AAIDD Video Analysis

Lauren expressed to me that students who spend their day within a self-contained classroom are introduced to fundamental life skills such as brushing their teeth, tying their shoes, and holding a spoon or fork in order to feed themselves. In addition, many of the students need assistance with toilet training as well, basic skills we take for granted. The goals seem simple enough to an average everyday student, but to the student who suffers from one disability or another, the goal can seem unattainable and the work required to achieve these goals is hard and at times very frustrating (Ursta, L.,

Intellectual disabilities (ID) in education require proper planning, collaboration, communication, accommodations, modified lessons, and detailed individualized instructions. Intellectual disabilities affect many aspect of a person daily life with a variety of emotional, mental, social, and physical characteristics (Joseph P. Kennedy Jr. Foundation, n.d.). Intellectual disabilities are also known as mental retardation (National Institute of Health, 2010). When educating students diagnosed with intellectual disabilities individual education plans (IEP) play a large role in the education process and ensure disabled students are meeting goals, reaching academic

In the spring of 2015, I was a junior in high school. The day I initially heard about the “SAE” video, started like any other. I had gotten ready to leave for school when my mom stopped me to watch something on the news. This wasn’t abnormal at all so I looked to see what she was talking about. As we heard the story and what had happened we were both flabbergasted. Neither of us could believe that that had happened, much less at the University of Oklahoma. When I got to school, the video was the major talk considering we had people recently graduate from our high school and pledge to that fraternity. It seemed as if our school was in shock that people, specifically the people we knew, would say and participate in something so horrific.

Educating students with disabilities has evolved immensely throughout history. Initially, students with disabilities were isolated and institutionalized. Society 's perception was that it was not necessary or beneficial to invest time or resources into this group of people (Spaulding & Pratt, 2015; Dybwad, 1990; Winzer, 1998). Direct advocacy and litigations caused changes in federal legislation (Griffith, 2015; Lloyd & Lloyd, 2015). Due to the civil rights movement, stu-dents with disabilities became part of the public educational system. Our current system has evolved to the level that educators work as teams to create individual learning plans for students

148). In order to create this IEP, the team must identify the goals that must be met before a student could transition effectively. The team could use several nationally accepted tests to determine the deficits of a student so that they could create a plan of intervention for the student. Using the data they would create an IEP that outlines the students postsecondary goals. After determining the postsecondary skills needed to become independent, the IEP team must create an IEP that outlines the goals after school and their current academic goal neatly intertwined. Szidone and Ruppar clearly state that team members, students with ASD, and their families all need to see a clear link between the goals learned in high school and post school aspirations (2015, p. 148). It is important to make the IEP useful for future endeavors such as employment, education, or independent living. A difficult task when creating a Transitional IEP is to ensure it is measurable

Postsecondary education offers students with intellectual disabilities more than simply the routine of attending class or even learning the content provided through a course. Although both of these elements are significant, there is a bigger picture that concentrates less on which classes these students take and more on the potential outcomes a

There is a plan and a purpose, a value to every life, no matter what its location, age, gender or disability may consist of (Quote 1). School can be a challenging time for anyone at any age level. Having a disability, of any kind can make these challenges even more difficult to strive in the education system. Looking back on history, students recently just got legal rights to attend public schools in the mid 1970’s (Bowman & Jaeger 6). Now, people could only imagine how complicated it might have been to educate there children, while also having limited resources that could help the betterment of their disability. Even in the 1800’s, people with disabilities were thought to be “meager, tragic, pitiful individuals unfit and unable to contribute to society, except to serve as ridiculed objects of entertainment” to their peers around them (Vaughn 1). It was not until the case of Mills vs. Board of Education and Mattew vs. Cherry that establish legislation being put forward for student’s integration into public schools. By the 1970’s the Americans with Disability Act became a law to give equal right to individuals with disability to be employed, educated, and treated with dignity to society (Bowman & Jaeger 9). Special education is provided for students with disabilities in order to help them succeed. Everyone needs a little help in some areas and for some children with disabilities, school happens to be a big area. With there being so many different types of disabilities,

Dalun Zhang of Texas A&M University discussed that’s the idea of self-determination. Parents in today’s society don’t push their children with disabilities to make a choice, include them in chores, most parents don’t even make their children set goals. How can they learn self-determination if they are not being pushed and parents are allowing

According to Pyle and Wexler (2012), students with disabilities are disproportionally represented in high school graduation rates. Millions of students with individual education plans (IEPs) lack a high school diploma which then in turn affects their ability to secure

Students with learning disabilities require transition services as they enter high school. These transition services allow for students to and their families to be prepared, and successful for life after high school. These transition services are listed in a student’s IEP, and may require certain education and training classes to prepare for employment, or preparation for living situations; for some LD students the focus will include transitions for independent living skills. These transition services are all ways to promote and teach self-advocacy in students, and encourage families to aid in planning for their child’s future.

Students with disabilities require programs and special attention that is generally overshadowed by labels. Students with special needs face an ever-growing range of challenges that few educators can address. Disability has many labels… dysfunction, retardism, disorders. They all come down to one thing which is that humans label differences and that is where we have gone wrong. Research has found that “75% of students with learning disabilities will have underdeveloped social skills” as compared to students of normal or average intelligence. (Darrow

Goal Statement Three I have a goal of finishing my graduate studies at the American College of Education to get a Master of Education in Health and Wellness. In Illinois, having the degree and the knowledge obtain through learning, I shall be able to help my students with special need to have a good vision of a future career. I understand that most students with special needs have either no images of themselves as working adults in the future, or have primarily negative ones. Encourage these students by helping them make links between their strengths and the requirements of specific jobs or careers will strengthen their confidence and their determination to have one in the

I administered the Arc’s Self-Determination Scale (Adolescent Version) to an 18 year-old girl named Madie who was diagnosed with Down syndrome. She attends Belleville East High School in a self-contain program. I administered this report to her on Thursday, April 12, 2018. I also administered the Arc’s Self-Determination Scale (Adolescent Version) during breakfast time. Breakfast time is done in the cafeteria during 8:25 to 9:15 with just students from this program. I administered the 72 items and its divided four sections. The four section I administered to this girl was Autonomy, Self-Regulation, Phycological Empowerment and Self-Realization.

Seminars will provide career exploration and self-advocacy training, and facilitate utilizing the early spring 2018 and early fall 2018 registration opportunities. We recognize that it will be important to monitor the performance of the Cohort participants against comparable students with disabilities in the same program. If successful, we would aim to expand the CIS cohort and pilot another program cohort in Year 5.

After watching the videos and reading the two articles I learned a lot of new things and got to understand the importance of DI instruction a little more. My favorite quote was taken from the second clip, Patrick Henry Hughes, when he said, "Not disabilities at all, more abilities". I was touched by this quote because I want to have this type of attitude portrayed in my future classrooms when I am a teacher.I want my students to all fell like they are the same and no matter what are capable to do whatever they dream of.