Disability Is Not Inability

Students with disabilities need to be physically, programmatically, and interactionally included in classroom activities that have been planned by a qualified teacher in conjunction with support staff as needed.

These are just five factors that can affect students with disabilities in a general education classroom. Only a deep understanding of these factors, and other issues that hinder inclusion, and the elimination of them will make true inclusion a reality for all children to learn together.

Tiger Woods was born with the name Eldrick Woods on December 30, 1975, in Orlando, Florida. Early on, Tiger’s parents, Earl and Kultilda Woods, introduced their only child to the sport he has come to dominate, giving him a sawed-off putter to practice with as soon as he could stand up on his own. At the age of 8, he won the first of six Optimist International Junior World Titles. After perhaps the most remarkable amateur career ever—he won the U.S. Junior Amateur Championships in 1991, 1992, and 1993, and the U.S. Amateur title in 1994, 1995, and 1996—and two years at Stanford University, where he won the NCAA title, Woods turned pro in the summer of 1996.

Learning disabilities are a life long struggle but if caught at a young age and early intervention takes place. The stress on the child and family is greatly reduced. Learning disabilities spread to every part of a child’s life affecting them socially. Teachers must remain professional and refrain from calling students lazy as in Adams case. A good teacher or specialist can demystify a learning disability and help a child’s

The special educational needs (SEN) team are supported by a very active group who make sure that they provide a range of activities to meet the needs of our ever growing community of special schools, as well as colleagues in mainstream primary and secondary schools.

The special educational needs (SEN) team are supported by a very active group who make sure that they provide a range of activities to meet the needs of our ever growing community of special schools, as well as colleagues in mainstream primary and secondary schools.

The special educational needs (SEN) team are supported by a very active group who make sure that they provide a range of activities to meet the needs of our ever growing community of special schools, as well as colleagues in mainstream primary and secondary schools. Their aim is to work together to ensure good practice to promote effective approaches to enhance the students learning with Special educational needs.

In the educational world, there are countless programs, curricula, strategies, manipulates, and resources for teachers to pull from in order to aide in the teaching of concepts and learning of students. Whatever method(s) a school or district has deemed best practice, or adopted as their curriculum, tend to be the instructional practices or resources utilized the most by those teachers. Additionally, teachers will also have preference to teaching styles, resources, and materials they use for their students. While autonomy in any classroom is important to students’ academic growth, one must also be careful to select and implement instructional with great intention and purpose. Consideration to students needs is equally important as the mandate of teaching standards and demonstrating proficiency amongst students. Even when teaching non-disabled students, it can be time consuming and overwhelming to plan lessons so just how much more is involved when planning for students with significant disabilities (SD)? Better yet, what are appropriate instructional strategies to use for students with SD? Regardless of the instructional setting, these are considerations that must be given when teaching students with SD in order to maximize their learning opportunities to learn

The use of technology in educating children with special needs has widely grown in the past few decades, and has since has changed the way people with disabilities live, work, and learn” (Winzer, 2002, p. 98). Individuals with special needs are unique and all have different areas in which they need assistance. Due to the advancements in assistive technology, computer programs, software, and other technology tools, have helped people to find useful and easier ways to become educated.

The importance of education for all children, especially for those with disability and with limited social and economic opportunities, is indisputable. Indeed, the special education system allowed children with disability increased access to public education. Apart from that, the special education system has provided for them an effective framework for their education, and for the institutions involved to identify children with disability sooner. In turn, this promotes greater inclusion of children with disability alongside their nondisabled peers. In spite of these advances however, many obstacles remain, including delays in providing services for children with disability, as well as regulatory and

Visually impaired kids should never be discriminated from attaining quality education. If the right procedure is adapted in delivery of information or rather education to such students, they will equally possess the same level of education as normal children. The procedure of teaching a blind

The modern classroom has many challenges that face it. Shrinking budgets, less parental involvement, higher expectations, and growing class sizes, just to name a few. If this list was not daunting enough you also have the special needs students that have an array problems in your classroom that need specialized attention, lessons and seating. There are many forms of diverse learners from students who suffer from ADHD to physical disabilities to students with autism to ones that are bullied in school. There are so many things going on in our students lives we sometimes forget they have lives, pressures and disabilities that affect their performance and attitude in our class that have a profound impact on how they learn. For this paper I

This article, published in 2002 by Nancy Gadbow, examines some of the issues experienced by adult learners with special needs. The author asserts the concept of diversity should include special needs and differences in terms of disability, ethnicity, culture, language, age, gender, experience, and geography. Furthermore in order to give each person equal access to the curriculum a range of instructional approaches and technologies should be incorporated into the learning environment.

The use of technology in educating children with special needs has widely grown in the past few decades. Individuals with special needs are unique and all have different areas in which they need assistance. Due to the advancements in assistive technology, computer programs, software, and other technology tools, it has become much easier for people to find useful and easier ways to become educated. Because of this, “technology has changed the way people with disabilities live, work, and learn.” (Winzer,98)

Every person deserves an education. It is what shapes us, allows us to grow. As future and current educators or parents, understanding the perspective of persons with disabilities in the classroom is important. Being confident in your own abilities and not being afraid to use the resources available to you.