Philosophy of Adult with Learning Learning Disability: Mattew E McLaren

My experience with the first-course Adult Learning and the research I have done has given me the opportunity to develop a better underrating of Adults with Learning DisPhilosophy of Adult Learning Learning Disabilities: Mattew E McLarenabilities. It provided me with the knowledge that individual has a different learning style. I also developed cohesiveness with the Instructor and classmates who provided a learning environment that relieved me of the anxiety and tension I felt going back to the classroom after so many years. I realized that the success of adult education in the classroom; starts with a foundation that honors and respects the individual’s needs. The recognition of an individual’s strengths and weaknesses allows the individual to take an active role in his/her own learning process by consciously using his/her strength to balance weakness and develop the whole person learning ability.
Adult education must be self-directed. Instructors may have many wonderful skills and knowledge to impart, but if the learners do not have confidence and belief in the instructor they will not engage in the learning process. This is also more relevant for adults with learning disabilities; if the instructor cannot bridge the communication gap, there will be no pathway to facilitate the learning process.

Instructors or teachers must be willing to investigate and upgrade their skills to understand, welcome, and appreciate the challenges of adult learners, including learners with learning disabilities. This requires, attentive listening and a genuine interest in learners’ needs, as they proceed with the delicate journey of education. When instructors acquire the knowledge and understand the real needs and requirements of an adult with a learning disability they will be in a better position to transform the classroom environment into a more positive and relaxing atmosphere where learners and teachers will enjoy the transfer of knowledge. Adult Learners are willing to take responsibility for their own learning when they are encouraged to accommodate the experiences and skills they bring to the classroom.
Research has shown that many adults with learning disabilities are not aware of the difficulties they encountered in school, and the problem in their relationship or on the job is due to learning disabilities. This places them at a disadvantage because learning disability is not a childhood disorder, it is a lifelong condition and can affect every aspect of their daily life. From a positive perspective, it has proven that when given the opportunity individual’s with learning disability leads very productive and successful lives and are important contributors to our society. They provide unique skills, knowledge, and experience that are special and cannot be duplicated by us. We may have the theory but not the real experience.

Encouragement: enhances Learning, once the experience of adults with a learning disability is validated and their needs are established, education will be challenging but not out of reach. Education can be defined as a mental, physical, spiritual, and emotional process that build-up individual confidence or destroy individual self-esteem. The record has shown that for many adults with a learning disability success is not easy. These adults have average, above average and intelligence to succeed. However, there are regulations in the conventional education system that provides the proper tools required to assist all teachers to understand learning disability and used them to improve their teaching skills to accommodate adult learners with a learning disability. Many of us believe that these individuals are stupid and lazy due to a lack of education. It is common knowledge that when people’s efforts and dreams are defeated they become frustrated disappointed and most often lose hope and self-esteem and become a liability to society. This course will give us the opportunity to communicate the understanding of learning disabilities to our community, social gathering, and religion and also assist in the education process to elevate people with learning disabilities to their desired goal.
In this environment teachers should understand that they are not experts and cannot evaluate learning disabilities; however, they can ask relevant questions to assist learners to better understand the learning process.

This attitude will alleviate the frustration, anxiety, and tension, and allow the instructor or teacher to create an environment of learning that recognizes mistakes as part of the learning process; an environment where learners will develop hunger and thrust for the acquisition of knowledge. Learning should foster a sense of humility and respect for both, teachers, learners, and the community. Education creates an attitude and atmosphere which provide individuals the ability to the transformation of mentally, physically, spiritually, and emotionally confidence to ascertain contentment serenity and peace from within.
What is a learning disability: Researchers and experts suggested that Learning disability is a disorder that affects people’s ability to interpret what they see and hear and link it to information from different parts of the brain. It is imperative that parents, teachers, employers, and others understand that they should not be quick to judge people who seemingly behave strangely. These people may have a learning disability. Their behavior is not necessarily indicative of a psychological, mental, or emotional disorder. They could be experiencing problems with social skills. Adults with a learning disability may experience any of the following.
Visual problems
Auditory problems
Motor problems
Organizational problem
Conceptual problem

Language plays a critical role in shaping and reflecting thought beliefs, feelings, and emotions. Learning disability tends to focus on the processing of language particularly reading and writing, also special difficulties in maths, reasoning, attention, and organizational abilities. Many adults who experience cognitive difficulties to process language also make it difficult for them to process social information. Visual problem is associated with poor visual memory. Gardner’s multiple intelligences theory stated that “It is not how intelligent you are, how… you or intelligent” the theory assumes that each person has the capacity to process information in all of the eight bits of intelligence. Visual intelligence refers to the ability to form and manipulate a mental model. It is suggested that Individuals with strength in this area depend on visual thinking; also individuals who possessing strength is in this area, depending on visual thinking to function effectively. One of the problems for adults with learning disabilities is poor visual memory and difficulty processing language.

We can glean many lessons from learning disabilities. Learning is a part of us and our culture. Learning can say a lot about us and who we are, even when we are not communicating verbally. Rightly or wrongly we often make judgments about others by what they say or how they perform. We will look at the difficulties of learning disabilities in the context of individuals. We will explore some of the difficulties that are common to many adults with learning disabilities. Learning disabilities can lead to a life of chronic underachievement, falling short of goals at work and in relationships. Many of us can relate to falling short of goals, at work and in relationships. The difference with adults with learning disabilities, their capabilities can vary widely from day to day without any predictable patterns or identifiable causes which place them at disadvantage with society.

There is good and bad news. The good news is there are assessment programs to assist individuals in identifying learning disabilities. If an individual is having difficulties in any of the areas mentioned above he/she can ask for an assessment. There are no one tests for learning disability; there are series of various tests used to evaluate individuals. These tests measure intellectual functions, academic achievement levels, social and emotional evaluations, and feedback interviews. Whereas these tests can assist in identifying learning disabilities; many adults are not aware of their problems. They may contribute learning disability problems to other negative factors. There is a need for more public awareness on this subject… Bellow is a response to the U.K. government strategy statement, skills for life initiatives. The government was commended by a social group for taking the initiative to provide funding and provisions for the program, but… points out that little mention is made of freedom to learn report that was initiated to assist learning disability and the need for a separate strategy to be implemented such, technology and curriculum statements to meet the specific needs of adults with learning difficulties and disabilities. Lawson, (2001 January) Governments in Canada have laws to protect human rights, but there is a need for more awareness and education on this subject.
Assistive Technology: directly assists, maintains, or improves functional capabilities of individuals with learning disabilities.

Bible verses for today’s meditation and inspiration: Matthew E. McLaren

Yours, Lord, is the greatness and the power and the glory and the majesty and the splendor, for everything in heaven and earth is yours. Yours, Lord, is the kingdom; you are exalted as head over all. 1 Chronicles 29:11 NIV

Love the Lord your God with all your heart and with all your soul and with all your mind and with all your strength. Mark 12:30 NIV

Now to him who is able to do immeasurably more than all we ask or imagine, according to his power that is at work within us, to him be glory in the church and in Christ Jesus throughout all generations, for ever and ever! Amen. Ephesians 3:20-21 NIV

So he said to me, “This is the word of the Lord to Zerubbabel: ‘Not by might nor by power, but by my Spirit,’ says the Lord Almighty.” Zechariah 4:6 NIV

For the message of the cross is foolishness to those who are perishing, but to us who are being saved it is the power of God. 1 Corinthians 1:18 NIV

For who is God besides the Lord? And who is the Rock except our God? Psalm 18:31 NIV

It was not by their sword that they won the land, nor did their arm bring them victory; it was your right hand, your arm, and the light of your face, for you loved them. Psalm 44:3 NIV

For since the creation of the world God’s invisible qualities—his eternal power and divine nature—have been clearly seen, being understood from what has been made, so that people are without excuse. Romans 1:20 NIV

For in Christ all the fullness of the Deity lives in bodily form, and in Christ you have been brought to fullness. He is the head over every power and authority. Colossians 2:9-10 NIV

Recommended contacts for prayer request and Bible study

www.agapetemplesda.com

www.adventistontario.org

https://www.hopechannel.com/au/learn/courses

breathoflife.tv/

https://3abn.org/all-streams/3abn.html

http://www.nadadventist.org/article/15/contact-us

https://www.adventist.org/en/utility/contact/

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