Multiple Disabilities: What Do We Still Need To Learn?

Other children with mild learning disability can grow up to be independent. Also, a child can have a specific learning difficulty in reading, writing or understanding what is said to them, but have no problem with learning skills in other areas of life. A child who has learning difficulties should be encouraged to develop in all areas to the best of their ability and as much as they can. Health If a child suffers from poor health or a physical disability or impairment, this may affect their developmental opportunities. For example, a child who has a medical condition or impairment may be less able to participate in some activities than other children. This may initially affect physical development, but may also restrict social activities, for example, on the playground. The child’s emotional development may also be affected, depending on their awareness of their needs and the extent to which they are affected. External Factors: Poverty and deprivation: Poverty and deprivation are likely to have a significant effect on pupil development. Statistics show that children who come from deprived backgrounds are less likely to thrive and achieve well in school, as parents will find it more difficult to manage their children’s needs, which will in turn impact on all areas of their development. These will all affect the way in which pupils are able to respond to different situations. Looked after/care status: If a child is looked

If you are supporting a child with learning difficulties, it is likely that you would have advice and guidelines from other professionals as to how to manage their needs while encouraging their development. They should be encouraged to develop in all areas to the best of their ability and as much as they can.

The individuals shown in the video with multiple disabilities have difficulties communicating in the normal ways, instead they use nonverbal movements or behavior to disseminate information. These unique methods include behaviors, gestures and other means of expressing themselves. Since they are nonverbal, these are the only ways they have to communicate. Furthermore, they must have close bonds with others in order to be understood. This is accomplished by the time consuming process of establishing a relationship between client and caregiver, which provides them with a means to communicate through their own special way.

Leadership Models: From Weber to Burns to Bass Presentation Introduction Max Weber Model of Transactional and Transformational Leaders James MacGregor Burns Model of Transactional and Transformational Leaders Bernard M. Bass Model of Transactional and Transformational Leaders Bennis & Nanus Transformational Leaders Schein Culture Change as Transformation Introduction Introduction: From Weber to Burns to Bass Traits Behaviour Charisma Situation Transformational Leadership Max Weber 's Model of Transactional and Transformational Leaders Max Weber Asks how a leader can "legitimately" give a command and have actions carried out? Classified claims to the "legitimacy" in the exercise of

-if a child needs special education or does poorly in school, the parents often feel ashamed and perceive the child’s difficulties as a sign off their own personal failure.

In some schools, the special education teacher teams with the classroom teacher to meet each child's unique needs. However, most children are able to stay in the regular classroom. Whenever possible, educators prefer not to segregate children, but to let them learn along with their peers. Children with ADHD often need some special accommodations to help them learn. For example, the teacher may seat the child in an area with few distractions, provide an area where the child can move around and release excess energy, or establish a clearly posted system of rules and reward appropriate behavior. Sometimes just keeping a card or a picture on the desk can serve as a visual reminder to use the right school behavior, like raising a

With the heavy cost of the special education, about 22% or $30 billion of the budget, many politicians and administrators would like to come up with a more cost effective solution. “Most hope to save money by pushing disabled children out of the small, specialized classes that many of them need to succeed and into crowded, ill equipped classrooms where they will compete with non disabled peers”, says Brent Staples

Some children with disabilities may even decline from being in a special education setting, it may not be challenging enough and it could

That put a big fear in the parent heart. Parents must trust in the child it can be challenging but you have to recognize the child’s strengths, interests, and areas of difficulty, and come up with plans for managing the child’s behavior and supporting the child’s development. Be the best cheerleader for your child. understandable and reinforced routines can help with structuring time. Promoting self-esteem. Early on, children with learning disabilities begin to notice that others can do tasks easily that are intensely difficult for them, and they begin to feel bad about themselves. Parents and teachers also boost children’s self-esteem by seeking out what they can do well and fostering and supporting these areas to the

During the study of this module, textbook readings were commonly read throughout the class sessions, and the topics in the book were frequently raised again during class discussions. The readings and discussions have helped me to gain an insight on the difficulties families with children with special needs are currently facing, and what can be done to aid their situations. Before embarking on this module, I never knew there was such a large number of children who required special needs, as well as the large number of them who were not getting the proper treatment and care needed. Through the readings provided, I learnt further on how much work was required to provide adequate care and attention to

Throughout the world the majority of people identified with disabilities have been overlooked, hidden and ridiculed in the community (AHRC, 2013). Australian history demonstrates that in ‘dealing’ with this issue many individuals with disabilities have been placed in institutions and/or prisons and by sterilising many young girls (AHRC, 2013). The recent concern presented by Federal disability commissioner Graeme Inns, of the rise in sterilisation in young girls with disabilities begs the question of if the rights of these young girls are being adhered to (ABC, 2012). This case study will examine the legal and ethical issues whilst also discussing the rights of an individual with a disability. By analysing the Australian Common and Family

Being a special educator, there are different roles and responsibilities separate from a general education teacher. As a special ed teacher, you need to be able to be more flexible and open-minded when it comes to teaching. These students, whether in a self-contained classroom or an ICT class, will have such differing needs than their counterparts. While they may still have some same needs, most of them will be different and individual. Even though we may have several students with the same disability in our class, that doesn’t mean that we can treat them the same; each student has differing abilities that we must figure out individually. This is one huge problem that I see prevailing in schools today. Teachers tend to think that if a child has autism, they have the same issues and needs as another child with autism but this is not the case. One child might need headphones for noise-canceling features while the other child might be ok with sound but need more social interactions skills. The ability to discern what a child needs based on their own performance is a crucial aspect to supporting every student equally. As a special educator, we need to not only look at their deficits but their capabilities as well. To define someone by what they can’t do is such a negative point of view. If we go into the classroom trying to find what is wrong with a child, we may never notice what exceptional skills they may have. For example, in class when Mark Sarabian came to talk about the

There were three strategies that stood out of me in my observations; no modification, extended time on tests/homework, and bringing in the special education teacher. I thought only one of these strategies was a good strategy in the classroom. What I took away from this is all the bad strategies teachers use when working with exceptional students. The first strategy was no modifications. I decided to go back to my old high school to see if anything had changed within the special education program. The first teacher I observed had a few students with special needs throughout the day. As the day went on I began to notice the students with exceptionalities were not getting any help in the classroom. Each student was given the same worksheet and the same amount of time to complete everything. I observed the teacher hand out a worksheet to each student and I got the see the worksheets. Each student received the same sheet and were all expected to complete it before the hour was over. This did not help the students that may have needed extra time to complete the assignment or one of the students who needed one-on-one help with each task they completed. This strategy was not acceptable in the general education classroom with students with exceptionalities in it.

Imagine yourself as a child with restricted movements and impairments not felt by others your age. Imagine for a longing to be free, free from the restricting walls of the hospital and therapy room. Freedom was a goal that Anne and Tom had for their son William. They wanted freedom of the traditional therapy setting because watching their child make little to no progress therapy session after therapy session left Anne and Tom discouraged. They wanted nothing more for their son than to thrive and develop the new skills that they knew he could. “William has hypotonia, or low muscle tone and some overall developmental delays” said Anne. His parents set several goals, but their first goal was to get William to learn to walk. Watching his therapy sessions in the traditional setting were painful as parents. They were feeling hopeless with the lack of progress with the physical therapy sessions William was attending. The Physical therapist herself felt that there was not much more that she could do there in the hospital for William. That’s when she recommended hippotherapy. Hippotherapy is what would eventually get William to his goal of walking in 3 short months, and though not a therapy goal, one of William’s first words was Dolly, the name of a favorite volunteer.

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