Disability in Children
The first classmate collected IEP data in order to determine the three to five signs of learning disability in children. I agree with the five identified sign of disability; talking later than peers, pronunciation challenges, slow development of language and obvious vocabulary, difficult in identifying rhyming words, inability to follow routine peer interaction procedures. Misdiagnosis could adversely affect the self-esteem of a child because children grow at different levels. However, I concur with the suggestion that professional diagnosis ought to be done beyond the pre-school years for easier diagnosis. I can add that since cognitive development is a systematic process that is dependant on biological and physiological setting of each individual, poor peer association and later talking are dependant on psychological perceptions such that a child could fail out of anxiety.
The second classmate identifies the first sign of learning disability as trouble in recalling rhymes that they have heard many times which indicates memory challenges. I concur with the second sign that children developing or no speech at all when compared with the average peer indicate a learning disability. Speech development is associated with the left brain and an error with the cognitive processes that aid in recalling from the memory could indicate poor speech and present challenges in recalling simple rhymes. The classmate asserts that the best time to seek professional diagnosis should be after ascertaining that the child faces dire challenges in following peer instructions and norms that guide interaction. Speech therapy as a treatment could help the child improve on self-expression which is a behavioral sign for learning disability in children.