Students With Severe And Multiple Disabilities

The issue the author has presented in chapter 5 is what should educators teach students with moderate and severe developmental disabilities. The author states that she became interested in studying how students with moderate and severe disabilities might meet grade level academic content expectations mandated by No Child Left Behind. Despite the lack of evidence on teaching grade level academic content to students with cognitive disabilities, the federal government required schools to include students with moderate to severe disabilities in school accountability systems.

The existence of services for students with milder levels of impairment is a relatively recent occurrence. Why do you think this is so?

The research in this paper is to discuss strategies used to teach students with severe disabilities in mathematics. “According to the American Association on Intellectual and Developmental Disabilities, (AAIDD) Intellectual disability is characterized by significant limitations both in intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practical adaptive skills. The diagnoses of the disability should come before the age of 18 (Westling, Fox, & Carter, 2015).” Mathematics is a core subject area that can pose a challenge for a large amount of students in America, and especially those with severe disabilities. “According to a study, only a quarter of students with disabilities that

The study also implies that all African American students are less likely than their European American colleagues to be withdrawn from special education. These African American students may exhibit lower achievement gains while in special education, according to the U.S. Department of Education, 2004 (Banks, J. j., & Hughes, M. S. 2013).

“People of goodwill built the system we have today. People of goodwill can work together to build a better system going forward” (Freedman, 2012).

Students with disabilities face more challenges in the academic sphere than students without disabilities despite education’s status as a human right in Canada.

Before planning how to support a student with severe and profound disabilities in my classroom, I need to first educate myself about the student and his/her disability. Without the knowledge about whom the students are and their needs that are needed to accomplish their goal is impossible to support the students. Once I am able to learn about my students, I will then start to plan different support to help the students achieve their potential as much as possible.

Student A is a 7th grade student with an intellectual disability. This student receives small group instruction in math, reading, writing, and social skills. He is included in the general education population for science and specials classes. This student has IEP goals and objectives in math, reading, writing, and behavior in his IEP. This error pattern analysis will focus on his math computation abilities.

Special populations is any student who obtains a disadvantage or barrier that affects their learning. The disadvantages or barriers include disabilities, economic status, single parent households, foster care, homeless, English Language Learners, sexual orientation, racial and ethnic minorities. Students with disabilities could range from one factor to multiple factors and can obtain a 504 plan or Individualized Education Plan and Behavior Intervention Plan. These plans are implemented with the Response To Intervention (RTI), which closely documents students learning and behavior by the educators, and the data is looked at closely by the school psychologist, teachers, parents (guardians), and administration. Additionally, speech pathologists, occupational therapist and the school nurse participate in the RTI process as needed.

Before we get too involved in the midst of this paper however, it should first be made clear what is meant by the term “disability.” According to the International Classification of Functioning, Disability, and Health from the World Health Organization (WHO) the medical and social

Each school, because of government mandate, has to provide services for exceptional students. The textbook Human Diversity in Education defines exceptional students as “those eligible for special educational services” (Cushner, McClelland & Safford, 2011). There are several categories for exceptional student but they all fall under the Ability/Disability continuum. Some of the categories for exceptional students are the: intellectually gifted, specific learning disability, emotionally handicapped, hearing impaired, visually impaired, mentally handicapped, and physically handicapped. In this paper the specific type of students that will be discussed, fall under the disabled side of the continuum. As one can see from the list above there

From your perspective, what exactly, are we talking about when we say “special education curriculum”? At first I was a little confused about this question. I was thinking about special education curriculum in the terms of an adaptive curriculum. After reading the articles form this module and locating my own article, “special education curriculum” refers to what educators are doing to make the general education curriculum accessible to students with disabilities. Although there have been many changes related to the education of students with disabilities, there is still a noticeable gap in achievement between students without disabilities and students with disabilities (Aron & Loprest, 2012).

Note* other States and Territories within the Commonwealth have separate legalisations and Acts which have been passed in by their representing government.

When working with students with disabilities you are faced with multiple challenges that make the task extremely difficult. Dealing with the day-to-day needs of this population, their parents, their paperwork, attending the meetings that go along with the job, can mean that there often isn’t a lot of time to interact with other students and teachers. It can be isolating and that can be hard. Limited operating budgets present additional challenges for special needs classes. You may have to do with fewer materials, and resources due to budget constraints. These challenges are all equally difficult and when combined, as they often are on a daily basis, almost impossible to juggle. There is the variablility of student’s needs; you will see students

There are few words that share the connotative power of “disabled.” Some may think of the boy from middle school who learned at a slower pace than the other kids, while others may think of their uncle who lost an arm serving the country. Though many interpretations of the term exist, the U.S. Department of Labor defines “disabled” as “someone who (1) has a physical or mental impairment that substantially limits one or more ‘major life activities,’ (2) has a record of such an impairment, or (3) is regarded as having such an impairment.” A secondary definition used for Social Security disability benefits states that “individuals must have a severe disability (or combination of disabilities) that has lasted, or is expected to last, at least 12