Frequently learners with mild disabilities are provided with programs that focus solely on developing their academic skills, with the expectation that social skills and emotional development will proceed naturally as in typical learners. From your study, what do you see as a problem with this practice, and what might you do as an alternative?
What will be an ideal response?
Answer:
Learners with mild disabilities have more difficulty than typical peers generalizing learning beyond the training environment without coaching or prompting. Most learners with mild disabilities have some deficits in the area of language. Academic remediation teaches them how to read and write, but without special instruction in the use of these skills to accomplish social objectives, the learner is unlikely to see any relationship between what they learn in school and the problems they have with peers and in everyday functioning. Generalization of social skills must be planned for and explicitly taught for these learners.
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