Summary: Working With Students With Disabilities

Describe your experiences in working with children or youth with disabilities, and indicate their significance to you.

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

During my time in clinical, I have learned to deal with different types of people. This differences include gender, sexual orientation, race, religion, different ethnicities, people with disabilities, and age. Just last week I had to deal with an older difficult patient. From the moment I called this patient’s name I notice she was very snappy and she immediately answered with a loud voice “What!”, I told her I was going to take her back for her x-rays, but before I could begin to push her wheelchair, she was already yelling and directing me on how she wanted her wheelchair pushed and the direction she wanted me to go. Every step I took she kept telling me to be careful and she kept screaming, “You are going to hurt me”. I stayed calm and told her I

As they initiated this six-week experiment, the experimenters started first with a two-week baseline test. Then two weeks when they adjusted the sound of the classroom and finally another two weeks when they adjusted the lighting. As they conduct this experiment they used the same children and monitored them throughout each class day. The experimenters also took responses from the students about how they felt after each adjustment. During the first sessions without any adjustment made in the classroom, several students reported discomfort due to the lights and the sound that was emitted from the classroom. After they took their responses and collected all their data they went into the classroom and installed, sound-absorbing walls and then halogen lighting. After the experimenters installed the needed modifications for the students they instantly noticed a difference. The children's attentiveness and their overall ability to

As a volunteer for the Autism Society of North Carolina, I had responsibilities and obligations not only to my supervisor but to the children I was accountable for. Those children deserved my full attention, respect, and patience: they deserved a person who would treat them with dignity, just as if they were a child without a mental or physical condition. When working with special needs children, two crucial talents one must have are patience, and the ability to look past the disability and see the child for who they are as a person. This is simpler in theory than in practice. My first year working at Camp Sunshine Developmental Day Camp was challenging in the fact that although I tried not to, I always arrived at a feeling of empathy towards the children because of their disease. While it is admirable to empathize with the children, no one, especially people at a disadvantage, desire to be pitied.

I do believe that general education students, who want to participate in extracurricular activities, should be held accountable for their GPA. Participating in these activities is a luxury and should be treated as such. For students with disabilities, however, I think that their participation in these extracurricular activities should be based on the individual student. In my opinion, it is hard to group all of the students with disabilities under one large umbrella GPA, especially with the numerous amounts of disabilities that the students are facing. Instead, I believe that the student’s intellectual ability should be taken into account with the students with disabilities. For example, if a student with a specific learning disability has

I have always had a passion and enjoyed helping others. In fact, I have devoted my elective credits to be involved in assisting special education students. Since my junior year of high school, I have been a peer coach by working with students with disabilities. During my peer coach semesters, I have assisted the special education students learn communication and vocational skills. In the communication course that I peer coached in, I have had the privilege to work under the direction of a Speech and Language Pathologist and an Occupational Therapist. In the communication course, I helped students progress on their reading, writing, and communication skills. After the communication course, of my senior year, I worked with a special education

Life experiences, both good and bad, leads a person in a direction that will allow them to grow and use their own personal skills. The life experiences that I have faced have led me to where I am today. Each year I continue to learn new ideas and strategies. Goals that I have for my future continuing to work with students with disabilities would include but definitely not limited to learning and understanding the students that I work with and their personal needs as well as their educational needs. My biggest goal for the future is to be more than just an educator for my students.

Developing curriculum and instructional goals for students with severe and multiple disabilities requires a collaborative team, which includes the educational team and parents. The curriculum and instructional goals is a tool that assists in planning and implementing a high quality education. Developing an effective curriculum is a multi-step, ongoing process. The components consist of planning, developing, implementing and evaluating.

Children come to this world without the parents knowing what the child may be born with but as a family we give love and care for all of our children. “Special disability “shouldn’t be a category to children who were born with a disability they were born into this world they are no different from you and I. Some parents believe that when their children graduate high school life is over for their amazing children .These parents are blocking or either ignorant to look for opportunities the world gives to children with a disability. In my paper it will be informing how schools act upon children with a disability and after opportunities when their children graduate high school.

Years of research have been done to help our understanding of how to effectively include students with disabilities in general education classes. There are a lot of concerns of whether or not full inclusion is appropriate for all students, how you address certain concerns, how to communicate and involve parents and a lot of other things. Everyone has their own personal views and why they feel the way they do. The controversy will always remain on the topic of students with disabilities and their education.

Special Education in early childhood classrooms are a privilege for students. Parents or guardians need to be educated on the special education laws, referrals, and evaluation process. As educators we need to advocate to parents or guardians that special education is not a location, but a service to help children reach their full potential in the classroom and as a citizen of society. The earlier the intervention for a child the greater the chance the child will succeed. The United States has formed many laws to protect the rights of individuals with disabilities. According to Gargiulo (2012), “the judicial action and legislative enactments have been two forces that have been powerful tools in securing many of the benefits and rights presently enjoyed by more than 6.5 million pupils with disabilities.” (p.43).

Students with special needs have the right to an equal education, including the right to be in a regular classroom. This is beneficial to every child in the classroom as they develop social skills with those who are different from them. Complete inclusion of every child, entails allowing any student to stay in the classroom to learn and participate. There are different approaches to inclusion in the classroom, some view children with disabilities as hindrances and cannot learn in a class setting. However, there are many advocates who fight for the rights for children with disabilities, such as the right to remain in a classroom. Full inclusion benefits both the children with disabilities and the other children as a complete community is

My review of the crisis plan found that very little addressed children or staff with physical, sensory, motor, developmental, or mental challenges. This is something that definitely needs to be addressed when considering relocation or evacuation. For example, some of our students with disabilities have restricted mobility and use a wheelchair, and moving them to a nearby staging center or evacuation center will be difficult. Some of our students have vision impairments that could affect walking over altered terrain. Thus, our crisis plan should include alternative transportation options for these students and even alternative safe sites for them. In addition, some of our students require special medicines and medical devices on a daily basis. The crisis plan needs to decide if it is possible to accommodate these needs off campus.

Students with learning disabilities often experience more motivational problems than their peers, and by teaching goal setting, students will have access to a strategy they can use to achieve greater motivation and success. The researcher expects the participants to experience increased motivation and self-efficacy, and improved performance in the areas of reading, math, and behavior after learning how to set short-term goals for themselves. If the goal setting strategy proves to be effective, the strategy will be continued beyond the time of the study.