Mainstreaming Interview

As the video states, learning disabled students are very quick to point out another student’s mistakes. This is important to keep in mind, and also gives insight into how the learning disabled child feels in the classroom.

After reading chapters one and two of the book “Exceptional lives”, I could more easily understand special education. As a teacher, I will mostly likely have many students with disabilities in my class throughout my career. With

The special educational needs (SEN) team are supported by a very active group who make sure that they provide a range of activities to meet the needs of our ever growing community of special schools, as well as colleagues in mainstream primary and secondary schools.

The special educational needs (SEN) team are supported by a very active group who make sure that they provide a range of activities to meet the needs of our ever growing community of special schools, as well as colleagues in mainstream primary and secondary schools.

Removing Barriers to Achievement: the Governments Strategy for SEN (2004) – This provides framework for schools in order for them to remove barriers and raise achievement of children with SEN. This sets out the government’s vision for

The special educational needs (SEN) team are supported by a very active group who make sure that they provide a range of activities to meet the needs of our ever growing community of special schools, as well as colleagues in mainstream primary and secondary schools. Their aim is to work together to ensure good practice to promote effective approaches to enhance the students learning with Special educational needs.

Anderson first year of teaching she should understand that students regardless if they have any disabilities or diagnosed are filled with an array of personalities and Howard is no expectation from his peers. It’s vital that she start and end every day with commendation for all students. Ms. Anderson needs to provide a period for customary meeting with the Howard to strengthen and survey behavioral and scholastic advancement. When, she starts to build solid routines for checking advance, for example, conduct outlines or charts that portray progress moving in the direction of an objective. It will provide open doors for Howard to share or illustrate their uncommon aptitudes to cohorts. Communicate is key with any educator so Ms. Anderson should consider to phrase composed remarks in a positive way by starting off simply by giving students basic errands and progress to the more perplexing (North Branford Schools, 2004). Avoid approaching the any student when they seem heedless. Utilization of favored interests, which are every now and again turned, as reinforces for proper conduct and evacuation of reinforces for wrong conduct. Students have their own one of kind hobbies and as educators we can utilize this further bolstering our good fortune as methods for fortification (Hudec, 2015). On the off chance that there is a computer in the classroom that is specifically noteworthy to a kid showing ADHD practices, computer time can be utilized as fortification

This demonstration was very helpful to understand the experiences of a learning disabled person in the classroom. Though I was taken aback by how harsh he was with the ‘students’ in his classroom, he makes some really good points about the way that we should treat all children in the classroom, not just students with learning disabilities. One aspect that I learned for teaching students with learning disabilities is the importance of giving students the space and time they need to thin in order to process language. I didn’t realize, before watching this video, that learning disabled students have a difficulty processing language.

Many teachers have expressed their opinions on this issue by agreeing there is little delight left in teaching and furthermore, “In its relentless focus on measuring outcomes with test scores, NCLB failed to provide the resources to ensure that every student had the opportunity to learn and excel”(Walker, 2015). On a daily basis it is the classroom teacher’s responsibility to meet the needs of the students assigned to their rooster and that includes children with ADHD. The normal class is usually 30 students but has been exceed at times, providing the teacher with a difficult task of meeting the needs of each child and engaging the students in activities by utilizing effective strategies (Brennan & Parsons, 2014). When all the many facets of a classroom setting are in motion it makes for a busy day. To meet the requirements of standardize testing these activities are cut back in order to allow the schedule of their day to be manipulated and valuable classroom time put aside in order to prepare and administer testing(Walker,2015). No Child Left Behind is supposed to strengthen the classroom experience not interfere with

After reading chapter 7 I noticed many important ideas that I did not come across before and are very interesting. The first concept I learned about ADHD is that it’s not currently recognized as a discrete disability under IDEA legislation; however, young students may still be eligible for a special education. In the course textbook, it mentions “ADHD as a condition that renders an individual eligible for services under the rubric other health impairments” (Gargiulo 241). Secondly, this chapter lists suspicions such as neurological dysfunction, heredity, and environmental factors as the causes of ADHD. I believe that because professionals are still unsure of what causes attention deficit hyperactivity disorder, teachers and educators should know and recognize those students and offer services, support and accommodations.

It is important here to clearly distinguish between the terms of integration and inclusion as they are often interchanged (Thompson, 2002). Ainscow (1995) suggests that integration is about making a limited number of additional arrangements for individual pupils with SEN in schools which themselves change little overall, reflecting Warnock’s report. On the other hand, inclusion implies the introduction of a set of changes through which schools restructure themselves so as to be able to embrace all children. Integration involves the school in a process of assimilation where the onus is on the assimilating individual (whether a pupil with SEN or a pupil with a different cultural and linguistic background) to make changes so that they can 'fit in'. By contrast inclusion involves the school in a process of accommodation where the onus is on the school to change, adapting curricula, methods, materials and procedures so that it becomes more responsive. The creation of an inclusive school system certainly appears to harbour numerous challenges including: changing of staff attitudes; restructuring of the physical

We have all known about the schoolboy who does not know how to stay in his seat at school; rather he climbs furniture and creates attention to himself. We have additionally all known a schoolgirl who gazes out the window quietly wandering off in fantasy land as opposed to giving careful consideration to the instructor. We now realize that the hyperactive kid has a neurological issue called attention deficit hyperactive disorder (ADHD) (Hallowell & Ratey, 1994; Latham, 2000). Researchers recently have concurred that the staring-off-into-space young lady likewise has ADHD - here and there called ADD of the fact that it happens without hyperactivity (Hallowell & Ratey, 1994). At the same time what happens when the kid with ADHD grows up? In what manner can mentors work with students who have ADHD?

Children who are diagnosed with ADHD struggle with managing behavior in school environments. As research has shown, students have difficulty paying attention and can be disruptive in class. This often leads to a decline in their academics and can hurt future academic achievements. There are a number of tools, programs, contracts, and classes that are available to students with ADHD. Along with a lack of attention and an abundance of hyperactivity, “twenty to thirty percent of ADHD children have an associated learning disorder of reading, spelling, writing, and arithmetic” (Daley & Birchwood, 2010). It can be difficult, as a teacher, to manage a classroom with children with ADHD. It is important that teachers, parents, and students, understand the opportunities available to them to help the child succeed.

The National Institute of Mental Health (2016) describes Attention-Deficit Hyperactivity Disorder (ADHD) as a neurodevelopment disorder that has an effect on someone 's functioning or development. ADHD affects the way someone functions because of the chronic conditions of inattention and hyperactivity-impulsivity. However, it is possible that while some people with this neurodevelopment disorder experience both hyperactivity and inattention, that others may only experience one of the behaviors. Although Attention-Deficit Disorder (ADD) is not a term used in the medical field anymore, I will still explain the difference. ADD is a type of ADHD that is also a brain disorder that has an effect on someone 's functioning, but without the hyperactivity or impulsivity behaviors (Kinman, 2015). When a student has the symptoms of inattention and hyperactivity associated with ADHD and ADD, then it may cause learning challenges in the classroom that will impact their academic success. Therefore, it is crucial for teachers to know and understand how to identify ADHD in their students, what to do when they suspect that one of their students may have ADHD, and what teaching strategies will be beneficial to that student.

Under the Steering Committee on the Enabling Masterplan, the Ministry of Education (MOE) has been recommended to hold the ownership and leadership of special education. (Poon, Shobana, & Wettasinghe, 2013) Enabling Masterplan 2012-2016 seeks to build an inclusive Singapore where every person with disability can maximize his potential and is embraced as an integral member of our society. This initiative builds on the Enabling Masterplan 2007-2011, where the government feels that there was some progress, but more could still be done in enabling people with disabilities to be equal and integral member of our society (Enabling Masterplan Handbook, 2012). Through the 3P namely People, Public, Private collaboration under the Enabling Masterplan,