Lifelong Learning

Disability can impact on many areas of a child’s life and it is essential that we plan and support the child in all these areas so they can achieve realistic goals for thir age and abilities.

Students with disability and with special education services will be provided those services based on his or her needs, not by their diagnosed disability.

The transition to childhood can be a very difficult process for children with disabilities because they are entering an unfamiliar world with many different new things to explore and to survive this world there are certain skills that must be acquired. To develop those skills teachers, families, school staff, agencies and other professional come together to help students set goals and learn skills that are necessary to maintain a living, get a job and furthering their education, this preparation help facilitate the transition into adult life . During the transition planning different services and activities are develop to help student with

Children with disabilities have many services offered in the schools at no cost. Some of the services that are available are speech therapy, occupational therapy, physical therapy and social work just to name of few. To be eligible for special education services, students must meet certain criteria. Or the parents may express concern about performance of their childs' academic level. Once the student has their evaluation and are eligible, an Individualized Educational Plan (IEP) is written. The two main goals for support services is: to help students achieve independence and the ability to communicate and interact with their environments.

Under IDEA’s legislation, all states receiving federal funding must provide all students with disabilities between the ages of 3-21 with access to an appropriate free public education; and, identify, locate and evaluate children labeled with disabilities. Furthermore, the federal funding is also to develop an Individualized Education Program (IEP) for

A developmental disability is a condition that affects a person’s ability of learning, working, and actively involving in different activities and productivity in their society. A developmental disability is a major reason for many people not to accomplish what they are dreaming

Over the past decade, there has been a 16 percent increase in the number of children considered disabled in the United States (All Things Considered, 2014). Today, there are nearly six million children who are considered disabled (All Things Considered, 2014). Although the number of physical disabilities has seemed to decrease over the years, it is neurodevelopmental disorders where we have seen a dramatic increase (All Things Considered, 2014). Neurodevelopmental disorders are conditions that begin during a child’s developmental period, the onset of which typically occurs prior to entering grade school (American Psychiatric Association, 2013).

The Individuals with Disabilities Education Act (IDEA) mandates that all students with disabilities must receive a free and appropriate education. With appropriate education the federal law states that students with disabilities must receive an education equal to the education that receive all other students without disabilities, but with accommodations and modification that can help them to learn regardless their disability. With this purpose special education services are provided and as part of these services students with disabilities must have an individualized education program (IEP) that states annual goals in the education of the student in accordance with his or her academic level with the consideration of the disability. In the other

Under the Individuals with Disabilities Education Act (IDEA), federal special education funds are distributed through three state grant programs and the important thing about these laws, and specifically the requirements of IDEA, is that they show a concerted effort by the federal government to align major legislative and regulatory requirements affecting states. While the 1973 Rehabilitation Act guaranteed the right of disabled children to education, a student offered an educational program providing “merely more than de minimis” progress from year to year can hardly be said to have been offered an education at all. Section 504 stated that “no otherwise qualified individual with a disability in the United States shall solely by reason of disability, be excluded from participation in, be denied the benefits of, or be subjected to discrimination. Since the law was passed 40 years ago, the federal government has failed to provide even half of the funding it pledged to help schools educate kids with special needs.

When a child has a learning disability it can be overwhelming for the child, because they could be unaware that they have one or even when they find out that they do, some life style changes need to be made. Throughout the learning experience of having an learning disabilities the special education department can teach children of all ages how to become self-advocates for themselves and be able to communicate not only with their parents, but with other peers and teachers too.

Children with disabilities are able to receive special education and related services from age 3 through their 21st birthday. These services are mandated under the Individuals with Disabilities Education Act (IDEA) (U.S. Department of Education, 2007). School divisions are required by law to provide transition services to all children with disabilities who receive special education services in order to make the transition successful. Children with Autism Spectrum Disorders (ASD) receive special education services, thus they are provided with transition services in order to function successfully in adulthood (Wagner, 2006).

All around the world there are many children and adults who are struggling with a disability. A student’s future success is dependent on the teacher’s ability to help the individual from a young age. Teacher will have students in their classroom who display physical, social-emotional, cognitive, behavioral manifestations of particular teratogenic influences, chromosomal abnormalities, physical disorders and learning intellectual disorders. It is very important for teachers to be fully aware of the signs and symptoms so that they can help catch it early. If the teachers cannot catch it early the individual will struggle in the future, becoming more and more frustrated with the difficult challenges of learning.

I have always known, my whole life, that I was different. I think differently, I complete tasks differently, and I act differently. This applies to everything I do in life, from everyday tasks like preparing meals or completing chores to solving problems and learning new tasks. I learn in two stages, the first stage I call "understanding", and the second I call "practice". The first stage is the most important to me because without it I do not actually learn anything. During this stage I try and develop an understanding of the task or topic at hand. I read books on the subject, look up videos or articles on the internet, I take notes, I watch, and I listen. I try to steep myself in as much information as possible. This stage helps me retain

Posing the question to myself, what does it mean to be a lifelong learner? I have come to a few conclusions utilizing the four skills spoken about within the required reading for Unit one; “Investigation, Analytical Thinking, Effective Communication and Collaboration”, (COE1010 College Orientation Experience, 2013, p.3). In the simplest of tasks, I believe these skills are used on a daily basis. For example, needing directions to arrive at the desired destination because you didn’t know how to get their required investigation. Locating your destination will require you to know where to look for the answer. Evaluation of that information derived and what route you will use would be analytical thinking. Effective communication would be knowing

To be honest, I had never read about Goleman's theory of emotional intelligence; but I've always believed that in addition to IQ, people need something more to succeed in life. I have appointed as intelligence for life. Not all people have the ability to learn from their mistakes and motivate themselves to get ahead and succeed in life. The same applies to the lifelong learning concept; if an individual has no aspirations or goals set, I do not think he or she supports the lifelong learning philosophy. Returning to the Goleman's theory of emotional intelligence theory; the ability to know our emotions and learn to handle them, positively impacts our outreach and how we relate to others. Those skills not only improve