Trends in the Field of social support and medical Field

-Cook et al, 2012 introduced the used of a Student Support Card to empower students with disabilities and health issues to request reasonable adjustments. A study was carried out to ascertain the effectiveness of the Student Support Card from the users perspective in both institutions. Example : Condition Adjustment requested on the card In objective structured clinical examination, Severe dyslexia candidate instructions to be read aloud to the student. Reader be aware and be patient Stamering

Example of a case: Rob has speech impediment which is usually not noticeablebut which causes him problems when hes nervous.He is very worried ended about the structured clinical examination.Rob and the dean of the students agreed the wording on his card: Rob has a speech Impediment which means he might not answer your questions as you expect .Please be patient and do not hurry him to finish his sentences .Signed by the student and the Dean. Dessemontet et al. focused on the Effects of inclusion on the academic achievement and adaptive behaviour of children with intellectual disabilities. A comparative study with an experimental group of 34 children with ID fully included in general education classrooms with support, and a control group of 34 comparable children in special schools has been conducted. The progress accomplished by these two groups in their academic achievement and adaptive behavior has been compared over two school years and as a result: Included children made slightly more progress in literacy skills than children attending special schools. No differences were found between the progress of the two groups in mathematics and adaptive behavior. Trends as results of studies with regard the use of Technology

According to the No Child Left Behind act (NCLB act), students with additional learning needs typically needs support from teachers,professionals .However today, in the 21st century students are more faced to a more diverse learning , and that is with the aid of this technologies. A study was conducted by Kim et al in the year 2006,entiltled Improving the Reading Comprehension of Middle School Students With Disabilities Through Computer-Assisted.

This study investigated the effects of computer-assisted comprehension practice using a researcher-developed computer program, Computer-Assisted Collaborative Strategic Reading (CACSR), with students who had disabilities. Two reading/language arts teachers and their 34 students with disabilitiesparticipated. Students in the intervention group received the CACSR intervention, which consisted of 50-min instructional sessionstwice per week over 10 to 12 weeks. The results revealed astatistically significant difference between intervention and comparison groups reading comprehension ability as measured by a researcher-developed, proximal measure (i.e., finding main ideas and question generation) and a distal, standardized measure (i.e.,Woodcock Reading Mastery Test, Passage Comprehension). Effect sizes for all dependent measures favored the CACSR group. Furthermore,a majority of students expressed positive overall per positive overall perspectives of the CACSR intervention and believed that their reading had improved. However a study conducted by K. Bunning et al in the year 2010, they emphasized on the role of human mediation in the use of the Information and Communication technology (ICT) in the classroom setting.A video ethnography was used to monitor the interaction of the students, they found out that there was a need for teachers to do their part as educators. Statistical analysis revealed significant differences between teacher and student communication on all the measures. Teachers occupied significantly more turns than students. There were relatively few opportunities for the student to make a contribution to the interaction process with requests from teachers dominating the dialogues. The teachers communicated through speech mainly, with some gestural support towards aspects of the computer-based activity. This small scale study is illustrative of characteristics found in teachertalk in other studies of classroom discourse. Engagement in computer-based activities appears to be inseparable from the communication context determined by the type of linguistic support given by the teacher. Trends for better Comprehension

-use of Story Grammar and Story Map to enhance Comprehension. The visual organizing aspect of the story map presentation provides students with a blueprint to mentally store and retrieve important story information. Use of the visual graphic is especially helpful for students with LD who often have processing problems. (STETTER and HUGHES(2010) ,Using Story Grammar to Assist Students with Learning Disabilities and Reading Difficulties Improve their Comprehension, EDUCATION AND TREATMENT OF CHILDREN Vol. 33, No. 1) Insights: Learning disability could be one of the reason for a low performance in the school, either in the field of computation, reading, speaking ,and comprehension. A lot of this conditions are often seemed not to be recognize among the children since some of these children would never try to speak up if they feel something wrong with them. They maybe misunderstood by the parents or the teachers and would label or put the notion of the child as bubo which is a very judgmental word yet without knowing that their child has his or her own struggles towards learning. The movie entitled Every Child is Special was able to depict this fact. The role of the teacher then becomes very essential in helping such conditions to be diagnosed immediately in order to help these students be addressed with their learning needs and guiding them with those different teaching strategies. -