Teaching And Learning For Students With Disabilities

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

Teachers will undeniably continue to face the challenge of being able to teach all students who have learning disabilities. They will continue on the journey in researching the availability of treatments, services, and new theories. There are numerous tools available in teaching; however, discovering exactly which tools will work for all with some type of learning disability, will continue to be a work in progress. Teachers will persist in expanding their education on how to effectively teach special needs children, because of the desire and passion they have for their

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).

With every classroom you are able to see a dynamic between students and their teacher. It takes a strong teacher to really make everything accessible to all students including student with learning disabilities. The class that I watched was Christina Hilliker’s second grade. The disabilities that were part of this great dynamic were Downs, Autism, ADHD, auditory processing and behavior issues that cause learning difficulties.

According to Heward (2009), students with intellectual disabilities have significant limitations in both intellectual functioning and in adaptive behavior. Learning, reasoning, and problem solving, as well as conceptual, social, and practical skills are all areas of difficulty for these students. While students with intellectual disabilities usually have poor memories, slow learning rates, attention problems, difficulty generalizing what they have learned and lack of motivation, there are effective educational strategies that teachers can use to help these students be more successful and ultimately improve their quality of life.

Moreover, the participants ranged between the ages of nine and seventeen years old. The study entailed six male students and seven females students with a Learning Disability while, nine male students and sixteen female students without a Learning Disability. The participants with a Learning Disability consisted of six students from fourth grade, three students from fifth grade, and three students from sixth grade from two different middle schools and one student from eleventh grade. Additionally, the participants without Learning Disabilities consisted of six students from six grade, four students from fourth grade, and eleven students from fifth grade and one student from tenth grade. The majority of the participants were Caucasian but one was Multiracial and Asian. Moreover, the participant’s socioeconomic status for students with and without disabilities was predominately middle class. The participants were exposed to an eighteen-week program, the teachers that provided the instruction had all been trained by Scholastic. All participants received 90 minutes of instruction for 5 days a

I have been working with students with exceptionalities in many different complicates over the past 6 years. My first job working with students with disabilities was aa a camp consoler at Aaron's Acers,a summer camp that helps students with disabilities work on their social, motor and communication skills. My main responsibilities in this position was working with one child and helping them improve the desired skills decided on by their parents and teachers during the school year. I was also responsible for helping the other staff members plan activities and events for each of the camp sessions. I worked with this amazing organization for 5 consecutive summers between 2013- 2017.

In addition to knowing how students with learning disabilities learn differently, I also know they have to work harder than the average student. I have learned that my students need to establish positive relationships with their teacher. These individuals need to know there is someone who believes in them who is also able to motivate them to continue to give their best each and every day. They may also need frequent breaks and a change of pace in instruction and lessons to keep maintain their attention and effort. Appropriate accommodations and sometimes modifications are also important for our learning

The focus on least restrictive environment, and not singling out students with disabilities, has manifested in a desire to see all students succeed in the general classroom. General classroom teachers often do not have the time and support necessary to provide individualized, intensive instruction to multiple students in addition to general education duties. Too often this means that students with learning disabilities slip through the cracks and do not receive adequate instruction, or achieve their academic potential (Fuchs et al. 13). Students with disabilities are just not getting the small group or individualized, high quality, specialized instruction with consistent monitoring and feedback that is necessary to meet their specific needs (Eller et al. 84). Thankfully, a new answer may be emerging to counter these persistent

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

A common misconception present in society is that people with learning disabilities are perceived to have less potential to succeed in an academic setting than those without them. However, this statement simply is not true. They just need further accommodations or assistance to maximize their chances for success than the average student. Furthermore, no one should ever have to face the indignity of being thought of as unintelligent, lazy, or inferior by anyone because he or she was diagnosed with a learning disability.

As the number of students with disabilities continues to rise, there is still evidence that shows learning disabilities are the most predominant type of disability. “Slightly fewer than half of all students with disabilities have specific learning disabilities.” (Turnbull, 2013, pg. 106) Because learning disabilities continue to be the predominate disability, it is important that teachers understand the characteristics of learning disabilities and how to accommodate for this specific group of students. This type of disability is associated with neurological problems and a change in the child’s brain structure. These students have trouble keeping up with children at their age level because they have a hard time retaining information.

Educators and parents sometimes have very different views on the education of their children and the best approaches to classroom process. Educational initiatives since the implementation of the No Child Left Behind Act (NCLB) has led to increasing focus on providing parents with adequate data for decision-making and promoting positive parent/teacher interactions. For children with learning disabilities, the team approach based on interactions between parents and teachers is one of the most effective in addressing student needs.

Responsible assessment can be defined as a continual process of gaining information by getting to know the child. All teachers should practice responsible assessment using knowledge, skill, and disposition to address the needs of young children. Teachers asses children because it provides them needed information to help children with learning disabilities and needs. Assessment also gives teachers a more guided approach to teaching that is fitted to each child individually. The purpose of assessing young children is not merely to learn about children, but uncover and plan for their individual learning styles, behaviors, weaknesses, skills, and personalities. Teacher’s beliefs, efforts, and ethics should guide them to assess a child to the

Another form of discrimination that is occurring in society is disabled people who are not receiving the necessary benefits. For instance, most of the disabled individuals do not receive equal benefits because they do not have a job. Most do not have access to medical or insurance because they do not have a job in which they can support themselves. This kind of discrimination and treatment creates disabled people to have feelings of anger and sadness as they are not being protected and their rights are violated. Society characterizes disabled people as not being normal because of their physical or emotional disability. Another form of discrimination that is occurring is how disabled students are not receiving the education and support they need. Today there is not enough teachers who are willing to help disabled students with their special education. Also, budget cuts are currently affecting public schools and instead of investing that money for special education, 85% of the budget is spent on salaries and the benefits of the employees. This not only is affecting the disabled students, but also there are not available resources to support them. Although disabled students are discriminated there are some great resources that are available to them. On the other hand, handy cap students that come from low- income families have an advantage of receiving free education and transportation.