Importance Of Disability In Education

One in five American students has a learning disability this is according to the documentary “Misunderstood Minds’’ produced by WGBH. Children with learning disabilities are more likely to become outcasts in school and in society. The documentary follows five families dealing with a differently abled child; Nathan V, Lauren, Sarah Lee, Adam, and Nathan S. The film focuses on difficulties the families go through, professionalism or lack of it by school officials and demystification.

Schools have legal obligations to give students with a disability opportunities and choices comparable to those without a disability through the Disability Discrimination Act of 1992 and the Disability Standards of Education 2005 (Department of Education and Training, n.d). To meet these standards, schools must be welcoming and reasonably accommodate for new students. We used the three phase inclusion process when Amir transferred to our school at the start of the year. The three flowing phases; preparation, transition and consolidation help all stakeholders inclusively plan for the best possible transition of a new child where their needs are provided for (Lyons, 2014, pg 80). Inclusive schools help support all students, teachers should work closely with the learning support team at their school to help them decide the best resources and strategies to meet students’ needs and promote their wellbeing (Lyons, 2014, pg 83). Amir has consultations with all relevant stakeholders at the start of the term to set learning goals and then at the end of the term to reflect on his achievements and what could be improved on. All teachers need to use their professional judgement and act ethically as their work significantly impacts the future of the learners in their class (Churchill, & Keddie, 2013, pg 539). Amir’s school promotes diversity and is strongly against bullying. At the start of each year we

The education of students with disabilities in school’s today is being shaped by two laws: the Individuals with Disabilities Education Improvement Act of 2004 (IDEA) and the Elementary and Secondary Education Act (ESEA) which is also known as the No Child Left Behind Act (McLaughlin, 2010). These laws were enacted to protect students with disabilities against inequity due to their disabilities, and allows for accommodations to their daily class curriculum. In the video Equity Focused School Counseling, Stuart Chen-Hayes discusses with administration his concerns that students with disabilities have come in discussing the same issues and wondered if he could teach these students as a group. Group therapy allows for a safe and confidential environment where members can work on problems they are facing as well as hearing different perspectives. Group members can enhance their self-awareness that can lead to relationship building. Social competence is a critical ingredient to emotional and physical well being in high school (Gysbers, 2009). Although, individual

Disabilities; these may include a physical or learning disability. Children with a learning disability may not be capable of holding their attention for an extended period or pay close attention in class. A learning disability is not a problem with intelligence, disorders are caused by a difference in how information is received, processed and communicated in the brain.

I never put too much thought into the reaction I give if someone tells me their child has a disability therefore, never noticed if they showed distaste to any apology or sympathy I offered. I’m sure that I am not the only one who has not meant any harm by these things, but the article helps see the situation from the opposing parent’s point of view which offers enlightenment on how to handle future encounters to ensure everyone is comfortable and the language isn’t ignominious. I intend to utilize the wisdom I’ve learned from Ms. Snow’s article in my own classroom one day. Along with her words I now feel inclined to do further research on how to better create lessons, organize my classroom, and provide the proper tools as well as become a support system for any student with any kind of disability both learning and

12% of the student population, but 58% of those placed in seclusion or involuntary confinement, and 75% of those physically restrained at school to immobilize them or reduce their ability to move freely” (CRDC, 2014). That is horrible to take your disabled child to school now they are in a safe environment, but instead of teaching them right from wrong they are just restraining and not helping the grow.

Because of a disability, a child may struggle to establish friendships leading them to feel isolated from their peers, this results in the child’s self-confidence being affected and the child struggling to manage their own feelings. As a result this can lead to feelings of depression, self-harm and mental health problems. By not managing their own emotions a child can then lack empathy and be pushed further aside from their peers. A child with a disability may be at a higher risk of being bullied.

Sadness, openness, concern, desperation, happiness, admiration—these are the feelings I experienced while reading the stories of different families and their perspectives as parents of children with disabilities. Each reading offered a different aspects through the eyes of mothers, fathers, and, most importantly, the person with the disability. Through the experiences of each individual, I was able to gather more insight into the feelings of my own family members and friends that have dealt with the same inner struggles, and in turn, realize my own short comings with understanding and the importance of person first language.

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

In this interview, the interviewer has the opportunity to learn the different personal experiences that parents encounter attempting to obtain the best possible education for their disabled child. Whether it be a mild disability such ADHD, or a more severe case of blindness or deafness parents still face struggles. Conducting this interview provides an opportunity to gain more respect for these students and their parents as well. Parents will offer you the information that is sometimes overlooked during

Furthermore, school is a place where you make friends and integrate with one another. However, individuals with disabilities are often susceptible to face vast number of stereotypes, labels or discomfort at school. That is because of the lack of consciousness and biases that is created by imposing a distinction between non-disabled versus disabled from an early age. Valerie Piro tells us that some her classmates told her that she has a “perfect personal essay topic” (Piro 3). Her friends imply that she has the “perfect essay topic” because of her disability. Yet, it is rather confusing that they are being ironic, jealous or making fun of her situation. As Piro emphasizes, human beings need to “encourage one another to demand that society accept”

The idea of children with disabilities, whether they be mild or severe has been a very controversial and misunderstood topic. In the past inclusion has brought about huge changes for not only the students, but also the parents and families of these children, and staff at schools. Teachers and education professionals were the first to really feel the wrath and intimidation of this dramatic shift in education. There were several different factors that were coming about that made it very difficult for schools and teachers, the unorganized mandates were strict and didn’t allow much time for change. “President Gerald Ford signed the Education for All Handicapped Children Act (EAHCA) into law in 1975. Since the original passage of the EAHCA, the law has been amended four times and renamed the Individuals with Disabilities Education Act (IDEA)” (Conroy, Yell, Katsiyannis, & Collins, 2010, para.1).

An individual with intellectual disabilities can face many barriers in not only their academic life, but also their social life. Peter, has faced barriers to his successful inclusion in the classroom. One of the barriers the video mentions is teachers displaying unwillingness to including Peter in their classroom simply because teachers do not accept him or his disability. I believe prejudice is a barrier many people with intellectual disabilities are forced to face at a given point in their lives. I think the prejudice stems from fear and misunderstanding of people who are physically or mentally different. In chapter nine of this week’s readings, it highlights on the importance of individual relationships are between the teacher and the student with a disability. Focusing on a student’s strengths rather than there IQ or weaknesses is essential to their success. “Some teachers focus on her IQ, but that’s not a useful fact. Everything depends on the relationship Rachel and I have with educators, on their skills, and on Rachel’s attitude, behavior, and self-determination.” (Turnbull. p. 187). Another barrier Peter faces is the desperate struggle of wanting his independence, yet still needing outside assistance for things. The loneliness and the inability to properly communicate his emotions are one of the biggest mental barriers Peter has faced. Peter overcame and managed these barriers through

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

Schooling for the disabled requires a special environment—one that only a few teachers have the gift to care for. Instead of looking out for the child’s