Kkob Puppets

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).

There are stereotypes that people believe that can be completely inaccurate. Having group discussions about stereotype that are not accurate with people who believe and do not believe the stereotype will allow people to see both sides. Ways to cut down on disability stereotypes is when students and teachers without disabilities contribute in class activities that would equal out to having a disability. These activities will put the students without disabilities in the shoes of the students that have a disability. According to Ellman, merely adding children with disabilities in a classroom with students who do not have a disability is not going to be a very effective educational experience. Teachers and professors will have to find another way to cut down on ableism by students who are not disabled. Other ways that people in the community can help stop ableism is to have a multitude of clubs and activities that consist of disabled and nondisabled people. This will bring people in the community together and they would understand how people with a disability have. More parades of people with disabilities will make them feel better as a person. The more parades there are for people with disabilities the more people will understand how serious it can be. Ellman states that interacting with role models who are advocates for students with disabilities will help people understand the disabled. Young adults generally look up to what their role models do; so if they go against ableism, so will the student. Stopping ableism is nearly impossible, but if the government and the community come together, we can cut down drastically on the amount of people that make fun of people with

In ninth grade, my mother suggested that I volunteer with peers at my high school who are special needs. She thought it would be good for me to meet other people my age who have their unique struggles in school, much like myself. I protested originally, but little did I know I would love volunteering with my peers, regardless of their disability. During this time, I signed up to volunteer with a local organization called Buddy Ball. At Buddy Ball, I had the opportunity to teach children with disabilities ages five through twenty-one baseball. When I volunteered with my peers, I mainly saw high schoolers with severe autism, intellectual disabilities, and emotional disturbances, whereas with Buddy Ball most of the participants had severe autism, intellectual disability, muscular dystrophy, cerebral palsy, spina bifida, epilepsy, or a multiple of disabilities. Both of these experiences allowed me to gain knowledge of a variety of special

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

The purpose of this work is to inform the public about what it is really like for people with disabilities both inside and outside the United States. For example he talks about how during research that the Human Rights Watch conducted, they “found that some school administrators refuse to admit children with disabilities because they believe these children are unable to learn, unsafe around other children, or engage in disruptive behavior” which is a harsh reality for disabled kids around the world because they are seen as inept, or unable to do the same as the kids without disabilities.

Watching the movie Forrest Gump from the standpoint of learning about intellectual development disability provided a new perspective on a classic film. The character Forrest Gump was a young boy who was being raised by his single mother. He was a likeable boy, despite being picked on by his peers because he was “different”. Even though he appeared to be a bit slow, or simple, he was polite and kind to others. While other children bullied him and were mean, he was befriended by a little girl named Jenny. Jenny became his lifelong

Positive representation is usually obvious and the mentally disabled character or characters could be easily identifiable when compared to others. However, this portrayal causes the character to be unique and teaches children on how to kindly interact with others with mental issues. For example, the newly introduced Julia, the autistic muppet of Sesame Street, was first and quickly recognized to be different due to her trait of repeating others’ sentences and words (Lawson

Parents send their student to school with the expectation that they will desire to become doctors, lawyers, educators, and perhaps even the President one day. Most educators open their doors on the first day of school longing to receive a classroom bursting with scholars. However, this is not always the circumstance. For this is not a perfect world and there are children who have disabilities and it is one’s duty to stay prepared to educate them too. Therefore, students with these special requirements such as, emotional and behavioral disorders, physical and health impairments, and traumatic brain injury need their educators to know effective teaching strategies based on research, how to develop their self-confidence and develop their self-support

Demonstrating DAP, the teacher has established a warm and friendly environment often referring to the students as “friends,” and encouraging students to high-five their neighbor (Copple & Bredekamp, 2009). The educator in this classroom was intentional about including in the learning experience a child with special needs. She asked the student if he wanted to stand or have her

Wehmeyer (n.d.) explains that there has been what he describes as three waves of educational practices for individuals with disabilities. In short, these waves, or generations, have moved the ideas and opinions of educating children with disabilities from the use of a functional model to one that now focuses on instruction in the general education classroom. The third generation, educations current focus, first “presumes a student’s presence in the general education classroom” (Wehmeyer, n.d., para. 21). This is not to say that functional skills are no longer necessary or that providing a more restrictive setting is no longer needed. As mentioned earlier, IDEA (2004) requires that individual with disabilities be provided a free and appropriate public education (FAPE) and also requires that they are provided access to the general curriculum. What this change in practice does is move the idea of educating children with disabilities with their non-disabled peers from simply providing access to, first, including them in the general education setting (Wehmeyer, n.d., p. 23). What most people do not realize are the positive effects that this has on the rate of learning for children with

The teacher can encourage this inclusion by teaching the students, parents, and other community members about negative stereotypical attitudes about students with disabilities by avoiding negative words, such as “disabled”, or “crippled”, or “handicapped” and to promote positive ideas about disabilities into class work, the student’s play time and other activities. To further ensure that the classroom is promoting equality for the child with the disability, the teacher should incorporate an inclusive curriculum mindset, by adapting the lessons, learning materials and classroom to suit the needs of all the different types of learners including the child with the disability within the classroom.

According to the Individuals with Disabilities Education Act, students with disabilities should be placed in a “least restrictive environment.” One of the main ideas of this act was to improve the learning experiences of students with disabilities by giving them learning opportunities outside of a special education classroom. The number of students with disabilities being placed in their general education classrooms is increasing more and more each year. The U.S Department of Education’s 27th annual report to Congress on the implementation of The Individuals with Disabilities Education Act (2005) indicates that the number of students with disabilities in general education classrooms has risen to almost 50 percent. This is about a 17 percent increase from the 1997 U.S

Education evidence has shown that negative attitudes are a major obstacle to the education of disabled children [13] and physician attitudes are often seen as a barrier to PWDs for seeking health care [14]. In addition, uncertainty, not knowing how to interact with PWDs and lack of knowledge can often lead to negative attitudes. Some studies have shown that physicians are developing negative attitudes towards PWDs after working the first time with them due to a lack of training. Knowing the attitude of students is thus very important for the future of the country, because their attitude towards PWDs affects the future process of social integration of PWDs. Students from health care and educational programs are most likely going to work at some point with people with disabilities in their future career and this often without having special training on how to care, treat or teach people with disabilities. Their attitude and knowledge can influence a decision of a person with a disability seeking health care or attending school. In addition the professional’s attitudes can also influence the attitude of the person’s family and

One of the most controversial issues facing educators today is the topic of educating students with disabilities, specifically through the concept of inclusion. Inclusion is defined as having every student be a part of the classroom all working together no matter if the child has a learning disability or not (Farmer) (Inclusion: Where We’ve Been.., 2005, para. 5). The mentally retarded population has both a low IQ and the inability to perform everyday functions. Activities such as eating, dressing, walking, and in some cases, talking can be hopeless for a child with mental retardation.

As such, this essay seeks to explain the differences and similarities of social and cultural theory in the two studies. It also explains the reasons why the research was undertaken focusing on historical and social contexts. Finally, this essay explains how the two studies used particular research methods to set the bases for the theoretical claims they raised.