Critical to a student’s learning experience, teachers may not be fully aware of the scope and nature of learning disability. One third of educators admit that laziness and learning disability can be easily confused, raising a problematic issue regarding awareness and understanding of disability in the teaching community.

Typically, learning disabilities refer to a group of conditions that hinder learning and academic performance. Common examples include attention deficit hyperactivity disorder (ADHD), dyslexia, and cerebral palsy.

However, not all learning disabilities are rooted in visible intellectual or cognitive issues. For instance, temporary limitations such as bone fractures or long-term conditions like epilepsy and inflammatory bowel syndrome (IBS) can also negatively affect learning. Other hidden disabilities range from lupus and diabetes to psychological conditions such as anxiety and depression.

Learning disabilities usually influence a student’s reading and writing progress. Some may need to repeat tasks multiple times, while others find it difficult to focus on classroom activities. Interacting with other students can be an obstacle for children who face challenges in processing social cues.

Teachers must approach students with a nuanced awareness of learning differences. Overlooking learning disability means struggling students don’t receive the attention they need to lead a healthy life in school and at home.

Organizational strategies are important in optimizing the classroom environment for better learning. Teachers should limit the number of distractions in the classroom to support students with attention problems. They can also resort to visual cues to make it easier for students to navigate the classroom. For example, using colored tape to demarcate boundaries for different areas can signal different functions like studying, playing, snacking.

Organization also entails time management with clear time slots for teaching and breaks. Breaks can benefit students overwhelmed with information processing. A predictable daily schedule enforces a clear routine for all students. Posting the schedule with easy-to-process symbols such as a pencil for studying and an apple for snacking is one approach. Teachers can facilitate access to school supplies and games by careful placement on low shelves or labeled see-through cabinets.

Students with learning disabilities, particularly intellectual ones, may find it hard to follow long or complex instructions. Teachers can break down instructions into clear and simple steps so students can manage tasks more effectively. To ensure complete understanding, teachers should phrase their instructions and task description to cover three main points: how long the task is expected to take, specific actions expected of students, and any reward for completing the task.

Teachers can introduce awards for positive results or specific achievements. This is a form of positive reinforcement that helps students celebrate their accomplishments and boosts morale.

Teachers don’t have to handle the responsibility of supporting students with disabilities alone. They can collaborate with administrators, therapists, families, and specialists to improve the learning experience for students with disabilities. Maintaining open communication with parents is especially beneficial, while regular updates about the children’s progress can guide parents in their efforts at home.

Various forms of performance art are separated into three major groups: language-based, music-based, and live art. Under language is poetry, spoken word, storytelling, and protest. Poetry and spoken word are alike because, like poetry, spoken word emphasizes cadence and rhythm.

The major difference is in how the performance is delivered. While performing poetry, poets do readings while employing standard guidelines for structuring and critical thinking. These structures include proper rhythm, rhyme scheme, and metering. The performance of poetry is mainly live.

On the other hand, spoken word performances are usually done in the form of a digital podcast or video to reach a larger audience. Performers use gestures and carefully crafted words to drive home whatever meaning they want the audience to get.

Storytelling is a way of sharing experiences. A good example of storytelling in performance art is Ted-talks. Meanwhile, since the 1960s, protest as performance art has been a powerful tool for change. Every time there is a protest, the artist does so merely to promote a cause.

Music-based performance art includes dance and musical performances. Dance is a term used to describe the human movement to move an audience during a performance. What determines the boundaries of dance are social, cultural, aesthetic, artistic, and moral considerations. They do so because the audience's perception of what dance is meant to be will ultimately determine the dancer's movements. For example, dancing ballet to an afrobeat song is like not dancing at all.

Dance performances are often choreographed (practiced and learned). However, the contemporary dancing style known as the free dance style (freestyle) appeared in nineteenth and twentieth-century performances. Live music performances are live reenactments of songs by artists. Dance and music performances are sometimes infused together, especially in modern music videos.

Live art performances are staged as works of art by an individual or group and are typically experimental and original. All performance arts possess common characteristics such as live acting and lack of rules (whatever a creator declares is art is art.). Performance art is not for sale and can be funny, surprising, entertaining, or disturbing.

Every performance artist has one or more skills that make them stand out or remain relevant in their work. The most important thing is courage. All performers must learn to control and manage anxiety to deliver an effective performance. Other important skill sets are creativity, flexibility, resilience, and self-discipline.

Performance art is typically presented to an audience in an interdisciplinary fine art context, to be watched live or through other means. It may be formed spontaneously or written - however, it's created, it is also artistic action, and it has evolved into a genre on its own.