What stands out from my perspective in this video is that many people did not understand how severe learning disability is. An estimated 6 to 10% of children experience learning disabilities, which is not what many people know (Mutumburanzou, 2018). The narrator emphatically stated that the use of sarcasm in a throw-away line by a teacher as a joke is understood differently by the disabled learner, who would instead feel victimized by the sarcastic statement. Experiencing frustration, anxiety, and tension (F.A.T.) heavily affects students with learning disabilities. People must understand that particular youngsters will not be capable of taking notes even when incorporating excellent study abilities (Mutumburanzou, 2018). This is because being able to listen is a mental process for them, and they cannot cope with doing two functions at once.
The workshop participants, some of whom were the guardians and parents of students with a learning disability, understood how the kids with learning disabilities experience their school life. They are filled with emotion as their narrator details how they should offer the best assistance for students with a learning disability. With the intervention by the narrator, he ensured that the participants got takeaway points which they would, in turn, use to increase the confidence of those having a learning disability.
Upon watching the video, it is evident that students having learning disabilities have a hard time in school. With every day passing by, it only gets more challenging, especially when no interventions in their studying are incorporated. Their self-esteem tends to take a downturn when they do not fully comprehend everything taught, not excluding teasing from teachers and their classmates, which they experience occasionally (Mutumburanzou, 2018). Self-confidence can be boosted when quality training is effected in their learning institutions and their households.
Reference
Mutumburanzou, P. (2018). Communication skills for children with severe learning difficulties. European Journal of Educational Sciences, 05(02).