The existing learning framework, especially the definition of specific learning disabilities is largely hampered due to an existing state of ambiguity around proper identification and management of learning disorders in children. The first issue lies in indications in research which point towards multiple ends while trying to establish the best model and approach that can be adopted in managing learning disability. On one hand there is the idea that special learning classrooms would provide the best approach and subsequent outcome while there is further indication that points to the role of mixed classrooms in this respect (Fore II et al., 2008).  The pertinent question here is on the difference which exists between inclusive and non-inclusive classrooms through the process of placement and determination of the subsequent learning outcome that is experienced.

In my evaluation and analysis, the best model that needs to be adopted lies in first establishing a means of evaluation and identification of learning disability from an early age. Consequently, a simulated trial mechanism that best fits the learners with the system that would yield best outcomes is established (Wallace, 2005). For those that do not manifest serious learning challenges that would affect other normal learners without special needs, a mixed model would be the best alternative to adopt. However, for the others whose experience is more adversely evident, it would be best to retain a separate system that would cater for their specific learning needs and handle the issue of interference more effectively.

Currently, the education system is largely aligned towards a separate special system for children with learning disability. However, it would be important to establish a more elaborate means of identification and management within the institution setting, an aspect that is currently missing. For this purpose, it would be best and most prudent to establish an elaborate special education framework, both for the separate and mixed learning model as part of the education system right from an early age (Chalfant, 1989).

References

Chalfant, J. C. (1989). Learning Disabilities: Policy Issues and Promising Approaches. American Psychologist, 44(2): 392-398.

Fore III, C., Burke, M. C., Boon, R. T., & Smith, S. (2008). Academic Achievement and Class Placement in High School: Do Students with Learning Disabilities Achieve More in One Class Placement Than Another? Education and Treatment of Children, 31(1): 55-72.

Wallace, A. J. (2005). Early Identification of Learning Disorders helps Children Succeed. Resident’s View Point, Pediatric Annals, 34(4): 328-329.