DEFICIT THEORY

Deficit Theory

Deficit Theory

As elementary and lesser school scholars advancement through the grade levels, they are step-by-step revealed to material that needs greater demands of time and effort to complete. Due to this boost in complexity, scholars with discovering disabilities that distract their vigilance or affect their abilities of processing or keeping may not competently absorb the material being presented. Nonetheless, these students should be educated, due to the 1975 learning for All Handicapped Children Act, Public Law 94-142, which states that all scholars, regardless of disability or functioning grade, are entitled to a free and befitting public learning.

Of the various cognitive learning disorders that have already been diagnosed and found to exist in certain students, few do not fall under the aegis of special educators required to develop individual education plans designed to assist the teacher in filling the deficits faced by the child (Baugh, 1983). Because the solution to the perceived problem focuses on the academic advancement of the students through the teaching of cognitive strategies that enable them to maintain their grade level, the extra cognitive learning impairments, or impairments in learning that are not based on intellectual inability and which may be perceived as deficiencies in the student's ability to cognitively assess class work, may not be readily addressed (Delpit, 1997).

An evaluation is on the converse extreme of my contention that too many students are put without proper evaluation into exceptional learning programs than should be, which verifies that schools are having adversities categorizing benchmark Black English speakers on both ends of the spectrum. The difficulty lies in learning how to properly determine who LEP is as a result of linguistic environment and who LEP is as a result of a real disability. Rueda et al agree that the categorization and labeling process originate ...