Linking the Needs of Students with Learning Disabilities to a Whole Language Curriculum

Abstract

As a curricular approach to language arts instruction, whole language has gained prominence in the last decade. Many researchers and practitioners working in the field of learning disabilities have questioned the appropriateness of whole language for students considered to be learning disabled. In this article a rationale is presented for how the whole language approach provides the type of environment that is particularly suitable for these students. This is developed by analyzing the documented characteristics of these learners and the implications of those characteristics within a whole language curriculum.

Linking learning theories and learning difficulties

“…At the cognitive level these learners have memory problems and do not approach memory tasks in a strategic manner (Larkin & Ellis, 2004;Maclnnis & Hemming, 1995;Westwood, 2003). As well, language difficulties contribute to cognitive problems.…”

“…Focusing on the sub-skills of language disadvantages students because it limits their language experiences and does not teach them to use language for a variety of meaningful purposes (Rhodes & Dudley-Marling, 1996). Furthermore, this fragmenting of language actually hinders students' learning because the conceptual connections in the material have been removed and meaning has been lost (Maclnnis & Hemming, 1995). The consequence of this is that the material becomes more difficult for the students to remember, particularly for those students with learning difficulties who are already prone to memory problems.…”

“…When students' instructional environments are highly teacher-controlled they often become dependent on others to think for them, and this is particularly common among students with learning difficulties (Maclnnis & Hemming, 1995;Magien, 1995).…”

“…Encountering instructionallyinduced barriers to learning, such as those mentioned above, coupled with inefficient task-approach skills contributes to experiences of frustration and failure by students (Maclnnis & Hemming, 1995). These experiences often erode children's confidence in their abilities and eventuate in their practising avoidance strategies which lead to further failure, low self-esteem and a reduced motivation to learn (Hay, 1995;Magien, 1995;Westwood, 2003).…”

“…The principles contained in constructivist learning theory, and the whole language approach to language arts instruction that arose from this, have much to offer the teacher of secondary students with learning problems. When skilfully adopted -by keeping central the students' needs, rather than ideology -the principles enable the teacher to develop a curriculum that can effectively address many of the needs of students with learning difficulties, as well as prevent instructionally-induced barriers to learning (Maclnnis & Hemming, 1995;Rhodes & Dudley-Marling, 1996).…”