Submitted by

M Anas Ur Rehman
35578
Submitted to
MAM UME RUBAB
 Learning Disabilities and Classroom Adaptation

Question 1: Choose one type of learning disability and explain its symptoms, causes, and
how it specifically affects academic performance.
Learning Disability: Dyslexia
Dyslexia is one of the most common types of learning disabilities that significantly affects a
student’s ability to read, write, and spell. It is a neurobiological disorder with a strong genetic
basis, primarily affecting language processing skills. According to the International Dyslexia
Association (IDA), dyslexia is characterized by "difficulties with accurate and/or fluent word
recognition and by poor spelling and decoding abilities".
Symptoms of Dyslexia
Symptoms of dyslexia can manifest differently depending on the individual and their age group.
In early childhood, common indicators include delayed speech development, difficulty learning
new words, problems with rhyming, and trouble remembering letters or colors. As children grow
older and enter school, symptoms become more apparent through difficulties in:
 Recognizing sight words and decoding unfamiliar words
 Understanding phonemic awareness and phonics
 Spelling and writing coherently
 Reading fluency and comprehension
 Performing well on written assignments despite average or high intelligence
For instance, a dyslexic student may reverse letters (e.g., reading “b” as “d”), skip words while
reading aloud, or struggle to follow along in class readings. These symptoms cause consistent
delays in academic progress when left unaddressed.
Causes of Dyslexia
Dyslexia has both genetic and neurological underpinnings. Research by Shaywitz et al. (2002)
using functional MRI has demonstrated that individuals with dyslexia activate different parts of
the brain while reading compared to non-dyslexic individuals. Specifically, dyslexics show
underactivity in the left hemisphere of the brain, particularly in regions responsible for
phonological processing and visual word form recognition.
Genetics also play a role. Studies have shown that dyslexia tends to run in families, with
heritability estimates ranging between 40–60% (Fisher & DeFries, 2002). Environmental factors
such as poor early literacy experiences, lack of exposure to books, and ineffective teaching
practices can further exacerbate the condition.
Impact on Academic Performance
Dyslexia affects all academic areas that involve reading, writing, and even mathematics to some
extent (particularly word problems). Students often:
 Perform poorly in timed tests due to slower reading speed
 Struggle with note-taking and written expression
 Experience delays in vocabulary acquisition
 Fall behind in subjects requiring reading comprehension
Over time, these academic challenges can lead to a negative self-image and aversion to
schoolwork. This can create a vicious cycle where a student avoids reading and writing tasks,
leading to further academic decline.

Question 2: Discuss the social and emotional challenges that students with learning
disabilities often face. How can these challenges be addressed in the classroom?
Children with learning disabilities such as dyslexia, ADHD, or dyscalculia not only experience
academic obstacles but also struggle significantly with emotional regulation and social
integration. Their constant academic frustrations can erode confidence and contribute to peer
exclusion, anxiety, and behavioral issues.
Social Challenges
One of the key challenges students face is social rejection. Because they process information
differently, these students often lag in classroom participation, group work, and verbal
expression. As a result, they are at risk of being misunderstood, teased, or bullied by peers.
According to Mishna (2003), students with learning disabilities are twice as likely to be bullied
compared to their non-disabled peers. This results in poor peer relationships, social withdrawal,
and loneliness.
Another social issue is the difficulty in understanding non-verbal cues, which is common in
students with LDs. They may misinterpret gestures or tone, making interactions with others
awkward or conflict-prone.
Emotional Challenges
Emotionally, these students suffer from low self-esteem and self-efficacy. They may view
themselves as incapable or "less intelligent," despite having average or above-average IQs. This
can lead to school avoidance, academic disengagement, and even depression. A study by Gans et
al. (2003) found that university students with learning disabilities reported higher levels of
perceived stress and lower self-confidence than their peers.
The fear of failure can lead to perfectionism, procrastination, or disruptive behaviors as coping
mechanisms. These emotional barriers further widen the achievement gap and affect classroom
climate.
Classroom Interventions
Addressing these issues requires a proactive, empathetic, and structured approach:
1. Inclusive Education Practices: Teachers should create an inclusive environment where
learning differences are normalized and accommodated. This includes using
differentiated instruction and Universal Design for Learning (UDL) frameworks.
2. Peer Buddy Programs: Assigning peer buddies fosters social interaction and builds
cooperative learning experiences.
3. Positive Reinforcement: Acknowledge efforts, not just results, to boost student morale
and encourage persistence.
4. Social Skills Training: Structured programs can help students understand body
language, empathy, and appropriate social responses.
5. Access to School Counselors: Counseling sessions can help students process emotions,
develop coping skills, and improve mental well-being.
6. Parental Involvement: Regular communication with parents ensures that emotional and
behavioral patterns are supported at home too.

Question 3: What are the legal and ethical considerations educators need to be aware of
when supporting students with learning disabilities in the classroom?
The education of students with learning disabilities (LDs) requires careful attention not only to
pedagogy but also to the legal rights and ethical responsibilities that shape inclusive classroom
practices. Educators play a critical role in ensuring these students are not only accommodated,
but also protected under national and international frameworks designed to promote equity,
dignity, and access.

Legal Considerations
1. Right to Free and Appropriate Education (FAPE):
In many countries, including Pakistan (through inclusive education policies) and the
United States (via IDEA – Individuals with Disabilities Education Act), students with
learning disabilities are entitled to a free and appropriate public education. This
includes the provision of Individualized Education Programs (IEPs) or equivalent
plans to support learning needs.
 2. Non-Discrimination Laws:
Laws such as Section 504 of the Rehabilitation Act (1973) and the Americans with
Disabilities Act (ADA) ensure that students with LDs are not discriminated against in
any educational or extracurricular activity. These laws require reasonable
accommodations, such as extended time on tests, alternative formats for assignments, or
access to assistive technologies.
3. Confidentiality and Data Protection:
Teachers must maintain the confidentiality of a student's diagnosis and personal
records. Disclosure of a disability without consent can lead to legal consequences and
psychological harm to the student. According to the Family Educational Rights and
Privacy Act (FERPA), only authorized personnel should access such information.
4. Due Process and Parental Rights:
Parents have a legal right to participate in decisions related to their child’s education.
Educators are required to provide clear communication about a child’s needs, rights, and
available support systems. The school must also follow a due process if disagreements
arise over placements or accommodations.
5. Inclusive Assessment Practices:
Legal standards emphasize non-discriminatory evaluations to diagnose learning
disabilities. Using culturally and linguistically fair assessments ensures that students are
not misdiagnosed due to language barriers or bias.

Ethical Considerations
1. Equity Over Equality:
Ethically, educators must understand the difference between treating students equally
and treating them equitably. Providing the same resources to all students may not be fair.
Instead, students with LDs need differentiated instruction, personalized materials, and
individualized pacing to truly succeed.
2. Professional Competence and Training:
Educators have an ethical duty to continuously enhance their understanding of learning
disabilities. The Council for Exceptional Children (CEC) outlines professional
standards emphasizing lifelong learning and skill development in special education
practices.
3. Promoting Student Dignity and Autonomy:
Teachers must uphold the dignity and autonomy of students by fostering an inclusive
environment where students are not labeled or stigmatized. Language should be
respectful and strengths-based (e.g., “student with dyslexia” instead of “dyslexic child”).
 4. Avoiding Bias and Prejudice:
Unconscious bias in grading, classroom participation, or behavioral expectations can
result in unfair treatment. Educators must reflect on their own attitudes and ensure fair
opportunities for all learners regardless of their learning profiles.
5. Collaboration and Advocacy:
It is ethically essential for educators to collaborate with psychologists, special educators,
and parents to ensure consistent support. Teachers are also encouraged to advocate for
systemic changes, such as inclusive policies, better funding, or awareness programs
within schools.

Conclusion
Legal frameworks protect the rights of students with learning disabilities, but without ethical
commitment from educators, these laws remain ineffective. Understanding and implementing
these considerations is not only a matter of compliance but a matter of social justice, ensuring
that every student has the opportunity to reach their full academic and personal potential.