Common Misconceptions of Students who Receive Special Education Services:
- Students who have serious difficulty in learning to read do not face many adverse consequences
- Everyone should be treated the same when it comes to learning.
- All children learn in the exact same way.
- Children respond to a one-size-fits-all curriculum.
- The only environmental factors associated with reading disabilities include the student's home and cultural environment.
- When children live in difficult environments, their health and emotional well-being is not effected.
- In the school environment, students with reading problems read as much as students who are good readers.
- Children display one kind of a speech problem, which is stuttering.
- There is an equal amount of boys and girls identified as having reading disabilities.
- Parents don't play an important role in modeling the value of literacy.
- Children are not profoundly affected by what happens in their family.
- Instruction missed in first and second grade does not seem to have a particularly damaging effect on reading progress.
- Poor physical health does not affect one's ability to concentrate.
- Teaching methods that are effective with all students will not work for students who have a neurological dysfunction.
- Poor readers often don’t show emotional problems that impede learning.
References:
Jennings, J., Caldwell, J., & Lerner, J. (2014). Reading Problems Assessment and Teaching Strategies (7th ed.). Boston, Massachusetts: Pearson Education.