Labeling: Disability and Special Education

the student exhibits social, emotional or behavioral functioning that so departs from generally accepted, age appropriate ethnic or cultural norms that it adversely affects a child 's academic progress, social relationships, personal adjustment, classroom adjustment, self-care or vocational skills; (2) the behaviors are severe, chronic, and frequent, occur at school and at

We must not label children due to their disability. It is important we look at their individual need first without focusing on their impairment. We should be realistic about their expectations and modify the curriculum to suit, give them extra support or their own SEN, depending on needs but also encouraging independence as much as possible.

Both children with and without exceptionalities learn with and from each other. Also, since both children with and without exceptionalities are expected to learn to write, read, and do math; higher expectations can be set and with good instruction children with exceptionalities can excel in these academic skills.

In the case of Leigh Scott, she is an experienced teacher who teaches many different levels of history and government. The main problem that she currently faces in the case study is the fact that one student, Aaron, thinks he deserves the same grade as another student, Dale, who has a learning disability. Aaron is not as prepared as Dale, as Leigh describes he “seldom brings materials to class” (Leigh Scott: Case Study, p. 29) nor does he exhibit “teacher-pleasing behaviors” as Dale does (Leigh Scott: Case Study, p. 29). For this reason Aaron received a lower grade than Dale because he did not show as much effort or preparedness in class.

Students with learning disabilities struggling with so many things and in so many ways. Problems with listening, reasoning, memory, attention, selecting and focusing on relevant stimuli, and the perception and processing of visual and/or auditory information are experienced by students with learning disabilities (Heward, 2010). These difficulties and struggles with learning may grow more apparent by middle school and will often continue for a life time. Not learning to read,

Evaluation: In early 1970, children with learning disabilities were treated much differently than the peers that were at appropriate grade level. In this student’s case, the school system segregated the special needs students placing them in special classroom and labeled them as “slow learners”. With the teachers and school administration lack of knowledge on helping students with disabilities, students were at a disadvantage in receiving a fair education. Children felt as

Although in many cases teachers have the students’ best interest at heart and hope to benefit them from a referral for an evaluation, inappropriate labeling can bring serious consequences for pupils. As noted on Truth in labeling: disproportionality in special education (2007), once admitted into the special needs program, students tend to remain in special education classes, they are more likely to encounter less rigorous curriculum and lower expectations, they often face social stigma, and have less contact with academically able peers.

I have chosen to explore the disproportionate representation in special education because it is a topic that is of great concern among minorities. It is my passion to understand and work for equal justice among all students in education. The assessment test is the first critical part of deciding if a child needs special education. Therefore, to give a correct assessment, it would help the child and family to assess the child in their natural environment for at least one

The teaching philosophy of exceptional children: My teaching career has been spent learning how to provide appropriate support, guidance, patience, & understanding, as well as to enhance academic growth & success, for all students. My purpose as a teacher is to enrich and inspire the lives of young students with moderate/intensive needs by providing access to information instead of functioning as the primary source of information for students to flourish. My teaching methods will be to create an environment ripe with opportunities for discovery and exploration which will allow the student to learn at his/her own pace, generate questions and construct knowledge, while providing hands-on practice of skills in authentic situations as well

There are millions of children that are passing through the United States school system every day, not all children possess the same traits, and not all children can learn at the same rate, and do not perform at the same ability. The fact that all children learn differently and some have difficulties learning in general classrooms, special education was put into place to try and take care of these issues. Special education programs were put into place to help all students with disabilities. These children range from general disabilities to more complex and severe disabilities. There has been a revolution occurring in the past several years with education systems, and special education. There have now been several laws that have been

Special Education is a topic of controversy with many advocates fighting for the justice children and adults with special needs so rightfully deserve. With laws being passed and modified so frequently, it is important that the educators being brought into the world have an extensive knowledge of the developmental needs of many different types of children. With this knowledge and their constant measures to keep up to date with the fast-moving world of education, they will be able to deliver an appropriate atmosphere that is in accordance with the law that ensures ethical practices and guidelines are always being followed.

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

“An exceptional child is a child who is different in some way from the average typical child. This could include a gifted child, handicapped, or a learning disability.” (HDFS 641 Parenting Exceptional Children) An exceptional child needs a lot more care and nurture then a child who does not have a disability. I mentioned earlier that I plan to focus on the independent model of parenting. For a child with a disability this is unrealistic. They need their parent to constantly be there every step of the way. The parent-child bond may be affected such as having a child that is very hard to care for or having a child that provides few social cues. Roles that a parent needs to take on with an exceptional child are added on to the roles they normally have to take on. If my child happen to have an exceptionality I would take on the role of being my child’s advocate for their entire

When children are put into educational facilities, they get a chance to connect and surround themselves with others of the same age group. Schools can also have significant influence on a person’s individuality as well as peer groups, which influence a student’s academic integrity greatly. A student will not perform well no matter what the case is, if there is negative influence from his peers and their school environment. They affect a person’s attitude, personality in a positive or negative manner.

The notion of integration began to appear in the mid-eighties with the idea that special classes could be part of mainstream schools and also from parents who were not availing of special education. In a report on the training and education of severely and profound mentally handicapped children in Ireland 1983 it was recognized that these children should also be entitled to education. Teachers were to be trained to educate such children in special classes within mainstream education. By 1993 over 2000 pupils were being educated in such a way.