Abstract

Based on the data received by the State Social Service , the general number of the
children with disability reaches 17,786 and about 60% of them live in rural areas. Of
these children 4,776 are 0-6 years old ,8, 845 are 6-15 years old and 4, 165 are 15-18
years old. According to the analytical tables of the 38 Regional Education Authorities ,
the total number of children with disabilities enrolled in schools is 1,058. Considering
these rates ,it is necessary to be reflected on the school system and to make changes to the
politics regarding school and the way it includes students with diverse abilities. As our
country , Albania is one of the countries facing this problem in a large extent ,it is chosen
as the target country for this thesis , of which the main topic is teaching students with
disabilities in regular schools.

As this topic is being debated a lot whether students with disability should attend regular
school and learning altogether with other abled students ,or if they should attend specific
schools with other disabled student, the opposing theories will be presented throughout
the study.

The purpose of this study was to gain insight on how interaction with abled students can
make disabled students feel more motivated and willing to succeed especially in their
skills that they are able to. Teachers of primary, elementary,high school and of a
university were questioned and interviewed regarding the topic.

Based on the topic, the following research questions are addressed within the thesis:

1. What difficulties have students with learning disabilities while learning English?
2. What is the teachers’ level of awareness regarding the matter?
3. What are the teachers’ opinions regarding benefits and limitations of teaching a
disabled student in a regular classroom?
4. How influences the inclusion of disabled students in a regular classroom in other
abled students’ progress?
5. What is needed to be changed in order to accommodate these students in regular
schools?

1
A mixed method (quantitate and qualitative) was used during the research period for this
thesis. A number of 40 teachers of English were asked on this topic , 6 university teachers
were interviewed on matters of changes needed in regular classrooms in terms of time ,
curriculum ,tools or if any assistant teacher is needed in a class with disabled students.
The results were analyzed and discussed in the light of two major theories :inclusion of
this students in regular classrooms or teaching them separately and segregatedin
specialized classrooms.

The outcome of the research led to the conclusion that students with disability can only
develop their abilities further and grow mentally healthy only if they are in everyday
interaction with abled peers. The opposing idea , that of teaching these students
separately was not so beneficial for these students , even though the idea that these
schools have specialized teachers and better conditions for treating them.

The results of this thesis could contribute to further studies for better accommodation to
adopt disabled students’ needs.

Key words:

Dyslexia ,dysgraphia ,non-verbal learning disabilities

2
1.Introduction

1.1 Topic and scope.

1.2 Methodologies.
1.3 Outline of the thesis

2.Background

2.1 Brief history of influential theories whether disabled students need to be taught in
regular classrooms or not.

2.2 Teaching students with learning disabilities with abled students

2.3 Teaching students with learning disabilities in special classrooms

2.4 Summary

3. Theory

3.1 Learning disability and its forms

3.2 Teaching a student with dyslexia in a normal classroom

3.2.1 Teaching strategies and proper accommodation for a dyslexic.

3.3 Teaching a student with dysgraphia in a normal classroom

3.3.1 Teaching strategies and proper accommodation for a student with dysgraphia

3.4 Teaching as student with non-verbal disabilities

3.4.1 Teaching strategies and proper accommodation for a student with non-verbal
disabilities

4.Research method

4.1 Introduction

4.2 Selecting the informants

3
4.3 Data collection

4.5 Validity and reliability in qualitative research

4.6 Ethic consideration

5.Findings

5.1 Yes-no questions of the questionnaire

5.2 Opened questions in the semi-interview

5.3 Summary

6. Data analysis and discussion

6.1 The implications of these students in the advancement of other abled ones

6.2 Difficulties ensuring proper accommodation

6.3 Summary

7. Conclusions

7.1 Research questions

7.2 Limitations

7.3 Future research

Reference list

Website articles , books and pages

4
1.Introduction

1.1 Topic and scope of the study

This work it serves a primary purpose, that of evaluating teacher’s knowledge related to
difficulties and disabilities students have. Also how much teachers, especially English
ones are aware of differences that their students may have as a cause of any physical or
mental impairment or any kind of deprivation. How able are Albanian teachers to deal
with these students and what do they do in order to fulfill their specific needs. It also
offers a general comprehension of disabilities, that pupils and students may have. I am
trying to show ,where these students fail because of their disability and what we can do as
future teachers and the actual ones ,in order to accommodate them ,to adopt our curricula
having in mind their needs , also focusing on their abilities in order to switch any task
requiring engagement of their disability. The reason I choose this topic is having dealt
with four pupils with autism in the same class ,which to me was a surprise and didn`t
know how to cope with . Disability is defined as a physical or mental impairment that
substantially limits one or more of major life activities of such individual (who is
impaired).Disabilities may be temporary or long-termed. Disabilities are separated into
two main subgroups a) Specific learning disabilities and b) Other health impaired
.Students may have disabilities that are more or less apparent. 1You might not know
unless she/he chooses to disclose or until an incident arises. What is in our interest as
educators are those children having learning disabilities.

There are several learning disabilities: Dyslexia, dyscalculia, ,dysgraphia, non-verbal

learning disabilities

Dyslexia is a slight disorder of the brain that causes difficulty in reading and often
spelling. This disorder is evaluated as not having effect on intelligence .A person having
this disability is called dyslexic.

1
Hodge,B.H ,Preston Sabin ,J (1997)”what is disability? Strategies for teaching students with disabilities

5
Dysgraphia ,affects a person`s handwriting ability and fine motor skills. The person may
have poor spatial planning on paper ,poor spelling and difficulties composing writing .It
is hard for them to think and write in the same time.

Non-verbal learning disabilities is a syndrome due to dysfunction in the right hemisphere

of the brain that causes an inability to take multiple pieces of information and put them
together to have a whole picture .

This thesis consists of a detailed account of students ‘disabilities and its characteristics.
How this disabilities affects their learning and what difficulties they face especially in
English classes. Giving information for all above mentioned learning disabilities in a way
that serves the teachers of English. The second chapter ,serves to the practical side of this
study. It includes the implications and struggles teaching English to these students in
normal classrooms rises. It also extends on what accommodation means and how we
should accommodate these students in order not to over accommodate and making them
feel uncomfortable ,or not giving the other students any feeling of being unfairly treated.
Also, it gives some useful tips for English teachers how to use efficiently students`
abilities in other aspects or skills of a language when the task asks for the ability they
lack .For example, a dyslexic student that has difficulty in reading tasks , ask her/him not
to read but to watch videos and listening to the task assigned .In the same way we can
operate with other students with learning disabilities. The research is made to evaluate
Albanian teachers information and level of awareness toward such difficulties in
classroom environments .If they do have any information ,how do they use it in order to
help them ,or these students. Do they blame students for their disability, or their parents
for lack of assistance, or the operating organisms within the institution of education for
not offering full engagement with the matter, or the educational system for not providing
accommodation facilities or not having appropriate curricula for considering even
students with disabilities. Or if they are enough conscious that all above factors
contribute in one way or another but the leading role remains on their hands as they are
the task force for making all the decisions and plans on paper real .And how real and in
what way they implement all these depends upon their professionalism but mos
importantly on their sensitive side as human beings.

6
This diploma thesis is not enough to fulfill all my ideas about this matter, but briefly it
touches four learning disabilities we may came across in our real classrooms and gives us
a clue to start by offering a few strategies dealing with these difficulties.. It ends up with
a concluded analyses of the study and at the very end gives a few recommendations how
to face these difficulties, our students have.

Method

The study employed a random probability questionnaire of teachers of English in Tirana ,

Albania. The study took place in three high schools and four elementary schools .There
were 40 teachers of English .Questionnaires were held during this period :April-June
2018 .It was made to gather information and to evaluate teachers` knowledge and
professional capacities and also to observe how well they cooperate with pedagogical
coordination other teachers, specialized professional ,parents and the student
himself/herself .To ensure that all areas of the research were covered, a structured guide
for yes- no and opened questions were prepared. These guides were used during the
research process. The teachers interviewed were informed in advance , that the questions
addressed to them were for a purpose of study and no abuse with their data will be made.

7
Outline of the thesis :

Including the introduction this thesis consists of 6 chapters

The first chapter presents necessary background information related to the research. It
includes the major debated theories, whether teaching these students in regular schools or
specialized schools. It is also explained why this topic has been the subject of school
system in recent decades.

Chapter 2 presents the theories related to three learning disabilities (dyslexia, dysgraphia
and non-verbal learning disabilities). It explains how their disabilities affect in their
cognitive development. Also the following chapter(3) offers a set of strategies to deal
with a student with dyslexia , dysgraphia and non-verbal disabilities.

An in-depth explanation of these three types of learning disabilities will inform the reader
of the study, and also be used to reflect upon the results of the research in the discussion.

Following this, chapter 4 provides a description of the research method used for
conducting the research .The process of selecting the informants is explained in this
chapter.

Chapter 5 describes the results of the research and offers a graphical measurement of the
conducted research questions and an analytic paragraph as research questions evaluation
and interpretation.

Chapter 6 is the chapter of discussion and data analysis .It analyses the implications of
teaching students with learning disabilities, and the difficulties on ensuring proper
accommodation .The following is the conclusion chapter were is summed up the
theoretical and practical part of the study . It is presented the semi-interview used for our
study and also the limitations of the process of research is considering a chapter on its
own.

As result of this whole work and research certain recommendations are given and space
for further future research is inclined.

8
2.Background

2.1 A brief history on the theories how disability is viewed over time.

The concept of disability has changed over time and has always linked to concepts of
‘impairment’ ,’disorder’, ‘disease’ or ‘illness‘. The complex meaning of it has come as
results of different models ‘disability was approached.

Many theories were conducted over time approaching disabilities in different aspect (in a
social, psychological aspect). Learning disabilities were thought to be caused by a single
neurological problem, but researches have offered new perspectives on how disability is
viewed.

“Disability is a matter of the body , the person and the person in society “2

“Disability any restriction or lack resulting from impairment of disability to perform an

activity in the manner or within the range considered normal for a human being”
“Disability is something imposed on top of our impairments by the way we are
necessarily isolated and excluded from full participation in society”

The following scoping models and theories of disability were concluded NIHR Journals’
Library:

A leading theory is that learning disabilities stem from subtle disturbances in brain
structure that may begin before birth ,including genetic predisposition , tobacco , alcohol
or substance abuse by the mother to , during and after pregnancy .

Critical disabilities studies, cover a range of critical theoretical developments , by

offering alternative ways of viewing disability. Critical studies aim to reframe the
disabled bodies/minds along the lines of capacity, potential , interconnection and
possibility.3

2
Bickenback H , author of the ‘Psychology Today
3
Berghs M , Atkn K, Graham H ,et al ‘Implications for public health research of models and theories of
disability’
, Chapter 3 , Scoping models and theories of disability.

9
A social model of disability developed from the experiences and activism of disabled
people in the UK from the early 1970s onwards. This model was influenced by activists
and other independent movement. This model countered a medical model that viewed
disability as a problem of/or caused by impairment, which resulted in individual
consequences. Disability is thus understood as a form of social oppression generated by
barriers,(dis)ablism and exclusion form social life .

Despite having a long history the human rights model has recently assumed the analytic
importance in the context of disability .This model was initially linked to the 1948
Declaration of Human Rights.

The history of disability conceptualization has evolved during time and in-depth
researches from considering disability a neurological problem to a more humanistic
consideration of disability.

2.1Teaching students with learning disabilities in mainstream schools.

The education of children with special needs has changed drastically in the past decades
The Education for Persons with Special Educational Needs EPSEN Act in 2004 provided
that children with special needs , whenever possible , should be taught in an inclusive
environment with children who do not have special needs.4

More than 15 years of research have proven the benefits of inclusion for all involved in
the process .the benefits are countless especially considering disabled student’s
development. Why it is so beneficial? .The first thing is that being taught in
comprehensible schools and classrooms 5 , they are more exposed and have greater access
to the mainstream curriculum .This means more opportunities for academic growth ,
having greater exposure to the challenges of learning .Thus , better chances to bigger
steps forward .Very important in including students with learning disabilities in
mainstream classrooms ,is that they have increased social opportunities and exposure to
proper models. they , so , have chances to interact with abled peers. This is a way of

4
Linda Daily ‘Should students with special needs attend mainstream classrooms” 2014.
5
Michelle Liew “Benefits of students with special needs” 2016.

10
developing proper socialization skills for any child .it helps disabled students to nurture
social skills.

Shannon Eidman, a community outreach coordinator of Irish Society for Autism says
”primary benefit for integration of children with disability is socialization”.

In the mid1980, a study were taken up for children with Dawn Syndrome, who receive
mainstream education have shown distinct advantages over those who would not go to
the mainstream setting.

Being taught in mainstream settings offers increased skill acquisition opportunities. They
have equal chances to acquire the skill as a normal child does. They are expected to have
self-respect and confidence , that will prepare them for adult life in an inclusive society.
Students with disabilities who are placed in general educational classrooms have fewer
absences and better outcomes.

Importantly to note, there is no negative impact on the advancement of other abled

students , because of students with learning disabilities in their classrooms.

2.2 Teaching students with special needs in special schools.

Let me remind what ESPAN Act 2014 provides: “Children with special needs ,
whenever possible , should be taught in an inclusive environment with children who do
not have special needs.6

So , this in bold words change the situation .”Whenever possible” it can be interpreted as
a legal permission to include students with special needs in mainstream setting , but also
not to .students with special needs can attend special schools ,or special classes attached
to mainstream school or they can be integrated into mainstream classes. Not all children
will be suited to going into mainstream setting. What determines attending or not a
mainstream setting is the level of disability .those with more severe levels disability may
need to go to special schools.

6
Linda Daily ‘Should students with special needs attend mainstream classrooms” 2014.

11
A study in 2007 found that general –education teacher reported taking an average of 1.5
courses focusing on inclusion on special education compared to about 11 courses for
special educational teachers. Educators say little has changed since then.

Teachers are not prepared for teaching students with special needs.it is not enough to
equip teachers for a roomful of children who can range from the gifted to those who read
for below grade level , due to a learning disability .

Experts says that it takes much more than just placing students with disabilities next to
their general-education peers .teachers must have the time , support and a training to
provide a high quality education based on students’ needs . Mike Flom puts this problem
very clearly in his talk “ I think the teachers were really motivated to be helpful ,but I
don’t know the extent to which they were permitted to do the things , or had enough
training the things that were required to be more effective.7

The problem is we are not ready to deal with this students neither in mainstream schools ,
nor in special ones .As both need specialized professionals (mainstream schools less
specialized educators ) , but if there is not enough study , research and training on this
,we will always hold back. Definitely a revision of the school system need to be made
immediately .One thing is for sure ; “ We do a disservice to the teachers ….and we are
doing a disservice to the kids “8. Corcoran said that teachers’ preparation should better
address topics in special education. Following his idea J. Goeke said :“We ‘ve got to step
up to the plate and think and act differently ,but that’s hard because every day gets
comfortable and systems are hard to change .9This is a problem that is solved internally,
it needs drastic mindset change of the teachers, to see their learners as diverse, different
and equal in the same time.

To conclude this approach ,with Jakie Mader words saying something very unimportant
in appearance but the ripen root of the problem we are facing :” you have to remember
that most people do not have any diverse learners in mind, their training did not teach
them to take these students into account “

7
Mike Flom in his interview for “Education Magazine”
8
Mimi Corcoran president of the National Center for Learning Disabilities.
9
Jennifer Goeke , Montclair state professor in US.

12
2.2 Summary

We analyzed two different opposing perspectives in the future of educational system

facing the problem of special needs students have and tend to develop in our time. On
one hand that perspective who saw benefits on placing students with learning disabilities
in mainstream educational setting .Teachers, educators and researchers provided us with
good examples, with proper models and a lot of case studies who resulted in students
with better skills to integrate in society. Of course, teaching these students in mainstream
schools is not without challenges , we are very aware of the time needed it to guide and
instruct them in order to step up with other students.it asks for investments on tools
managerial skills of our teachers. On the other hand , we come to realize that teachers
were not ready to cope with students with disability . They didn’t have enough trainings
on specialized education and haven’t been taught on this serious matter.

So , whether to teach and include these students in mainstream classes is not just a matter
of willingness, as all educators showed will to deal with them in normal classrooms , but
is much more a matter of preparation on this matter . We would like to say that all agree
to teach them in mainstream classrooms but are we ready yet ?

13
3. Theory

3.1 Learning disability and its forms “A person is disabled if they have a physical or
mental impairment which has a substantial (going beyond normal differences in ability)
and long-term (more than 12 months) adverse effect on their ability to carry out day-to-
day activities “DRC 2005 ,p210.10

Disabilities are separated into learning disabilities and other health impaired .We will
focus on learning difficulties students in comprehensible/general schools have. Learning
disabilities range in severity and may affect any or several aspects of life. As Gina Kemp
defines it in her article” Understanding Learning Disabilities” , learning disabilities refer
to a number of disorders which may affect the acquisition, retention, understanding on
use of verbal and non-verbal information. The most common types of learning disabilities
include problems with reading,writing, mathematics, reasoning, speaking ,listening.
There are many problems these disabilities bring up ,we cannot know if a student is or
not disabled unless their parents provide a diagnosis in advance or if an incident occur in
class(especially those who do not have a developed degree of a certain disability).The
situation complicates when disabilities and disorder are mixed and influence the ability of
the person in word to learn.In this chapter .I will try to treat them with their basic
characteristics of each learning disability in order to understand them separately, only
after this we can make further judgments about the degree of disability and its intertwined
relations with other disabilities.

3.2 Learning disability in reading –Dyslexia

Dyslexia affects reading and related language –based processing skills It can differ in
each individual. It can affect reading fluency, decoding ,reading comprehension, writing
and sometimes speech. Dyslexia can exist along with related disorders so it will be
presented more complicated and difficult to distinguish. A teacher dealing with a dyslexic
may notice this signs and problems while learning: experience decoding errors, trouble
with spelling,, difficulties recalling noun words, difficulties with written language,
difficulties understanding words and ideas, difficulties with general vocabulary skills.

10
DRC Barton Susan ‘Brighter solution for dyslexia’ 2005 ,p.210

14
3.2.1 Strategies teachers can use to teach a student with dyslexia

Being aware of difficulties that a dyslexic has in leaning process ,teaches need to
consider some strategies to redeem where do they have difficulties .Some of the
suggestions below are interpretations from the work of Patricia Hodge in her article “A
dyslexic child in classrooms”

a) Provide a quiet area for activities like reading and answering comprehension
questions.
b) Use book on tape recordings, books with large prints and big spaces.
c) Provide a copy of lecture notes, present material in small units
d) Use multi-sensory teaching methods
e) Allow the use of a computer in class
f) Teach students to use logic rather than memory.
g) Make an outline of what is going to be toughed in the lesson and ending the
lesson with a resume of what has been toughed.
h) Check down what the child writes down
i) Make sure that messages and day to day classrooms activities are written down
and never sent verbally.
j) Break tasks down into small pieces in order for them to remember
k) Give the dyslexic child advanced time to read pre- selected reading material,to be
practiced at home the day before This will help ensure that child is seen to be
able to read aloud along with other children.
l) Encourage a daily routine to help develop the child`s one reliance and
responsibilities.
m) Integrate the child into the class environment when she/he can feel comfortable
and develop self- esteem

It has strength on oral skills ,comprehension ,good visual awareness and artistic abilities
that teacher can use to develop them.

15
3.3 Non-verbal learning disabilities

“Non-verbal learning disability is a syndrome due to a dysfunction in the right

hemisphere of the brain, but it is not recognized as a formal diagnosis ”Rourke,B.P
Nonverbal learning disabilities. The syndrome and model: 6,1998. It includes difficulties
with math, reading comprehension, interpersonal and social skills. This disability affects
nonverbal learning (gathering and synthesizing information. The dysfunction in the right
hemisphere causes an inability to take multiple piece of information and bring them
together as a whole. That student has difficulties interpreting nonverbal cues like facial
expressions and body language and are poor at coordination.

3.3.1 Strategies teachers can use to teach a student with non-verbal learning
disabilities suggested by Rourke,B.P ”Nonverbal learning disabilities.The syndrome and
the model. Module 6,”Supporting students with nonverbal learning disabilities.

a) Permit them to move as they learn by moving have a kinesthetic learning style
b) Verbally point out similarities differences and connections
c) Simplify and break down abstract concepts,exs and multiple meaning in plain
metaphors, nuances and multiple meaning in reading material
d) Teach them to interpret nonverbal cues like gestures and facial expressions
e) Help them to cope with their lack of visual-spatial orientation and directional
concepts by planning daily activities.
f) Prepare students for change gradually in routine ,as they dislike changes
g) Teach them organization in the works he has to deal with
h) Provide direct instruction and guide him into practicing these instructions
1.1 After doing all these ,when student can cope with responsibilities ,transfer it
gradually to him ,it will help him to feel evaluated.

3.4 Learning disabilities in writing –Dysgraphia

Dysgraphia includes the disability in writing as a physical act and as a mental activity of
comprehending information .Said in other words it affects a student`s handwriting ability
and fine motor skills. These students show poor spatial planning on a paper, poor spelling
.He/she show inconsistences as it draws and writes irregular sizes and shapes .In their

16
writing task we may find omitted words or unfinished ones .It has difficulties pre-
visualizing letter formation (problem at first grade when they learn the alphabet).This
student exhibits strong wrists,body or paper position, that is why you may hear them
complaining of a sore hand. This student cannot write and think about it in the same time.

3.4.1 Strategies teachers can use to teach a student with dysgraphia

a) First you need to do, focus on speaking, listening rather than writing.
Transfer your written task and written material provided to learn the lesson
in other ways like assigning with oral task ,or audio version of task and
lecture.
b) Try to use Word Processor
c) Use oral exams
d) Use specially designed writing aids
e) Allow use of note taker
f) Allow use of tape recorder
g) Avoid chasing student for careless work in written assignment
h) Allow to dictate creative stories
i) Avoid grading handwriting
j) Try to use as less as possible copying tasks
k) Order book on tape
l) Experiment with different paper types.

All these type of students need special care and treatment .Best for them is us to negotiate
some of our ways of carrying our lesson in order to fulfill their needs and offer and create
conditions for them to give their best when evaluated or more simply dealing with
different tasks . As Elizabeth Walcot defines accommodation, as to all practices seen as
supporting students with disabilities in learning content material, not only in physical
terms of accommodating them as we are used to think. Some accommodation we may
offer considering these students` needs are:

a) To give extra time to fulfill their tasks

17
b) If possible produce an exam several days early and submit it to disability office
c) Prepare written lectures for the student
d) Provide note takers ,scribers that are devices that write what a student dictates and
any other helpful technological device
e) Convert textbooks or course packs into accessible mediums such as audio
recording etc
f) Give alternative form of test
g) Give alternative location for the test
h) Give a lessened load of course while having full-time status
i) If possible do course substation for students with disabilities to feel comfortable

18
Data analysis and results

Were interviewed 40 English teachers falling into categories regarding their age a)
20-24years old and 25-30 years old. Their age is a clue for them not being very
professional and not having enough time and experience as English and may be as
other subjects teachers .But also their `young` age in educational area ,may be an
indicator for having new ideas ,being up-to dated and aware of such realistic
problems as learning disabilities. In our study ,their age was an indicator of lack of
experience and knowledge in disabilities area.

They might not have such experiences as they taught more in upper classes rather
than in lower ones, as we face children from first to fifth ,these problems occur
frequently in them. Their information is limited as they are young in experience ,have
taught in upper classes where students with disabilities are fewer in number or have
been treated in previous years of school and life ,much enough as not to show visible
learning disabilities .Most of the teachers where educated ,but not in graduations
considering this area. Most of them where with High Education and Upper high
school and a few educated on pedagogy.

Considering the target we chose for the questionnaire and their educational
background like( young in age :all of them were under 30,taught in upper classes not
in lower grades where numbers of disabled students are higher, most of them toughed
English and had little experience in general education. All of these factors contributed
in responding to the questions on the following way,which reflects all of these factors
on information about learning disabilities.

19
Figure 1. ’What type of books read our teachers?

5
4.5
Books about education
4
3.5
Other books ,literature in
3 general
2.5 Books of stories for children
2
1.5 Magazines on your working
area
1
zines on general information
0.5
0
frequently eventually rarely

This graphic corresponds with the sixth question of the questionnaire .It is made to
evaluate their background and how much they read and what kind of books they read.
The answers showed that almost ¾ of the target population read about education
,literature books ,just a few of them read books about stories for children.

Figure 2 ‘Teachers’ awareness and acceptance on having students with LD in their

classrooms’

30

25

20

15 yes
no
10

0
Do you have students with dificulties in your class?

20
In this graphic teachers are questioned whether they have or not students with disabilities
and how much they know and accept it. Accepting the problem is half solved problem.
There were more than 80% accepting they toughed students with disabilities.This gives
further information and imply much about what knowledge is expected these teachers to
have.

Figure 3 “The teachers’ opinion on the causes of learning disabilities”

35

30 LD are detected to school due

to pedagogical infrastructure
25 LD are related to curriculum

20 LD are causec by cultural level

of the family and individual
15 LD are related to the lack of
assistance of the family
10 LD occur due to inabilities of the
student
5 LD occcur due to lack of interst
of the st
0
Agree Disagree

This graphic show how teacher answered in terms of agreeing and disagreeing for a
certain affirmations that in some extent explain learning difficulties.25 form40 agreed
that learning difficulties are due to physical and pedagogical infrastructure to the
curriculum contents.28 from 40 put the cause of learning disabilities originating in family
and its cultural level and lack of assistance. They firmly agreed that learning disabilities
are cause of lack of interest and of efforts of the student. There is an equilibrium in their
answers ,they agree that schools has problems with their curricula ,agreed that family has
a very influential role on learning abilities and disabilities. What is to be mentioned is
that teacher ,considered as major cause of learning disabilities students’ lack of interest

21
and efforts. They do believe that is in disabled student hands and ill to overcome learning
disabilities.

Figure 4 “How much aware are teachers on learning disabilities”

35

30

25

20 Dyslexia
dysgraphia
15 Dyscalculia
Non-verbal disability
10
Do not know about these terms
5

0
reading writing math Language other
calculation of signs problems

This graphic shows how much teachers know about these learning disabilities and
what for stands their disability .Dyslexia was seen mostly as disability of reading
,some other reasons teachers mention are related to language based disabilities. The
same was valid for the three other disabilities ,teachers knew what the problem was
but had an narrowed concept of the problem ,saw the disability in terms of school
subjects and skills related to school .A better and fuller understanding of these
disabilities is immediately required for us to develop them

22
Figure 5 : “Teachers’ opinions on correcting a student with LD”

35

30

25 Correcting a dyslexic

20
a child with dysgrapia
15
correctting a child with
10
dyscalculia
5 correcting a child with
nonverbal disabilities
0
books on teach logic oral exams draw math teach to other ways
tape concepts interpret of
gestures correcting

This graphic show how teachers would act to correct these disabilities .For dyslexic
students books on tape and recorded versions of lectures were their option of
correcting a dyslexic. For correcting a student with dysgraphia teachers would use
oral exams when evaluating them, and oral instructions .For teaching a student with
dyscalculia teachers gave primer importance drawing math concepts and trying to
teach logic. For teaching a student with nonverbal learning disabilities teachers
focused on teaching to interpret individual gestures.

23
Figure 6 : “ What if I have a student with LD ,what would I do ?”

30

25
Can-do attitude
20
collaborative attitude with
15 pedagogical coordination
Refering to his/her parents
10
Refering to the psychologist
5

0
Category 1

This graphic shows about attitudes teachers have and would have if they would face a
student with writing and reading disabilities. It is noted that teachers have positive
attitude and taking the responsibilities on their own, this justifies why they do not feel
collaborative with other teachers. Teachers may call parents for referring their child to the
specialists; they rarely direct students to psychologist.

24
Figure 7 : “ Students with LD should be followed in appropriate schools”

25

20

15
yes
10 no

0
LD should be followed in appropriate schools

This graphic shows teachers beliefs and attitudes whether students with learning
disabilities should be toughed in general schools or special ones .Results are surprising
strangely teachers believe that these students must be toughed in special schools. This is
not the best answer given by a teacher who is supposed to know that interaction is the
basis of any development in a student`s life.

Results are not as positive as we might expect to be. We have young teachers not that up-
dated we may have expected to. We have teachers in our schools that read about
education and literature in general ,but for learning disabilities showed poor performance
and little information. They strangely know all the components that affect in making a
student`s disability,like educational policies , specialists availability, cooperation among
teachers ,but took the responsibility for students success or fail .While in the other hand
most of them agreed that students with disabilities should be toughed in special schools.
This is not a typical choice of a responsible teacher, quite the contrary shows they are
transferring their `responsibility ` to more specialized teachers and tutors ,probably
because of lack of confidence in dealing with these students. Future teacher seem
promising in dealing this matter more carefully, as a teacher is challenged when they
should teach a student for whom learning is not an easy game.

25
What we need to do with these students in terms of personal attitudes and teaching
strategies to accommodate them?

Researchers continue to confirm that we can teach student with learning disabilities to
learn how to learn. Teachers must be the first, to have a non-prejudicial attitude toward
students with any kind of disabilities and especially learning disabilities ,their working
area. In spite of our students difficulties in various learning domain ,these students need
to acquire knowledge and skills in English language and other subjects .An impairment
need to not to hold children back. It is not the impairment that holds back the person but
the way in which society treats the person .With society I mean their family, their peers
and most importantly teachers and classmate in which they socialize and learn how to
develop themselves. We can help these students to minimize their disability by using
appropriate strategies in order to get out of these persons their ability not focusing on
their disability. When I say strategies I mean teachers` awareness about their students
disability and how teachers will manage teaching that language skill to the student even
though, it may not be fulfilled because of their lack of ability .As for the term
`accommodation` ,Elizabeth.W ,a Canadian teacher of learning disability school, she says
that it refers to practices seen as supporting students with disabilities in learning content
material.This covers these practices: voice activated ,extra time for exam ,taped books
,oral exams ,screen readers and writing tools.

2.1 Strategies teachers can use to teach a student with dyslexia

Being aware of difficulties that a dyslexic has in leaning process ,teaches need to
consider some strategies to redeem where do they have difficulties .Some of the
suggestions below are interpretations from the work of Patricia Hodge in her article “A
dyslexic child in classrooms”

n) Provide a quiet area for activities like reading and answering comprehension
questions.
o) Use book on tape recordings, books with large prints and big spaces.
p) Provide a copy of lecture notes, present material in small units
q) Use multi-sensory teaching methods

26
 r) Allow the use of a computer in class
s) Teach students to use logic rather than memory.
t) Make an outline of what is going to be toughed in the lesson and ending the
lesson with a resume of what has been toughed.
u) Check down what the child writes down
v) Make sure that messages and day to day classrooms activities are written down
and never sent verbally.
w) Break tasks down into small pieces in order for them to remember
x) Give the dyslexic child advanced time to read pre- selected reading material,to be
practiced at home the day before This will help ensure that child is seen to be
able to read aloud along with other children.
y) Encourage a daily routine to help develop the child`s one reliance and
responsibilities.
z) Integrate the child into the class environment when she/he can feel comfortable
and develop self- esteem
aa) It has strength on oral skills ,comprehension ,good visual awareness and artistic
abilities that teacher can use to develop them.

2.2 Strategies teachers can use to teach a student with dyscalculia

As students has difficulties with understanding numbers and difficulties with telling the
time and organization of paper .

a) Provide aid such is an calculator

b) Allow use of fingers and scratch paper
c) Use diagrams and draw math concepts
d) Provide peer assistance
e) Use of graph paper
f) Use rhythm and music to teach math fact
g) Schedule computer time for student to drill and practice information.
h) Whenever possible use concrete and real material

27
 i) Use scaffolding such as allowing pupil to `phone a friend` or go 50/50`
j) Allow people extra time ,even when given task work at their level
k) Use written instruction instead of verbal one
l) Focus on understanding rather than on memory
m) Apply math concept to an area of interest for the student to provide participation.

2.3 Strategies teachers can use to teach a student with non-verbal learning
disabilities suggested by Rourke,B.P ”Nonverbal learning disabilities.The syndrome and
the model. Module 6,”Supporting students with nonverbal learning disabilities.

i) Permit them to move as they learn by moving have a kinesthetic learning style
j) Verbally point out similarities differences and connections
k) Simplify and break down abstract concepts,exs and multiple meaning in plain
metaphors, nuances and multiple meaning in reading material
l) Teach them to interpret nonverbal cues like gestures and facial expressions
m) Help them to cope with their lack of visual-spatial orientation and directional
concepts by planning daily activities.
n) Prepare students for change gradually in routine ,as they dislike changes
o) Teach them organization in the works he has to deal with
p) Provide direct instruction and guide him into practicing these instructions
q) After doing all these ,when student can cope with responsibilities ,transfer it
gradually to him ,it will help him to feel evaluated.

2.4 Strategies teachers can use to teach a student with dysgraphia

m) First you need to do ,focus on speaking ,listening rather than writing.

Transfer your written task and written material provided to learn the lesson
in other ways like assigning with oral task ,or audio version of task and
lecture.
n) Try to use Word Processor
o) Use oral exams
p) Use specially designed writing aids
q) Allow use of note taker

28
 r) Allow use of tape recorder
s) Avoid chasing student for careless work in written assignment
t) Allow to dictate creative stories
u) Avoid grading handwriting
v) Try to use as less as possible copying tasks
w) Order book on tape
x) Experiment with different paper types.

All these type of students need special care and treatment .Best for them is us to negotiate
some of our ways of carrying our lesson in order to fulfill their needs and offer and create
conditions for them to give their best when evaluated or more simply dealing with
different tasks . As Elizabeth Walcot defines accommodation, as to all practices seen as
supporting students with disabilities in learning content material, not only in physical
terms of accommodating them as we are used to think. Some accommodation we may
offer considering these students` needs are:

j) To give extra time to fulfill their tasks

k) If possible produce an exam several days early and submit it to disability office
l) Prepare written lectures for the student
m) Provide note takers ,scribers that are devices that write what a student dictates and
any other helpful technological device
n) Convert textbooks or course packs into accessible mediums such as audio
recording etc
o) Give alternative form of test
p) Give alternative location for the test
q) Give a lessened load of course while having full-time status
r) If possible do course substation for students with disabilities to feel comfortable

Discussion:

The analysis of the results, evidenced that teachers do not know about learning
disabilities.Teachers showed to have difficulties in classifying their causes. They also

29
have problems in naming the problems which they are facing.They do not know how to
realize the appropriate intervention in order for the student to overcome these difficulties
.When asked about learning difficulties and both writing and reading disorders they saw
as a primary cause their teaching method and the methodologies implemented originally
by school itself.The way that interviewed teachers where answered regarding naming the
problems of dyslexia ,dysgraphia ,dyscalculia and nonverbal learning disabilities showed
that the knew what the root disability was caused from.In the cases of the four disabilities
,teachers answered more than half with the crucial difficulty of any of these four
disorders.As for dyslexia they knew that students struggle reading,also knew that
dysgraphia is the disability and difficulties that the student have with writng.The same is
valid for the two other disabilities,teachers knew that having dyscalculia ,you will have
problems in math as they narrow these disabilities in the paths of school subjects ,but also
some of them mentioned calculation even in real life situation or having problems to
count,to tell the time.What they knew less was about nonverbal disabilities.They saw this
disability as not being able to understand the language of signs ,or gestures,facial
expressions and other forms of expressing feeling and providing information from verbal
clues. But we have to be realistic and accept that their information is very superficial.As
Gina Kemp claims ,”Dyslexia affects not only reading but also other language-based
processing skills,it affects decoding, reading comprehension ,recalling and sometimes
speech” .So judging this statement we may definitely say that teachers information is
vague and very superficial .That because of considering how Albanian teachers of
English answered to the question of facing a student with any of some of the disabilities
mentioned above.They just decided to give an alternative way of teaching by not focusing
to their disability ,but that is not enough.You cannot just choose to teach any of other
skills.Let us go further on the example provided even earlier , a dyslexic person has
difficulties with reading,that is core information ,that is basic information and that is the
only thing our teachers know for these learning disabilities.So they follow the logic of `I
know a dyslexic has difficulties in reading skills,so I will try to give him writing tasks `
.But this way of thinking it is not right as if you go just a little further on the exploration
of these disability you will find out that ,a dyslexic has trouble with spelling, they cannot

30
remember large amount of information ,so you as a teacher have to present the material in
small units and ask and teach them to use logic rather than memory.

Having to deal with Albanian teachers` attitude when they face a child with reading and
writing disorders we understood that they are willing to try to use all the resources
available at school for the student to learn. A few of them ,answered that in a certain
situation they would call their to take the child to the specialist. That may seem
contradictory as in one hand we have these responsible teachers that are aware and admit
that some for not saying all agreed and give a positive attitude toward reading and writing
disorders as they would do everything and use all the resources found in school to
support the growth of these individuals.

On the other hand , we observe that teachers ,transfer the responsibility to parents of
disabled student.We can easily understand that by observing who stands after the causes
of reading and writing difficulties, they answered that it was the lack of family interest
.Adding to these, the fact that they choose to call parent of disabled student to get his
child for medical treatment in a situation they had to face a student like this in their
classroom and not working with any of pedagogical coordination of the school. So they
do not work together as teachers but transfer the responsibility to parents and other family
members. Following this way of thinking they see cause on the cultural level of the
parents and the students.

Also,there are other data that need to be discussed . There are teachers that has admitted
that they as teachers have failed as professional as they kept their responsibility for their
students` learning disabilities. They also put blame on their family because of lack of
assistance and also on the student in word ,by accrediting this to students` inability but
also to their lack of interest and efforts to learn.

Most of the teachers ,3/4 of them admitted that specialized intervention is indispensable
.As for evaluating their schools and if they have appropriate materials for these students
and what is the most importantly do they have human resources to deal with these
students.

31
Teachers accept that the schools where do they teach have not enough human resources
and appropriate materials for dealing with these students in order for them to learn and
grow mentally healthy.

What is surprising in teachers` answer are they admitting that these students that show
difficulties in certain skills of language should be followed in appropriate schools.There
were 22/40 of the interviewed that would have prefer to keep these students out of
general schools .For them ,these students need to be toughed in special schools.Tives this
results give clues for us to understand that these teachers are not ready to cope with these
students under the conditions of general schools .The seem to step to deal with these
students ,feel insecure that is why they choose and prefer to educate these students with
disabilities in special schools.

How much the Albanian Ministry of Education has worked throughout these year to train
teachers that has to deal with these students in regular classrooms and how much they
have done to create facilitations in general schools and how much have they have
invested in physical and pedagogical infrastructure. Whatever our efforts or actions are
implemented we turn out to be not informed for a matter that touches every of our general
classrooms.

32
 Conclusions and recommendations:

We are facing a growing problem ,that of having an increasing number of students

with any or many kind(s) of disabilities in our schools .Students that struggle in
reading , writing ,calculation and in understanding implied meanings are becoming a
trend in types of the students we, teachers face and will face in future generations
.But having a growing number of these types of students asks for growing efforts of
teacher ,schools and other authorities in order to offer facilities for them ,in order
them to feel evaluated for human dignity and not being stigmatized for lacking any
of abilities other students gain easily .

Learning disabled students could be successful if we worked not only with their
specific areas of difficulties ,but also their area of strength. To do this we have to let
go outmoded viewpoint that a disabled student must first fail in order to be identified.
We need to shift our way of referring them with stigmas .Using the saying: `The
student ,who has a disability rather than the disabled student, because it places
attention in the student rather than that the student has a disability. Disabilities result
not from impairments but from a lack of applications, participation and proper
education.In other words as Shakespeare and Watson 2001 have stated” Disability is
an interaction between impaired bodies or minds and excluding environments.So , in
here we have the root reason why students with disabilities need to attend general
schools, where they have everyday interaction with abled students and this enhance
their will and desire to be like them .We can put them into a position to compete and
hold on their own,that is what researchers have recommended through the years.

Considering what our problem is and how ready are we to face these problems. We
need to reconsider our teachers` knowledge on this area, on learning disabilities.

33
It will be very helpful for these teachers if their school and upper authorities of
education offer more possibilities to train and attend training and conferences to be at
the very initial state , to stay informed.

It is recommended to revise our curricula,, in order to have subjects not too loaded
and that consider all students` needs .A curricula that takes into account students`
needs is beneficial to all students.

It is recommended teachers to put a statement in syllabus inviting students with

disabilities to meet you privately is a good step starting a conversation with them. Let
the student know he/she can meet you to discuss accommodations.

For this cause, it will be helpful for teachers if they have scheduled time for dealing
with these students privately. Also offering a quiet physical space to have these
meetings delivered.

Try to offer and to teach with books and materials that are online .It will help for
students with visual difficulties ,as it would consider color formats ,big shapes and
fonts, helpful for students with low vision.

Offering and creating conditions to have a interrelation between teachers themselves,

between teachers and parents of student with disabilities , between teacher and
student with learning disabilities. This would create a more collaborative atmosphere
and would engage each of these components to do their best for having a real and
capable student in real life.

Applying the idea of Universal design is recommended .Is a method of designing

course materials ,content and instruction to benefit all the learners. Universal Design
emphasizes a deliberate type of teaching that clearly lays out the course `s goals.

For instance ,a syllabus with clear course objectives ,assignment details and deadlines
help students plan their schedules accordingly.

It is recommended to have a better awareness for these problems that affect directly
our teaching style, our working materials ,our time offered as teachers, our attitude

34
toward these students and others in the class in order each individual contribute these
students development meantime but not directly their own growth and social
development. If we want all students offering the equal opportunity to learn and
develop there is a very complex way to do so ,as it asks for collaboration of many
mechanisms like government,schools,teachers,parents and students involved.If we
want them improve we have to improve our attitudes toward them ,then looking for
successful results. What is our hands to do for every type of students is preventing
school failure with the creation of school climates that foster academic success and
empower students(Cummins1989).Such environments reflect the idea that all students
can learn.If we want to have a positive environment some conditions need to be met
.Firstly, we need to a strong administrative leadership , high expectations for students
achievements, appropriate curricula , safe school environment and also we teachers to
do systematic instructions for these students but also systematic evaluation of
students` progress.

35
References:

Barton, Susan, What is Dyslexia ?, Brighter Solutions for Dyslexia ,2010,27 Nov 2012

Bourke, A. B., Strehorn, K. C., & Silver, P. (2000). Faculty Members’ Provision of
Instructional Accommodations to Students with LD. Journal of Learning Disabilities,
33(1), 26-32.

Burgstahler, S., & Cory, R. (2010). Universal design in higher education: From
principles to practice. Cambridge, Mass: Harvard Education Press.

Davis ,Ronald `37 Common characteristics of dyslexia` 1992.web11 Dec 2012.

36
Dyslexia Basics – Overview of dyslexia, it's effects, how it is diagnosed, and what
treatments are available. (International Dyslexia Foundation)

Elizabeth Walcot-Gayda, Ph.D. is a Postdoctoral Fellow at the University of Sherbrooke

in Sherbrooke, Quebec, a former teacher and administrator of a private school for
students with learning disabilities. She is also a Past President (2002-2004) of the
Learning Disabilities Association

Hodge, B. M., & Preston-Sabin, J. (1997). Accommodations–or just good teaching?:

Strategies for teaching college students with disabilities. Westport, Conn: Praeger.

Hodge, B. M., & Preston-Sabin, J. (1997). Accommodations–or just good teaching?:

Strategies for teaching college students with disabilities. Westport, Conn: Praeger.

Hodge, P.L. (2000). A Dyslexic Child in the Classroom. Retrieved March 28, 2016 from
Davis)

Jetanefokus.com/…/ArismiGjithperfshires.htm,Shtator,2012
Mercer, C. (2002). Accommodating Students with Dyslexia in all Classroom Settings.
Fact Sheet # 51. International Dyslexia Association. Retrieved from

http://www.interdys.org/ewebeditpro5/upload/Accomodating_Students_with_Dyslexia_In
_All_Classroom_Settings.pdf

Bourke, A. B., Strehorn, K. C., & Silver, P. (2000). Faculty Members’ Provision of
Instructional Accommodations to Students with LD. Journal of Learning Disabilities,
33(1), 26-32.

Rourke,B.P Nonverbal learning disabilities :The syndrome and the model , New York,
NY: Guilford Press 1989 Module 6,Supporting students with nonverbal learning
disabilities

Teaching Students with dyslexia .`Dyslexia Consultants` 2010.

37
Types of Learning Disabilities – Includes a brief overview of the types of learning
disabilities and links to a more in depth articles on each type as well as related disorders.
(Learning Disabilities Association of America)

www.britishcouncil,mk/.../inclusion in Secondary Education,September 2010

38
Questionnaire-Evaluation of English teachers ` knowledge about students with
learning disabilities.

Age : _____________

1.Gender a) Male b)Female

2.Teaching grade 2.1 First- Fifth grade 2.2 Upper classes

3.Education 3.1 High education 3.2 Upper high school

3.3 Pedagogy 3.4 Graduation on the working area

4.Subject –teaching 4.1 Several 4.2 English

4.3 Mathematics 4.4 Others--------------------

------

5.Years of work 5.1 0-5 years 5.2 6-10 years

5.3 10- and more

6.How often do you read? Mark the alternatives below: (a) if you read
frequently (b) if you read eventually (c) if you rarely read

6.1 Books about education a b c

6.2 Other books( literature in general) a b c

6.3 Books of stories for children a b c

6.4 Magazines on your working area a b c

6.5 Newspaper or magazines on general information a b c

7.Are there any students in your classrooms with learning disabilities?

a. Yes b.No

39
8.Which causes may justify the reading and writing disorders?

8.1 Learning difficulties

8.2 Lack of interest of the family

8.3 Some organic disorder (physiological and biological)

8.4 Teaching method and the school

8.5 Do not know

9.How can you define these problems?

9.1 Dyslexia ---------------------------------------------------------------------

9.2 Dysgraphia -------------------------------------------------------------------

9.3 Dyscalculia -------------------------------------------------------------------

9.4 Non-verbal disability --------------------------------------------------------

9.5 Do not know about this terms ---

10.Facing these problems ,how do you correct a child?

10.1 Dyslexic------------------------------------------------------------------------------------

10.2 Student with Dysgraphia --------------------------------------------------------------

10.3 Student with dyscalculia --------------------------------------------------------------

10.4 Student with non-verbal disability-----------------------------------------------------

11.What attitudes do you have when facing a child with reading and writing
disorders ?

11.1 I try to use all the resources available at school for that student to learn

11.2 I refer the student to the pedagogical coordination of school

40
 11.3 I call his/her mother to take the child to a specialist

11.4 I refer the student to psychologist

12 Some affirmation are used to explain learning difficulties. Mark only one
option for each sentences A) Agree B) Disagree

12.1 Learning difficulties are detected to school due to physical or pedagogical

infrastructure A B

12.2 They are related to the curriculum contents A B

12.3 They are caused by the cultural level of the parents and students A B

12.4 They are related to the lack of assistance of family A B

12.5 They occur due to of inabilities and skills of a student A B

12.6 They occur due to lack of interest and of efforts of the student . A B

13.Specialized intervention is indispensable

a) Yes b) No

14.Does your school have human resources and appropriate materials for those
students?

a) Yes b) No

15. Children with learning difficulties should be followed in appropriate school .

a) Yes b) No

41
42