My Observation This Semester Is A Self Contained Classroom For Students With Emotional And Behavioral Disorders

Historically, students with disabilities were served in separate facilities or not at all; however, a more modern approach to education deems that all students should be served in the least restrictive environments. At first, students with disabilities were served in inclusion classrooms which are still used today, but there is evidence that a student with disabilities are better served when they attend inclusion classes instead; thus, depending on the level of the disability, some students spend all day in a self-contained classroom, some spend only a part of the day, and some are completely in inclusion classes. Thus, the two classroom styles will be compared using the observations

Special education teachers make a conscious decision to work on a daily basis with students who display various disabilities. Some of the disabilities include autism, negative social and emotional behaviors, mental retardation, multiple disabilities, mobility disabilities, traumatic brain injuries, as well as students who suffer from being blind and deaf. When these disabilities interfere with the daily educational activities of a child, the child is in need of the valuable opportunities provided in a self-contained classroom.

In public schools across the United States, students with special needs are placed in self-contained and resource classrooms in an attempt to facilitate effective teaching and learning practices. However, for some students, the physical placement of self-contained classrooms in and of itself is cause for concern and can impede the learning process (Jones & Hensley, 2012). When students feel isolated or stigmatized by their school environment, their confidence and self-determination levels can be negatively impacted, thereby, diminishing academic progress.

Jacob is in the 5th-grade, whom has been diagnosed with ADHD and an emotional/behavioral disorder. He has trouble identifying with children his own age. He can be very aggressive and speaks very loudly. Academically Jacob is currently on a third grade level. He has become very frustrated with school and does not recognize the importance of an education. Because of his frustrations, he will have temper tantrums. Jacob needs constant help throughout the day working through his emotional/behavioral issues (Case Study). This paper will summarize and discuss why or why not an inclusive, resource, or self-contained classroom would provide the best placement for Jacob, and discuss related services, technology, and collaboration models for each possible

Kate Garnett wrote an article entitled from What Are Classrooms like for a Students with Learning Disabilities. In her article she talks about what a general classroom is like to a student with disabilities and how it affects the students. Firstly, she mentions about the classrooms being very crowded where one can be easily distracted. Not every student can give proper attention to the tutor’s question or the topic and very little progress of the student is monitored. So, the good students excel their class but others remain in confusion. She also mentions about the private talk with teachers being difficult and also school life is very activity focused. The student with learning disabilities may feel overwhelmed. Most of the student’s

Problems might start arousing when a class is crowded with students because an LSA is not able to talk and explain in a quiet environment, students interrupt and furthermore. Classroom organization strategies can have real benefits for students like John and other students with special needs. Even the planning of the floor space and the kinds and placement of furniture used need to be considered seriously, especially when a student makes use of a wheelchair like John. For example, floors that do not have a nonslip surface or no ramps can make wheelchair difficult to move. Furniture that is not placed in a proper way can block access to other things or materials such as computers and make mobility difficult for John. In addition, stationary and books that are too placed too high up may prove inaccessible to John. The design of the classroom should be predictable to make it easy for John to interact more with his peers. This can be a problem when one makes major changes without first taking into consideration their impact on students with special needs. However Gardner says “that childhood education should not be ‘one-size fits all’. Not all children are academic but all children have the ability to learn, be successful and to teach others in their area of intelligence. As educators we need to provide learning opportunities for children that reflect their

Teaching students with exceptional abilities requires funding, training and planning. Being in a regular classroom with children from various cultures, ethnic backgrounds and intellectual ability help students learn how to work together toward a common goal: reduce discrimination and stereotyping people with physical and mental limitations. Instructional strategies that break the work down so everyone learns better can improve education as well as reduce cost. This is achieved by including special education students in environments that will allow them to develop normal social interactions as well as receive specific attention to their learning needs. ("What is Special Education”)

The teacher observed on March 16th, 2016, was Mrs. Baker at Rockfield elementary school. The type of classroom that Mrs. Baker teaches is a resource room for firth grade students and one sixth grade student. Within the resource room, the teacher teaches a variety of children with disabilities. The types of disabilities are: Emotional Behavior Disorder(EBD), Learning Disability (LD, math), and Attention Deficit Hyperactivity Disorder(ADHD).

Full inclusion classrooms hinder the disabled students’ abilities by making the students feel isolated, causing lower grades, and lacking the proper help the students need to succeed. These disadvantages and the support used proves that the segregated classroom allow the special needs students to focus and the general students to not be distracted as well. With the students undivided attention, the students’, in excluded classrooms, grades improve greatly. As more people know about full inclusion, there is more of a chance to keep it out of school systems everywhere.

We need to adjust the classroom with hands on materials that are in reach for the child and fit their specific developmental aspects. Most importantly, we need to make sure they are included in the classroom and treated like the other students. This will help them social, emotionally, and physically. By having children with special needs in the classroom with those of general education, this allows the teacher to get training on ways to teach to all of the children and help them feel like one. Instead of pushing children with special needs off and into another classroom, it is important to keep them with the other children and allow them to grow and learn along with others. Teachers need to remember different approaches, time frames, and be flexible. Everyone learns differently and we need to be patient and understanding of the diversity among the students. The first and most important thing though is to make sure that the child is being seen by a professional or even having an aid in the classroom with them, this provides extra hands and different teaching approaches, to assure that all of the children are

If these students were placed in a regular classroom, they were often functionally excluded, when no support was provided for the child or the teacher. In addition, many students were misclassified following inaccurate assessment, placement or tracking. These past practices have been deemed in violation of a student’s constitutional rights. As a result, IDEA now requires that the educational program that is developed by the IEP team provide the child with opportunities in the least restrictive environment (LRE). LRE is the most normal setting that is possible for the student. The team should take several things into consideration when making this determination. First, they must compare the benefits in the regular class and the benefits in the special class. The U.S. Court of Appeals determined that the appropriateness of placement in the regular classroom is not dependent on the student’s ability to learn the same things the other students learn in the regular classroom. The benefit of social interaction should also be taken into account. Second, consideration should be given to the potentially beneficial or harmful effects that placement in the regular classroom may have on the students involved. Finally, cost should be considered when determining the appropriateness of student placement.

The modern classroom has many challenges that face it. Shrinking budgets, less parental involvement, higher expectations, and growing class sizes, just to name a few. If this list was not daunting enough you also have the special needs students that have an array problems in your classroom that need specialized attention, lessons and seating. There are many forms of diverse learners from students who suffer from ADHD to physical disabilities to students with autism to ones that are bullied in school. There are so many things going on in our students lives we sometimes forget they have lives, pressures and disabilities that affect their performance and attitude in our class that have a profound impact on how they learn. For this paper I

There should be guidelines though, in regards to the special ed. student's behavior. If they get out of control and disrupt the class, the student should be removed and not allowed back into the class for the remainder of the day. Allowing them to carry on in the classroom would only retard the other students and not allow them to learn. That is the way you have to look at that. If it's not harming the normal student, then it is only benefiting greatly the special student.

Special education students have severe behavior or emotional issues that can disturb the classroom learning environment for themselves and the non-disabled peers. Disabled students often act out from not feeling accepted, frustration from the difficult material, and their cognitive obstacles. According to the article Time to leave inclusion out, seventy percent of teachers blamed the inclusion of children with special needs for increasingly bad behavior in the classroom.

While the presence of certain characteristics in children with behavioral disorders might sometimes seem discouraging but the bottom line is not to give up on any student in any case. Most of the times, children with behavioral and emotional problems might challenge a patience of teachers and cause temporary despair. In this situation, teachers require the support of others in supported students to succeed. The classroom is a learning community; therefore, it is very much significant to create a constructive atmosphere in the classroom. The successful behavior management in classroom can be improved by colleagues as well as by the family of the students. While considering the needs of students with behavioral and emotional problems, the paper aims to develop appropriate strategies for teaching students with behavioral disorders in the classroom.