Reflection Of Having A Child In Special Education

The amount of people who live with disabilities is a controversial number. Depending on what law and diagnostic tools used, a person may have a visible disability, or one that may lie beneath the surface of his or her appearance. Some people believe that the term “disability” is merely a label use to hold back, or prescribe helplessness. Meanwhile, individuals who have been properly diagnosed with disabilities struggle to maintain respect and acceptance every day. In plain language, there is a lot of misunderstanding between people with disabilities and those without. It is firstly important to get everyone on the same page regarding the definition of disability.

Reading this book greatly affected the way I will interact with children with disabilities and their families. My current field placement is teaching art at a Middle School. Each class consists of students from 6th, 7th, and 8th grade, as well as students with special needs including giftedness. My cooperating teacher has taught me a great deal about differentiating lessons. Torey Hayden has showed me that it is not enough to differentiate lessons or plan adaptations for our students with exceptionalities. We truly have to look at them as a complete human being, and acknowledge the strengths and weaknesses of every student in our classroom. Because of this book, I have not been afraid to speak with Mark* who has downs syndrome, or Alicia who has a cognitive impairment and hearing problems. I have tried to get to know my students with exceptionalities as well as all of my students as individuals, and understand their backgrounds. In the future I will continue to treat each student as a unique person and get to know them and their families before passing judgment.

When Public Law 94-142 was passed in 1975 it had a positive impact on the education for children with disabilities. Millions of children in the United States were supported by the law. These children had previously been excluded entirely from the education system.

Preparing regular education teachers to address the diverse needs of children with special needs in inclusive set up.

In England, it is a legal requirement under the EYFS for all early years settings to work with parents and other professionals to support children’s care, learning and development. Certain policies and procedures must be in place to protect children and for guidance.

People are thought as child to dream big and reach for their goals. Throughout grade school to high school there are often asked what inspires them. Some people dream to become police officers, dancers, lawyers, and doctors. There are some people who chooses to become an educator. As they journey through college, to pursue the knowledge needed for their career, their passion leads them to special education. These teachers fine this career to be job satisfying, have empathy for the children, and the vacancy of the position viability. Not all teacher feel the same however, over time their dissatisfied with their job and leave because their brunt out.

One of the most essential aspects of the educational process is to know how to motivate students for learning. A challenging part of being a teacher is to know and learn how to motivate students. First of all, a good definition for motivation is as Byrnes quote “Motivation is construct

The special education teacher interviewed, co-teaches algebra into three class periods. She is able to teach up to 50 students. In her classroom she can teach children with disabilities or up to 25 at-risk students.

Over the course of this semester, I have had a valuable experience observing the children in the special services classroom at Coulter Grove Intermediate School in Maryville, Tennessee. During this observation, I did not only spend time observing the developmentally and physically disabled children that went to the school, but also their neurotypical peers that were put in the classroom as “peer buddies”. Peer buddies acted as friends to the disabled children in the classroom in order to expose the children to those with different abilities and challenges to them. The special services department covers the whole school, but I concentrated my attention on the children in the lower grades. These children were mainly white, but there was one young African-American girl. While the racial divide was uneven, the divide between the genders was around equal. Since the special services classrooms concentrated on children who needed more attention than children who were developing normally, there were more teachers than there is in a typical classroom. The number of teachers in the room varied throughout the day, but there were usually three or four in the classroom at any given time. I spent most of my time observing in the classroom, but also spent time in the cafeteria and playground, which opened me up to even more opportunities observing neurotypical children. In this final application paper, I will summarize my observations and analyze how exactly they match up to what we have

Parents have special knowledge about their child that school personnel might be unaware of. This aspect of parental involvement is especially important when applying special education services for a child with disabilities (Smith et al., 2005). That being said, parents need to understand that while they know a lot about their child overall, the school knows a lot about their child in an academic setting. It is very important to have open lines of communication and mutual respect for each other; to be able to bring together these different aspects of the child to create a successful intervention allowing complete access to education.

Carnes I feel as though I have a better understanding of dealing with the school system from the parent’s point of view. I think doing this interview can help me to be more prepared if a child with disabilities is present in my classroom. This is actually the cause of the high point of the interview because Ms. Carnes had a surprised tone when hearing my questions because of the dedication the educational system is putting into preparing the new generation of teachers to be fully aware of any situation we may face with a student with disabilities. I feel a sense of pride knowing I can be knowledgeable in any situation may face with these special cases in the classroom. On the other hand, I was surprised by the amount of patience she has as a parent with a child with cerebral palsy. From her answers in the interview she has to face challenges parents with the average child do nor. I gave me a deep respect to the parents who face these challenges such as making sure their child receives the proper education they need. Lastly, after completion of the interview, I feel slightly more nervous about going into the teaching field. I know teaching these students I want to make sure

When I was asked to reflect on my experiences in EDSE 316 and the fieldwork, I had to think long and hard on how I would sum up four months of classes and fieldwork into four pages. I have learned so much about the various disabilities and how it has change the world of special education. I think a better term would be the “endless possibilities of education”. It wasn’t too long ago when children with disabilities would be stuck in a room in the back of school only to be seen in the beginning and end of the school day. They were the ones who rode the other buses and no one really talked about. This class has allowed me to speak of my own family and how special education impacted my life. I have a brother whose whole life was spent in the special education class, and my own sons with speech and learning disabilities who are now receiving special education services. It also allowed me to reflect on my own participation in the special education program in my early elementary years when I was struggling with my own speech disability. This class gave me the chance to see the timeline of special education, from its earliest beginnings to what it is now.

For my interview, I interviewed a woman by the name of Mrs. Miskell. She is a close family friend and also teaches at the elementary school that I used to attend. Mrs. Miskell has been teaching for fifteen years. She has a class of 21 including 2 special education children who are mainstreamed into her class for a few areas of study. She team-teaches one day a week with the remedial math teacher, and one day a week with the remedial reading teacher. Her children switch classes with one other class for social studies and science. In this interview, I covered her views on special education and security in today's schools.

Mother: We tried for several months to get pregnant before we were successful. We both were reluctant to try for a child again because of a traumatic miscarriage I experienced several years prior. We both really wanted to be parents and made a tough decision.