Improving Students With Severe Disabilities

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.

The existence of services for students with milder levels of impairment is a relatively recent occurrence. Why do you think this is so?

To overcome from these problems, interaction among the teacher and students is required. If the students with disabilities bond with the fully abled students will help gain some self-motivation. And if the students are engaged in frequent interaction with the teacher the environment gets friendlier and the teachers should also encourage them to raise any questions. It will as come as a

In England, it is a legal requirement under the EYFS for all early years settings to work with parents and other professionals to support children’s care, learning and development. Certain policies and procedures must be in place to protect children and for guidance.

The research in this paper is to discuss strategies used to teach students with severe disabilities in mathematics. “According to the American Association on Intellectual and Developmental Disabilities, (AAIDD) Intellectual disability is characterized by significant limitations both in intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practical adaptive skills. The diagnoses of the disability should come before the age of 18 (Westling, Fox, & Carter, 2015).” Mathematics is a core subject area that can pose a challenge for a large amount of students in America, and especially those with severe disabilities. “According to a study, only a quarter of students with disabilities that

Data taken from the 1997-2008 National Health Interview Surveys of US showed that 1 out of every 6 children had developmental disabilities (Boyle et al, 2011). These disabilities were tabulated as including autism, attention deficit hyperactivity disorder, and other forms of developmental delay. According to the survey, these disabilities increased and now require more health and education interventions. Children aged 3-17 years old participated in the survey. Parent-respondents reported their children's diagnoses as including attention deficit hyperactivity disorder, intellectual disability, cerebral palsy, autism, seizures, stuttering or stammering, hearing loss, blindness, learning disorders and other forms of developmental delay. These disabilities were much more prevalent in boys than in girls. They were lowest among Hispanic children as compared with non-Hispanic white and black children. Low income and public health insurance were associated with the prevalence. The rate of these disabilities increased from 12.84% to 15.94% in the last 13 years. Autism, ADHD and other developmental delays increased in all socio-demographic sub-groups, except for autism among non-Hispanic black children. The survey called for additional research on the influence of changing risk factors and changes in the acceptance and the benefits of early services (Boyle et al).

Before planning how to support a student with severe and profound disabilities in my classroom, I need to first educate myself about the student and his/her disability. Without the knowledge about whom the students are and their needs that are needed to accomplish their goal is impossible to support the students. Once I am able to learn about my students, I will then start to plan different support to help the students achieve their potential as much as possible.

Student A is a 7th grade student with an intellectual disability. This student receives small group instruction in math, reading, writing, and social skills. He is included in the general education population for science and specials classes. This student has IEP goals and objectives in math, reading, writing, and behavior in his IEP. This error pattern analysis will focus on his math computation abilities.

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

When two or more people work together to achieve a common goal they form a collaborative team. With collaborative teaming student with a disability can be included in a general education environment. Collaborative teaming glue inclusive schools together by serving all students despite their abilities. In collaborative teaming special educational programs are planned and implemented to support individual students (King-Sear et al., 2015). Mrs. Smith and her paraeducator will fill many functions of an inclusive program such as facilitating social interaction among the students. As a team the two teachers will assist each other in the reduction of barriers in practicing inclusive programs, encourage each other, building a strong peer support as well as designing a well-coordinated plan to ease student translation between classes, grade school, college and job and in embedding related services in the school day.

Note* other States and Territories within the Commonwealth have separate legalisations and Acts which have been passed in by their representing government.

The authors of the article, “Co-teaching: An Illustration of the Complexity of Collaboration in Special Education”, explain how co-teaching has evolved over the years as a strategy for ensuring that students with special needs obtain access to the same curriculum as other students, while benefitting from special education. Collaboration has been characterized as special education for decades as teams of educators made decisions about the most beneficial options for students with disabilities. This idea was supported in chapter 5 pg. 126 as it mentions how teachers believe the term collaboration accurately describes the nature of their relationships, due to the fact that they actually work together to solve problems and help one another in forming

The fifth and final “best practice” for group work is to build in individual accountability. In addition to evaluating the work of the group as a whole, ask each group member to demonstrate their knowledge and participation. This can be accomplished by delegating key parts of the group’s assignment to each member of the group. With everyone having a necessary part to do, the group is assured to have equal participation from all members. Building in accountability in this manner helps to prevent the "free rider" phenomenon (Barkley, Cross, & Major,

Separate special education provides no guarantee of success for children who need special attention. Students with special needs may fail to conform to the expectations of school and society, (Carter, Lewis, & Wheeler 2017) Inclusion may present issues for teachers that do not possess the skills to make it work. Teachers must collaborate with a team of professional to plan and implement instruction for students in an inclusive environment. Students without disabilities could begin to see the students with disabilities as a distraction in the class depending on the needs of the student with disabilities.

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