Kate Garnett The Classroom

students have have average or above average intelligence (Maniet 15). There is a block aid that is blocking that vast information. In the same area of social acceptance, there is the problem of discrimination, because most people think that a disability is more visual, like being in a wheelchair. People think that these students will be a strain on their time. Fellow students and teachers sometime think that L.D.

Behavior and social skills are learned when children with and without disabilities are included together in a classroom. According to a study done by Nirvi Shah about inclusion of students with disabilities, the regular education students can provide examples of appropriate classroom behavior, along with appropriate social behavior for the special education students (Shah). The expectations in a regular education classroom for appropriate classroom behavior and social behavior are high and natural for regular education students. With the help of the regular education students, students with disabilities learn the appropriate classroom and social behavior. Often, students with disabilities are

Most normal students do not know why or how the disability students suffer from their illness. They just look at them and see that this kid is not normal and didn’t bother to know their story. Normal students should learn to understand disable students when they are in need of support because we live in a world where we should help one another. If normal students are more aware of disability, then there will be a higher chance that the normal students would care for the disability students. Granted that students can learn and help out one another if students know more about disability

Students that I have or have had with low incidence disabilities have spent some of their time in the general education classroom and other times in a resource type setting or with a teaching assistant. This will result in students coming and going from my room at various times. I do my best to make sure this feels normal to them, and they do not feel singled out. Also, when these students are in my room, I make sure they are included in all assignments and they understand the expectations for each one. I pair them with students that are understanding and patient with them for group activities, so they are involved in the work and feel apart of our class. Additionally, I will adjust the work or expectations for them when appropriate.

Many of the disabled students do not have any social skills because they are only with students like them and do not know how to approach a student that is not disabled. It is not the student’s fault that they are placed in these special education classrooms. Placing them in a “regular” classroom will help boost their self-esteem because the students know that they are in a different classroom with their peers. It will give them happiness and joy to know that they are not being treated as they are different. They are also receiving the same materials as their nondisabled peers. They are receiving different materials when they are taught in a special education classroom because each student has a different disability and the classroom is set up to where it is really slow so every student can keep up with their class work. Not every student need the class to be slower paced therefore some of the disable students tend to get distracted easily. Combining the nondisabled and disabled students will teach them compassion, acceptance, collaboration, and patience. These skills will help them out in the future when they go to college or get a job. They also should have these skills just to get through with their own lives. Not everything is going to be easy for any student. If classrooms were not mainstreamed, then a great majority of the

Students and adults with disabilities can be hidden away in the world and are not always given a chance to spend time with people without disabilities.

From what I have learned from the teacher preparation program in my university, I feel slightly prepared to work with students with disabilities. I have learned many things such as different methods to accommodate those students with disabilities. In the various courses, I have learned many important techniques to help students with disabilities. For example, I have learned that I need to try various alternatives such as scaffolding and differentiating

As noted in the text reading, the physical, interaction patterns and organizational environments of a school setting can affect students with learning disabilities in either a negative or positive. The climate of the school setting is key factor in assisting a student with LD to achieve their academic and social goals (Smith, 2004).

Since the passing of The Individuals with Disabilities Education Act (IDEA), schools are required to serve all students regardless of their disability in a least restrictive environment. Due to increase in the number of students being identified and placed in general education classrooms, educators can expect to serve students with disabilities. It is important to understand the different types of disabilities, the characteristics of these disabilities, and causes; in order to ensure the success of students. This paper will define severe disabilities, mental retardation, traumatic brain injury, autism, and deaf-blindness. In addition, this paper will address the characteristics and causes of each disability.

Challenges that special education students face are not being able to understand or keep up with the work in the classroom. They often feel separated from their peers or maybe even not being accepted by their peers. The challenges they face such as wheel chairs, crutches etc may keep them at a slower pace than the other students or get in the way when student are moving around the classroom. They often are not with their peers, but separated into smaller classes so they are not as socially excepted as other students.

Educators continue to determine the best way to teach students with disabilities. As more children with various disabilities, and other impairments learn with “typical” children, educators continue to learn how to include these students in their classroom. There are challenges and benefits that continue to emerge for educators, children with disabilities, and their non-disabled peers. However, the educational system would agree that education for students with disabilities has improved greatly.

In American Education we explore the evolution of legislation that was passed to protect students with disability rights and their families. Educators who believed in special education or exceptional students went through trials and tribulations to pass several acts such as the Rehabilitation Act of 1973, Education for All Handicapped Children Act of 1975, and including others that will be defined in this essay. As a future educator, I believe many people are not accepting of students with disabilities because of their appearance, and their process skills. There is a significant amount of patience that needs to be involved when dealing with special needs. I admire those who fight for special education rights. As educators, we should never exclude a student because teaching is learning. We are all here to learn and gain strategies into teaching our special needs.

Recently, I had the opportunity to observe several general education classes taught by a single teacher that each contained one or more students who have special needs. Within these classes, I was able to discern how both they and the teacher dealt with their disabilities as well as how they functioned within the atmosphere of general education. In the following paragraphs, I will discuss my observations on three remarkable students and their teacher including their physical, mental and social development.

Educators have the opportunity to make a great impact on students, however with this opportunity comes many challenges in terms of students behaviours and the classroom environment. The DECD (Department for Education and Child Development) states that children and students with a disability or special needs must be given the same opportunities for education as other children and students. It is therefore important, that educators understand the reasons behind students behaviours, both positive and negative, to be able to create a positive, safe and rigorous learning environment (Efrati‐Virtzer & Margalit, 2009). According to Beaman, Wheldall & Kemp (2007), the majority of students with emotional and behavioural difficulties are taught in mainstream classrooms highlighting the significance of effective classroom behaviour management. Whilst a significant minority of a class may present with challenging or disruptive behaviours, it still impacts teachers’ ability to create an effective learning environment (Beaman, Wheldall & Kemp, 2007). According to a recent report by the South Australian parliament, teachers have a lack of knowledge regarding challenging student behaviours (Parliament of South Australia, 2010). Teachers also have a greater lack of knowledge regarding students who also have a disability (e.g. ADHD or Autism) which often leads to these children becoming withdrawn, disengaged, socially isolated from their peers or they do not participate in class (Parliament

There are many different types of learning disabilities that exist today. Many people who misinterpret the true meaning of a learning disability (LD) disregard the obstacles these students are dealing with on a daily basis and the importance of those issues. Normally, most people don’t feel discouraged interacting with students with learning disabilities, due to the social norm indicating that