learned From Handbook By Joan Harwell

Main Ideas Learned From The Above Books And Their Application
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Main Ideas Learned From the Above Books and Their Application
Education is the most important accomplishment in life; education is associated with gainful employment and success. Education is the most valuable tool. However, the degree of learning varies, as some children cannot learn with the same effect like others. Some children may develop some disability affecting their learning process. There are many resourceful materials to help both teachers and learners to overcome these learning challenges. The purpose of this paper is to discuss the main ideas presented by Dr.Melvine Levine and Joan Harwell, including several strategies to assist children with learning disabilities.
In his book entitled "the complete learning disabilities handbook" by Joan Harwell, the book presents strategies and activities that can be used by special educators, classroom teacher and parent working with disabled students. The book contains several ideas and proven suggestion to help LD student of all age groups to reach their full potential (Harwell & Jackson, 2008). Harwell presents an overview of learning disability, describing some of the common characteristics, causes, prevalence, prognosis and resources to help students with LD overcome learning challenges (Harwell & Jackson, 2008).
The authors highlight the latest research findings on learning disabilities that explain how the brain works and how children learn. The book also presents relevant laws concerning school, parent, and student rights and responsibilities (Harwell & Jackson, 2008). They also emphasize on practical strategies for classroom management lessons plans and assessments. The book suggests formal assessment and how to identify students with learning disabilities and how of a plan for classroom activities including elements that are important for lesson design, scheduling and how to motivate such students (Harwell & Jackson, 2008).
The authors present specific intervention for specific problems for building LD student academic skills in all basic content areas; these include writing, and spelling, speaking, teaching mathematically challenged students (Harwell & Jackson, 2008). In the latter parts of the book, the author presents tips for working successfully with parents and the role of the family, which includes material for counselors. The authors explore policy changes that might benefit individuals with learning disabilities (Harwell & Jackson, 2008).
The complete learning disabilities handbook Application
To help students with learning disabilities reach their full potential, an institution can initiate a program that offers special education delivered by a teacher who has a background of knowledge in handling children with learning disability (Harwell & Jackson, 2008). The teachers can adopt the following strategies to encourage students with learning disabilities to overcome their learning challenges. As suggested by the authors, a formal assessment is key before planning for classroom activities; therefore the teacher needs to interpret both formal and informal assessment reports to design, schedule his instructional process to address the needs of these students. The teacher needs to assist students in identifying their learning strength and weakness to develop appropriate strategies for learning. Identifying appropriate resources will motivate students (Harwell & Jackson, 2008).
Teachers should provide multilevel instruction to students and collaborate with administration and the parents to address the needs of these students within their classes.
The enrollment process needs to be within reasonable limits based on the size of the school and availability of resources. The teacher's needs to work with the district supervisors to understand policy changes that might benefit the school including students with learning disabilities If the school is small, it might consider using itinerant resources and methods to maximize resources. The intervention can be offered as a one credit optional course for grade 11 or 12. Most students will benefit because the strategy will build on the skill and knowledge obtained in earlier grade classes.
The intervention can be delivered using a variety of arrangements depending on the infrastructure. In some instance, the teacher can use a small group setting while other can adopt a strategy where student work semi independently. Alternatively, students can be in large groups within a resource setting .the program component is applicable for students with difficulty in reading, memory, listening, writing, speaking, reasoning, composition, mathematics, social interaction and spatial relationships(Harwell & Jackson, 2008). To build academic skill in basic content areas of writing, spelling, speaking, and math below is the program components to guide teachers.
1. Identification of learning styles for students
i). Identifying each students learning style
ii. Analyzing teacher style
ii. Match students learning style with teachers style (Harwell & Jackson, 2008).
2. How to enhance studying skills
i). Adoption of listening skills
ii). Writing down essential details based on students’ feedback from various activities
iii). Outlining, summarizing and categorizing information (Harwell & Jackson, 2008).
3. Developing skill for critical analysis
i). Review any cases of bias
Ii). Reviewing the accuracy and reliability of student was spoken or written words.
4. How to develop assertive skills
Oral speaking presentation (Harwell & Jackson, 2008).
5. Time management skills
i). Planning for short term and long term goals to be achieved for each student
ii).Organizing task Fr homework based on the student milestones
6. Use time planning devices
Use multi model presentation and multimedia devices like tape recording or video recording (Harwell & Jackson, 2008).
7. Use visual aids like graphs, maps, pictures, and diagram tables
* 5Ws
* Advanced organizers
* Flashcards
* PQ5R concept
* Condensing mnemonics
* Herringbone technique
* Paraphrasing (Harwell & Jackson, 2008).
7. Strategies for developing meta-cognitive
* Comparing analyzing
* Categorizing linking
* Prioritizing lateral and vertical thinking (Harwell & Jackson, 2008).
8. How to develop a testing strategy
* Have a study schedule for the children
* Analyze the test structure and refine the test to fit within each needs
* Conduct a self-testing to evaluate its effectiveness (Harwell & Jackson, 2008).
9. How to develop writing skills
* Use mechanic of language
* Use speech to enhance language learning (Harwell & Jackson, 2008).
* Use punctuation
* Organize different ideas using graphics
* Brain storming session (Harwell & Jackson, 2008).
10. Developing word processing skills
* Use windows applications
* Reading comprehension sessions
* Paraphrasing information (Harwell & Jackson, 2008).
* Sequencing ideas and event
* Design character
* Building vocabularies
* Inferential reading comprehension.
* Developing deductive reading skills based on purpose, theme, and morals
* Use of figurative language (Harwell & Jackson, 2008).
Tips for working successfully with parents and the role of the family
According to Harwell, the involvement of parent and other family members is important in the learning process. Before strengthening the program, the teacher needs to meet with the child’s parent to find out as much as possible about the child. It is important to have a shared goal for the child and to know the child likes and dislikes personality traits, skills and other special needs or medication (Harwell & Jackson, 2008).
A parent should be made aware of the roles as the school systems deal with a large number of children; parents need to help their children stay focused to help the child overcome some of the learning challenges. To ensure that the child accomplishes daily goals a checklist needed to be in place to ensure that the therapy goals are in line with the overall set objectives (Harwell & Jackson, 2008). Parents can help children with simple tasks like exercises, medication and doctor’s ap...