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I have to respond to the two different discussion post. I have added the discus

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I have to respond to the two different discussion post. I have added the discussions below and you can respond with two paragraphs each.
Instructions from professor: evaluate the proposals and highlight the proposal’s biggest strength and biggest weakness. Offer one suggestion on how to improve the weakness you noted.
First discussion:
Children with learning disorders often need extra attention when it comes to class, including extra instruction when it comes to learning in the classroom. Children with learning disorders do not learn the same way other children do. Most schools have their own testing to be able to diagnose if the child has a learning disability. Here in my community, they have a test where they can find out different types of learning disabilities, as dyslexia is one of the major issues within our school district, they have a very good after school program. Although, the school cannot diagnose the child alone, they can give the parents recommendation on what they see inside the classroom, then guiding the parents to seek a professional opinion on the child’s learning issues.
In the grant proposal we touched on the IEP or 504 plan that can make accommodations for children with learning disabilities (CDC, 2021). My sister is a special needs teacher, with her certificate in Colorado, with a daughter that has a missing chromosome, although this is not labeled as a “learning disorder,” her development is much slower than a child without this missing chromosome. In her classroom they have a mixture of children that have learning disorders or other types of developmental issues. They range from autistic, ADHD, dyslexia, and of course her now graduated daughter. This helps these children to be in a classroom that is geared towards help children with all learning disabilities. I honestly think that this is the best way to achieve the outcome for each child with a learning disability. This would be called a blended classroom.
The blended classroom would be geared with the correct curriculum for each child’s learning disability. Most schools that get funding for special education classes, or the IEP program must meet or obtain certain requirements each year, where regulated by the state they live in. For the funding for the school, they must show that the students are benefiting from the classroom environment.
Second Discussion:
It is imperative that these children who are struggling with a learning disability can be in environments that are more inclusive of learning with their disorders (Peterson, 2022). Classroom placement is crucial for positive learning experiences and education for those learning with a disability. With the prevalence of learning disabilities and the continuous rise in America, schools and their education boards must consider and solidify the best ways to provide education to those children with disabilities. Research has shown that the use of blended and inclusive classrooms has positively affected all children’s overall learning experiences. In Fore et al. (2008) study, they determine that blending and creating more inclusive spaces increases the way children with disabilities learn and creates a positive outlook about themselves. Blended and inclusive classrooms are highly beneficial for children with learning disabilities and those without. Being able to learn and interact with all their peers and not feel isolated would have a positive impact on how they view and experience education throughout their entire lives. I also believe that since past the point of secondary education (high school) those students with disabilities won’t be separated or in specialized classes once they are in higher education (college), to allow the children to been integrated with an entire class from early education on would help them immensely.
Although I find inclusive and blended classrooms beneficial for all students, I also believe that having educators trained to help those with these learning disabilities is essential. Winerp (2005) examined how blended and inclusive classrooms benefited from having two teachers in the normal everyday classroom. One teacher must specialize in general education, while the other specializes in special education. A classroom with two educators has shown that it improves the learning quality for both types of students. In addition, it allows for individualized and specialized teaching for all students, rather than making one group feel excluded.
Current methods of teaching offered to students with learning disabilities range from experimental methods (e.g., hands-on approaches to learning, self-directed student participation, self-paced working environments, and technology applications that allow for more extensive note-taking. Other structured programs like the 504 Plan are offered as well. The 504 Plan was created to help better assist students with higher needs regarding their physical or mental disabilities. They accommodate these students with extended assignment and test-taking time, better seating, so they are close and able to see and hear, and modified work materials (Winerp, 2005).
I believe more therapeutic practices should be added to more schools as well. Children with a learning disability are significantly more likely to develop other mental disorders compared to children who do not have a learning disability. Allowing a space that allows for a student to openly discuss struggles, stresses, and worries with a psychological professional would be highly beneficial (Emerson & Hatton, 2007).

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