My Response to a Math Learning Disability.

Samantha Woodhull
Conduct Disorder & Mathematical Learning Disorder

The two disabilities I have been assigned are very different. My first disability was Conduct Disorder which is classified under Social and Emotional Disorders and Externalizing Disorders. My second disability is a Math Learning Disability. This is classified under Learning Disabilities.
The definition of Conduct Disorder is a condition which exhibits certain characteristics such as an inability to learn that cannot be explained intellectual, sensory, or health factors, an inability to form proper social relationships, a general moos of depression, and a tendency to develop physical symptoms related to feats associated with personal or school problems. The definition of a Mathematics Learning Disability is a disorder in one or more of the basic psychological processes involved in understanding or using language, spoken or written … to do mathematical calculations, including conditions such a perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.
The developmental characteristics of Conduct Disorder are aggression to people and animals, destruction of property, lying or stealing, and violation of rules. They also have higher rates of depression, learning troubles, higher rates of injury, and poor relationships with other people. The developmental characteristics of a Mathematical Learning Disorder are incomplete mastery of number facts, conceptual weakness, difficulty transferring knowledge, incomplete understanding of language of math, and difficulty comprehending the visual and spatial aspects and perceptual difficulties.
The classroom strategies a teacher would need to support a student with Conduct Disorder are a series of steps described in behavioral disorders: focus on change. As a teacher, you need to focus on behaviors that need to be changed, identify new behaviors that need to be developed, provide opportunities to practice new behavior, treat social deficits as errors in learning, and teach students to take responsibility for their own learning. The classroom strategies a teacher would need to support a student with a Mathematical Learning Disorder are being able to openly communicate with the student’s parents, past teachers, and other professionals who have worked with the student to gain knowledge about the students learning ability and strength and weaknesses that will benefit the support. Another important strategy is being able to openly communicate with the child. It is also important to create a classroom atmosphere where all students feel comfortable.