CHARACTERISTICS+OF+TODAY'S+LEARNERS


 * Name || Group || Image || L[|Learners Families] ||
 * Helling, Jason T. || Learners families-

The term nuclear family can be defined simply as a wife/mother, a husband/father, and their children. However, this straightforward structural definition is surrounded by a cloud of ambiguity and controversy. Most of the debates have centered around three questions. First, is the nuclear family universal—found in every known human society? Second, is the nuclear group the essential form of family—the only one that can carry out the vital functions of the family (especially, rearing the next generation) or can other family patterns (e.g., single mothers, single fathers, two women, or two men) be considered workable units for fulfilling these functions? The third issue concerns the link between the nuclear family household and industrial society. In the old days, before work moved outside the home to factories and offices, did parents and children live together under one roof with grandparents and other relatives? Did the nuclear family break away from this extended family system as a result of industrialization || ||   || 57% of public elementary and secondary school principals stated that one or more incidents of crime or violence were reported to the police 10% of all public schools had one or more serious violent crimes (murder, rape, sexual battery, suicide, physical attack or fight with a weapon, or robbery) The most reported crime was physical attacks or fights without a weapon Most of the serious violent crimes occurred in the middle and high schools A larger percentage of violent crimes occurred in city schools and in large schools (over 1000 students) Public Law 94-142 from 1975 which is now part of IDEA entitles all students to a free appropriate public education (FAPE). 13% of the total school population is considered to have a disability. Disabilities include "specific disabilities", speech impairments, mental retardation, severe emotional disturbance, autisim, and learners with hearing impairments. The "specific disabilities" category is the largest group, and it makes up 46% of the total disabilities. || || [|Link] || Physical abuse- signs may include bruises, welts, burns, bite marks, and other unusual marks on the body. Neglect- learners who have been neglected may show up at school dirty, not have lunch money, may need glasses and dental care, clothing may be unkempt, or may be inappropriate for the weather conditions. Some children may even be hungry and beg for food. Emotional abuse- often reflected in extreme or excessive behavior patterns (too complicant or very aggressive). Sexual abuse- a learner's clothing may be torn, stained or bloody. He or she may experience pain or itching in the genital area. || pg. 95 || || [|At-Risk] || || [|Student Mobility] ||
 * Hudelson, Devin T. || Poverty and Learners ~ Poverty is an issue that more and more of our nation’s children are coming face to face with. The price that children of poverty must pay is unbelievably high. Each year, increasing numbers of children are entering schools with needs from circumstances, such as poverty, that schools are not prepared to meet. This paper will examine the effects of poverty on teaching and learning. Poverty as a risk factor will be discussed as will a number of the many challenges that arise in teaching children of poverty. Implications of brain-based research for curriculum reform and adaptation will be presented. || [[image:poverty-reading-dc-elsewhere-4th-grade.jpg width="262" height="198"]] || [|Teach-nology] ||
 * Kerkvliet, Chalsea A. || Minority-Group Learners - Represents 40% of all young people in school. Minority students have a hard time adapting well to school programs. Some minority groups include, Latino, African American, American Indians, and Asians. Educators are concerned with the achievement gap between white students and minority groups. Efforts are being made to design programs to reduce the achievement gap. || [[image:http://t0.gstatic.com/images?q=tbn:ANd9GcRWwwn2Qc3WiiKGTXO__orRMaNFx0IqF9FLlSW6P_PtwZtzWuRh width="146" height="105"]] || [|Teaching Today] ||
 * McClanahan, Clarissa J. || Learners and Violence- usually involves a small group of people fighting amongst themselves
 * Warning signs**
 * 1) Sudden lack of interest
 * 2) Obsessions with violent games
 * 3) Depression and mood swings
 * 4) Writing that shows despair and isolation
 * 5) Lack of anger management skills
 * 6) Talking about death or bringing weapons to school
 * 7) Violence towards animals || [[image:school-violence.jpg width="147" height="157"]] || [|Link] ||
 * Olesen, Heather M. || **Very Young Learners** - Due to the expense and uneven quality of private day-care operations, public schools have been under pressure to expand programs available to 3 and 4 year old children. By 2005 43% of 3 year-olds and 69% 4 year-olds participated in early childhood education programs. Early Childhood programs can help young children to develop positive self-images and abilities to work productively and harmoniously with others. || [[image:early_childhood.jpg width="206" height="151"]] || [|Teaching Today] ||
 * Ollerich, Julie E. || **Learners with Disabilities -**
 * O'Neill, Amanda M. || Abused and Neglected Learners || [[image:abuse.jpg width="186" height="142"]]
 * Poncelet, Susan M. || At-Risk Learners At risk learners usually have low grade scores. If the student's grades begin to drop, then it is important to take a look at outside factors that could be affecting the student. A student who (through tracking) is constantly tardy or absent is more at risk than a student who attends class regularly. Finally, disruptive behavior can also indicate an at risk student and may require discipline or intervention to correct. ||
 * Rosberg, Brittany D. || Learners’ School-to-School Mobility: More than 50% of all learner's will make at least one school change during their education. There are many studies that show that students that move from school to school more than three times do not perform as well academically and have more behavior problems than students who move less. Students who change schools more often also have a higher chance of not graduating high school. A study in Arizona showed that the more mobility events were experienced by students qualifying for free or reduced lunches and also students in special education. || [[image:file:///C:/Users/DSU/AppData/Local/Temp/moz-screenshot-3.png]]