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Everyone Is Capable Of Becoming A Lifelong Learner

1411 words - 6 pages

Every person has the ability to become a lifelong learner. The most important factor to becoming a lifelong learner comes from the direct influence of mentors and guardians that care for children throughout their developmental years. Together, they figure out the best plan of action to teach each individual student how to be better learners in hopes that the influence of lifelong learning habits will be incorporated into their worldviews when they become adults.
There are some people in society who believe that the developmentally disabled person is unable to become a lifelong learner due to their disabilities. Over the last century, research on early intervention educational programs proves these unjustified beliefs wrong. These programs and services provided to the young exceptional learning community are making it possible for students to achieve their academic goals at the same level as their general education peers. This particular type of disability is caused by birth defects. Birth defects cause serious problems within a person’s physical make up and usually affect multiple body part systems. The National Institute of Child Health and Human Development (2011) talks about specific developmental delays like nervous system disabilities (Down Syndrome, Fragile X Syndrome, Autism Spectrum Disorders), sensory related disabilities (Congenital Rubella, Williams Syndrome, Fragile X Syndrome), metabolic disorders (Phenylketonuria, Hypothyroidism), and degenerative disorders (Rett Syndrome). Many of these developmentally delayed disorders are incurable but there are supportive programs in existence to help treat the negative effects caused by these disorders. Since the root of the disability is unable to be fixed, doctors focus on treating the symptoms in order to help afford a person to live a closer to normal life that mimics their non-disabled peers.
The way our society takes on this approach of treating the symptoms is through early intervention. Blessing’s (2012) states, “Early Intervention can help up to 50 percent of children with autism-spectrum disorders (ASD) achieve developmental success by preparing them for mainstream education, according to Laurie Stephens, Ph.D.” There are five priority areas of learning in which early intervention focuses on and they are physical development, cognitive development, communication skills, social and emotional development, as well as self-help and independence skills. In the area of physical development, the priority is to be sure the child is eating and growing at a normal rate. In the cognitive area of development, the priority of early intervention is to work one on one with a child to help them advance to their appropriate learning level. In the area of communication skills, the priority of early intervention is to initially assess the child’s level of communication and then developing goals for them based off of that initial assessment. In the area of social and emotional...

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