Curriculum adaptations for students with mild to moderate learning differences

This study presents both a theoretical and practical approach to providing appropriate learning environments for children with mild to moderate learning disabilities. Beginning with a review of the current definitions of learning disabilities according to the Individuals with Disabilities Education Act and the National Joint Committee on Learning Disabilities, learning disabilities are defined as language-based neurological disorders. The study presents an overview of neurological functioning which becomes the foundation for a study of language-based learning differences. The study advocates the convergence model of language functioning, promoting the belief that different brain areas are activated together in time during language processing. This model also explains the complexity of a neurological diagnosis in language disorders. The research on expressive and receptive language disorders illustrates a clear connection between learning disabilities and language functioning. Theoretical perspectives that guide language assessment and intervention practices are presented and a case is made for routinely including speech and language screenings and a neurological screening in comprehensive educational assessments. Based on interventions commonly used by language and communication specialists, recommendations are made for learning environments which are appropriate for children with language-based learning disorders. A child-centered, naturalistic approach to language development is advocated. In this approach the adult or teacher intentionally looks for opportunities within the naturally occurring environment to focus the child's attention and efforts toward targeted skill areas. The research in this study demonstrates the importance of language development in children with mild to moderate learning disabilities and offers recommendations and strategies for developing appropriate learning environments.