Sized Assessment

Overall it can be concluding that caring for children with intellectual disabilities present many challenges that can cause psychological problems on the caregivers. Special education is very important for the students. It is also important for the caregivers to take care of themselves by participating in support groups or seek counseling if needed. If the caregiver if depressed, frustrated the care they give will be reflected on the children.

In the educational world, there are countless programs, curricula, strategies, manipulates, and resources for teachers to pull from in order to aide in the teaching of concepts and learning of students. Whatever method(s) a school or district has deemed best practice, or adopted as their curriculum, tend to be the instructional practices or resources utilized the most by those teachers. Additionally, teachers will also have preference to teaching styles, resources, and materials they use for their students. While autonomy in any classroom is important to students’ academic growth, one must also be careful to select and implement instructional with great intention and purpose. Consideration to students needs is equally important as the mandate of teaching standards and demonstrating proficiency amongst students. Even when teaching non-disabled students, it can be time consuming and overwhelming to plan lessons so just how much more is involved when planning for students with significant disabilities (SD)? Better yet, what are appropriate instructional strategies to use for students with SD? Regardless of the instructional setting, these are considerations that must be given when teaching students with SD in order to maximize their learning opportunities to learn

This paper provides a brief summary of special education services and explains how special education teachers can motivate their students in many different ways. In fact, this paper indicates the benefits of motivations in the special education process for both teachers and students and how teachers should motivate their students in order to reach a full satisfaction on students’ learning. Also, there are some general ideas that used on any special education class by teachers in order to motivate their students with learning disabilities are listed in this paper. In fact, the purpose of this paper is to provide teachers and educators who are working in the field of special education a general understanding of the variety of skills that students with disabilities have and could prevent them from learning effectively just as seem as their normal peers. Therefore, this paper could help teachers to motivate their students in the classroom.

These students have normal and sometimes above normal intelligence but they struggling with problems that hinder them from learning and progressing like other students. More recently it is thought that a student with learning disability could show one of more than 500,000 combinations of cognitive or socioemotional problems (Heward, 2010). Learning disabilities cause students to struggle with so many things in school such as academics, emotions, and socializing and learning disabilities also cause students to have problems away from school. Students with learning disabilities may experience problems with learning to read or comprehend what they read, learning to do math or develop mathematical reasoning, learning vocabulary, spelling or the written language, and learning to get along with others and exhibit appropriate social skills. They may also have problems with paying attention, hyperactivity, and sometimes behavior,

In the article “Universal Design for learning (UDL) and learners with Severe Support Needs”. Hartmann writes a story from her experience about student his name is Marcus has disabilities. The regular curriculum failed to get him a better education, and then his teachers decided to replace him in a school had curricula focused in disabilities or severe disabilities. Unfortunately, those schools for students “non-verbal” and Marcus had an ability to speak; his mother had frustrated and embarrassment for son future because the education curriculum did not design around students to get more benefit from learning. Also, she writes the students come from different background, culture and heredity; consequently, those factors influence in their learning even two brothers do not learn the same way. Moreover, most of the learning curriculum have designed for normal students, and they have supposed every student should receive the learning in the same way, but this is unjust for students have dissimilar abilities. The UDL has shown the problems are not in the students, but in the atmosphere around them and curriculum because there is not enough flexibility; it needs to fix it. Then, Hartmann describes the beneficial of UDL has changed the learning process to engage all the student’s abilities in the classrooms. Additionally, UDL has played a role in flexibility to involve all student with different abilities, and It also has helped teachers to become more think how to support

However the willingness of doctor can have an immense impact when they are working with dual diagnosis (Werner, 2012). Studies have shown that having preconceived attitudes can result in the unknowing to work with certain individuals (Werner, 2012). In addition studies have that the biggest factor of working with dual diagnosis is that of the willingness. In which the willingness plays a since the interest in working with/helping individuals can be a factor (Werner, 2012). Additionally, a study was conducted on 476 participants to determine if willingness and having a bias would be a contributing factor (Werner, 2012). What the researchers discovered was three specific results (Werner, 2012). The first result was that the study

Although in some circumstances this is not always possible, we can adopt our attitudes and surroundings to include a vast number of disadvantaged students. In a study it has shown that it can have a positive effect on both students with or without special needs, it can help with reading, individualised educational programs (IEPs), improving communication

Learning disabilities are becoming more and more common as the years go on. According to the life span development book “of all the children in the United States, thirteen percent from three to twenty-one years of age in the United States received special education or related servers in 2011-2012.” That is three percent higher than the amount of people with learning disabilities from 1980-1981. Studies have been and continue to be conducted to determine why learning disabilities are becoming more prevalent in American in recent years.

The topic of investigation for this paper is effective techniques for helping students with Autism Spectrum Disorder (ASD) succeed in school. Communication and socialization were the two areas of focus. If students with ASD are helped in these two areas, the likelihood of success in school increases. With ASD increasing, literature reviews with effective techniques can assist school personnel in selecting the best options for students with ASD in less time than completing formal research. This is a topic of interest to me, because of two reasons. One reason is my work

There are many different aspects of the special education system. One area of interest is the best practice teaching strategies in a direct instruction (DI)/special room as it pertains to students with a disability, in particular, students with disabilities who have the cognitive ability to do grade level work or higher. Some scholars referred to these students as “twice exceptional”. The recent studies of twice-exceptional students are limited, but there are several scholarly authors moving forward with continuing research. There are many different sources over special education and the different roles played by the actors involved. The research done for this work is focused on establishing

Therefore, because students with autism have difficulty processing the most obvious information environments, it is essential to incorporate visual instruction, visual organization, and visual clarity. Visual supports allow students with autism to engage in life. In addition, providing visual cues provide opportunities of structure, routine, and sequence that many children with autism required to participate in daily activities. Furthermore, providing visual supports combined with systematic instruction provides the opportunity to ensure learned skills, while promoting high levels of engagement. Communication is essential and has a significant purpose for a child with autism spectrum disorder. It is necessary to build on these communication skills, once a student understands how to interact with others and communicate wants and needs the student will improve their quality of life. Understanding your student’s strengths and weaknesses, talents and interests, and other areas of difficulties will allow opportunities to create design effective approaches and strategies that can substantially affect your student in every phase of their

Learning disabilities is “a condition giving rise to difficulties in acquiring knowledge and skills to the level expected of those of the same age, especially when not associated with a physical handicap.” on average children with learning disabilities start to show sings at age 5 however sometimes they develop later and go unnoticed, for the students who are diagnosed with learning disabilities such as Dyslexia- Difficulty reading, Dyspraxia (Sensory Integration Disorder)- Difficulty with fine motor skills, Dyscalculia- Difficulty with math, Dysgraphia- Difficulty with writing. The school systems have programs to help those children have an easier time in school. Programs like RTI “ Response to Intervention (RTI) is a multi-tier approach to the early identification and support of students with learning and behavior needs.” RTI is designed to make a individual special education plans for students.

Behavior and social skills are learned when children with and without disabilities are included together in a classroom. According to a study done by Nirvi Shah about inclusion of students with disabilities, the regular education students can provide examples of appropriate classroom behavior, along with appropriate social behavior for the special education students (Shah). The expectations in a regular education classroom for appropriate classroom behavior and social behavior are high and natural for regular education students. With the help of the regular education students, students with disabilities learn the appropriate classroom and social behavior. Often, students with disabilities are

Many studies focused on how the services for special needs children contribute to their education. However, very few studies recognize the role of the society in their attitude towards success. This paper answers the following questions: 1) how education affect the disabled, 2) how to improve education outcomes for students with disabilities, 3) how can the society deal with the disabled students, and 3) how to identify special learning disabilities.

Children with special needs are slightly different from non-disabled kids, but they’re should not be a barrier between non-disabled children and children with disabilities. Special needs covers a wide range. Some children with physical disabilities use wheelchair, or cane while other children with learning disabilities such as, autism, or emotional disorder. Children with special needs are like all children they want to make friends. Non-disability children want respect, love, good education and job of their dream. Children with special needs can do the same things non-disabled kid do, but it can take them longer. It requires additional explanation or attention. Parents of children with special needs usually feel isolated and uncertain about their child 's future. Schools can help them find support that children are not alone and help is available. Teachers should meet with parents in order to get to know the children better, the specific of their children. Special teachers may come into the class to work one-on-one with the student, for individualized attention. Change begins with an honest examination of understandings, knowledge and belief. Children with special needs should spend more time with non-disabled kids. Children with special needs should study more at public school to learn from