How To Interact With Children With Disabilities

Disability brings problems to schools too causing the child to be disadvantaged. These could include lack of specialist staff or poor staff knowledge which can lead to lack of socialisation and integration into the school.

When students meet the eligibility for special education services they are labeled as having a disability. Some labels that are used are intellectual disability, physical handicap, behavior disorder, etc. (Colarusso et al., 2013). Many people, young and old, look down on labels that are associated with special education. Colarusso et al., (2013) explained that after a label is placed on a child, others perceive the child as the disability and not a person anymore. Students are not made by their disabilities and that is a major concern for controversy. As educators, we should be aware of labeling and understand the consequence it could have on a child but that is not always the case. I have seen parents refuse services for their child because

Your child has an invisible disability that you are aware has been there since an early age. As you watch your child struggle to make friends, come home almost every day from school and exhibit angry outbursts, be disorganized at school, and be lost in the same activity daily for hours; you seek help from the school. The teacher blames your child’s behavior on your parenting ability, suggest you medicate your child for ADHD or some other disorder, and/or you are ignored by the school professionals to help. Meanwhile, as your child continues to struggle you listen to your child express how they feel weird, odd, just do not fit anywhere, and call themselves destructive names. You seek

When reflecting, it is important to consider how children with ASD communicate with adults or people in authority, as well as their peers. It is known there is a power relationship between teachers and students, which has a direct effect on the children’s development (Hayes & Matusov, 2005). In fact, the way in which teachers communicate with children has been found to have direct consequences on children’s language development (Dangel & Durden, 2010) and social interactions (Stanton-Chapman, 2015; Irvin, Boyd & Odom, 2014) both of which are important for those with ASD due to their specific deficits in these areas. It is possible that due to deficits in ToM and executive functioning, which are commonly recorded in ASD (Llaneza, et al.,

When a student exhibits challenging behavior, his or her teacher needs to develop an intervention plan to help that student learn how to change negative behavior into positive behavior. The teacher’s role in developing a plan is the most crucial since that teacher is the one who spends a great deal of time with him or her and observes the student in the classroom. Once the teacher notices challenging behavior in a student, he or she takes on the responsibility of making a plan to help instill positive behavior and teach the child coping strategies. The teacher, first, must take his or her concerns about the child to colleagues; such as the principal, school counselor, or special education teacher. Talking with them will help the teacher gather information and resources about the child and enhance their understanding of him or her before speaking to the child’s family. While it may be difficult for the teacher to speak to a family about their child and the behavior problems they are having, it is the family’s right to know,

Children come to this world without the parents knowing what the child may be born with but as a family we give love and care for all of our children. “Special disability “shouldn’t be a category to children who were born with a disability they were born into this world they are no different from you and I. Some parents believe that when their children graduate high school life is over for their amazing children .These parents are blocking or either ignorant to look for opportunities the world gives to children with a disability. In my paper it will be informing how schools act upon children with a disability and after opportunities when their children graduate high school.

Integrating children with disabilities in a traditional classroom setting are important to a certain extent. Social skills and learning abilities as a non disabled child plays a huge role as to how, when and what classes, children with special needs should integrate into. Statistics also show that children with developmental delays have raised significantly since the 1990’s says Michelle Diament, writer for the disability scoop. Each statement above plays a major role part in building a system for disabled students to be integrated. When and why students with disabilities should be partially integrated is considered to be a hard choice when facts are a factor.

I felt very privileged to be able to get the opportunity to listen to Jo and Jody talk about their lives. Both of these individuals broaden my perspective on life and how I can do things to impact others lives. I think overall the health of these individuals have directly impacted their lives and longevity. It was amazing seeing how these two interacted with each other and hearing about the great joy they both brought to each other’s lives. Things have not always been easy for this pair, but having each other has been crucial when overcoming certain challenges and obstacles in their lives. Jo began explaining what it was like having a child with an intellectual disability from early on. When Jody was born, Jo and his wife were given to option of whether or not they wanted to keep him. During this time, it was something that was not uncommon for parents with children that were born with a disability to be asked. Several of these parents had the choice of whether or not to keep and raise their children or the child could be taken away and be put into an institution. In these institutions, these children were treated poorly and did not receive the proper treatment they needed or deserve. Jo described how this was not a choice for his wife or him and that they were going to take Jody home and raise him like they would another other child. This was the same attitude Jo and his wife had when raising Jody and did everything they could to provide him with the best quality

Observing possible abuse or neglect is difficult to detect in children with disabilities. An educator must be observant and diligent while teaching students with exceptionalities every day, ensuring that students have a safe and nurturing environment home life. The factors that make identifying abuse and neglect among children with disabilities difficult must not stand in the way from keeping some of our most vulnerable students safe.

On January 20, 2016; an interview was conducted with Jessica Pope in her classroom. Mrs. Pope is a Special Education Coordinator for the Judson Independent School District; whom teaches at Millers Point Elementary. She provided extraordinary information on LRE. LRE in general is stated in “In Special education and the law: A guide for practitioners”, “to the maximum extent feasible, students with disabilities must be educated with peers who are not disabled” (Osborne, A., & Russo, C., 2014, p. 29). “The Individuals with Disabilities Education Improvement Act (IDEA 2004) addressed the issue of least-restrictive-environment” (Lecture 1, 2010). The act requires states to set up methodology guaranteeing that children with disabilities are taught properly and comparatively with children who don 't have disabilities (Lecture 1, 2010). This essay will cover interview questions and answers from Mrs. Pope, legal cases and decisions that may have affected LRE and the school district, and parent involvement.

Children with disabilities sometimes have trouble adapting to the general classroom due to distractions. This could vary from anything to other children talking, playing with certain items, decorations in the classroom, small animals in the classroom, and even furniture placement in the classroom. At times it can be difficult for the teacher to conduct everyday teaching due to possible behavioral issues or the student only wanting to sit still for a while.

In the article, “Teaching elementary students with developmental disabilities to recruit teacher attention in the general education classroom: effects on teacher praise and academic productivity”, discusses prior research that was completed on the impact of teacher praise on student achievement and behavior. Prior research has shown that by giving a student more praise and attention, greatly improves student behavior in the classroom and also have a positive impact on student achievement levels. However, with this research being conducted, researcher White, found that teacher approval comments dropped with each grade level starting in the second grade. Furthermore, comments that displayed disapproval increased grew each year. This research was backed by several other researchers that were also noted in the previous literature section. Craft poses the thought that students can only be praised for behaviors that are noticed by the teacher. Studies have gone on to examine teachers that work with students on how to receive the teacher’s attention by teaching the students how to seek approval appropriately in the classroom setting. Craft refers to this process as “recruiting responses” (Craft, Alber, & Heward, 1998). Further studies have also look at individuals with disabilities such as autism, developmental delays and mental retardation, as well as individuals in a variety of different institutions. There was data to show that recruiting from students did show

There is always more than meets the eye when spotlighting different realms. I wanted this paper to meet more than just the standards set by my professor. I wanted to be able to lean towards or away from a career choice. Being able to step outside of my own world into one where I would truly try to understand people with disabilities in their lives was what I had chosen. Spending a day in the Mary Cariola Children’s Center allowed me to do this by interacting with children at various different levels and learning disabilities. I have quite a bit of knowledge on children with special needs but have never truly been able to interact with them further than my cousin who has been confined to a wheelchair (for reasons unknown to any doctor).

Special Education programs are designed for certain students who are born with certain disabilities such as mental, physical, social, and sometimes have an emotional delay. These issues are normally found in once the child once he or she is born. As a parent, you are beyond thrilled of the new born blessing, that even if the child is born with a disability, the parent would love on he or she, just as if he or she had no disability. Once a child is born with a disability the parent goes the extra mile and beyond to ensure their child is getting the best help towards the child’s overall development. Children with disabilities cannot be met within the traditional classroom environment. There are special education programs statewide in each school to assist students with disabilities. Majority of the special education programs deals with the child’s cognitive and physical development, and scholastic skills. Children with special needs come from all different types of households. There are some kids who parents get the best help for their child overall development, while they are other parents who send s their child to school and letting the administrative of the school deals with the child. Although these services are free at no expense to the parents, some parents feel it’s the school job to assist their children with placing their child in special education programs. Another reason parents might lack in the child disability problem is because they also have a disability.

According to Colarusso, O’Rourke and Leontovich (2013) it may be possible that educators will not initially be capable of seeing a difficulty within a child’s learning by just looking or meeting them for the first time in the classroom. Teachers should be able to pick up on the fact that a child has disabilities as the teacher spends time with him/her and witnesses actions taken and work completed (Colarusso, O’Rourke & Leontovich, 2013). To ensure that the maximum amount of learning takes place in a classroom a good teacher will set a speed that all students feel good with, make students see the importance of education, have great hopes for all students, talk when needed, stick to standards, move smoothly from one thing to another, and utilize time wisely in the classroom (Colarusso et al., 2013). As mentioned by Colarusso et al. (2013) not all students who show some sort of struggle in school are diagnosed with a disability or eligible for special services provided by the school.