IDEA (2004) AU50: The in-text citation "IDEA (2004)" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. termed an LD as a noticeable discrepancy between a student's scholastic ability and intellectual achievement. Learners with LD make up roughly 50% of the entire special education population whereby 5-15% of students are of school age ( Grigorenko et al., 2020 ). There are a variety of learning disabilities mainly dyslexia, dysgraphia, Attention-Deficit/Hyperactivity Disorder (ADHD), and Non-Verbal Learning Disabilities (NVLD).
Published in Chapter:
Shifting Educators' Mindsets to Support Children With Learning Disabilities to Lessen the Achievement Gap
Copyright: © 2023
|Pages: 21
DOI: 10.4018/978-1-6684-8737-2.ch005
Abstract
A shift in educators' mindsets is needed to narrow the achievement gap for children with learning disabilities (LD). To close the growing gap, educators instructing children with a LD need to develop openness in supporting and providing meaningful assistance to their learners. Shifting teachers' mindsets could help decrease inaccurate assumptions, improve academic achievement, and narrow the achievement gap. Examples of expected shifts include establishing a growth mindset, developing a deepened understanding of learning models, showing an openness to mentoring and coaching support, and ongoing collaboration with families. The assistance of mentors and coaches can provide teachers with the emotional and instructional support needed to shift their mindset, attitude, and instructional practices. In addition, support and collaboration between educators and caregivers can lead to a shift in mindset that would support the learners' academic progress.