Teaching Elementary Students With Developmental Disabilities

Learning Disabilities Online’s mission is to assist children and adults with learning disabilities to reach their full potential by offering advice and up-to-date information. They also offer educators with authoritative information about learning disabilities so they have a place to obtain any help that they may need. This site offers reliable information so a parent or a teacher can research learning disabilities and get information such as the definition of learning disabilities, the signs to look for, how to respond, and how to get help. It is estimated now that 2 million children in the United Sates have ADHD, attention deficit hyperactivity disorder and they offer

This paper will address the special needs involved with teaching the gifted. First it will identify exactly who is considered gifted and the process of evaluating and creating a plan to meet these children’s educational needs. Then it will address the methods that need to be put in place to teach gifted children in the classroom. Some of these things include dealing with underachieving gifted students and the area of twice exceptional students. It will cover the problem with properly accessing children of all ethnic backgrounds and how alternate methods of testing should be employed. It will deal with cultural acceptance of girls in gifted programs. It will also consider developing stem programs and enlisting corporate support for such programs to support the gifted child.

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.

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

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.

In Learning Disabilities and Challenging Behaviors, Nancy Mather gives examples of these widespread disabilities through case studies of children with special needs. She talks about a boy named Ryan who had “limited reading skills,  difficulty completing tasks and always complained about how much he hated school. Ryan often told the other students that he was dumb because he had to visit to the resource room everyday  for individualized instruction, but since the help has begun, he has improved his skills and gained confidence” (Mather, 3).  This example proves that and even individual with acute learning disabilities can be put into the mainstream classroom, as long as he was receiving outside, private instruction that is geared towards his own personal struggles. She introduces the reader to Danny, a boy who had poor motor skills and because of this he often tripped on the playground and could not tie his shoes. Mrs. Abram, his teacher, recognized his difficulty and tried to help him with his handwriting which was struggling, but her minimal efforts during class time made little improvement by the end of the year. This example shows how the inclusive classroom can fail a student whose teacher knows about his problems but is not necessarily trained or prepared to deal with his many demands. Mather also brings up Stephanie to prove the same point. Stephanie was a girl who “was shunned because she had problem making friends and did not interact well with her

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.

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

This essay will be discussing the effective use of communication with children who have learning disabilities. It’s important to communicate with children effectively because it builds positive relationships, and you are a role model who needs to demonstrate and model good communication skills that they will need for later life. This especially has high importance for a child who has a learning disability as their understanding of their environment might be different to other children, body language and tone as easily as others. (Solutions, 2015). The first point of the essay will be discussing Makaton sign language and its effectiveness, then it will move on to effective communication specifically with children who have ASD. The essays third

2. Georgia Council on Developmental Disabilities is an independent state agency that advocates on behalf of Georgians and families living with developmental disabilities. They provide Developmental Disability Services and Resources both in house and online services to parents and families.

Craft, Alber, and Heward have written an article concerning the recruitment of praise in an elementary classroom. To be more specific a general education classroom with four students who are developmentally disabled. The authors have included background information that shows a strong correlation between teacher praise and an improvement in students’ behavior (Craft, Alber, & Heward, 1998, p. 399). This behavioral improvement has been found across ages, infants to adults, and different types of classrooms, regular or special education (Craft, et al, 1998, pp. 399-400). However, the researchers saw no data concerning teacher praise and improvement of student academics that is what the studied focused upon. (Craft, et al, 400).

Week two has been a challenge for me with the amount of work that had to be completed within the limited time of 7 days with all of my family and work responsibilities. Once again time management and staying up to 3-4 am played a role in completing this week assignments. I found the lecture reading to be very interesting learning about the responsibility of the teacher and what parents are experiencing during they interaction with their child and how it can play a role on the needs of the student within an inclusion classroom environment. Furthermore, the importance of planning and providing special Education services for the family, and that many children end up in special education not because they need help, and not because of a disability.

In the journal article, “Changing Instruction to Increase Achievement for Students with Moderate to Severe Intellectual Disabilities”, the author describes the strategies and skills that teachers can employ to make an instructional change in the classroom. As the author describes in the article, recognizing that an instructional change needs to be made, is different than having the skills to change the instruction. Educators are making great strides to cover the content demanded by the Common Core Standards, but often need support in adjusting the classroom instruction.

Children with disabilities show negative behavioral problems that disrupt class and students learning. This happens when parents are registering their child and choose not to inform the social worker of the child disability. Therefore, the staff cannot be informed of how to interact with the child until these behaviors are shown.

Children with intellectual disabilities have a hard time with memory, they learn at a slower rate than others, they have problems focusing, they expect failure no matter how hard they work, and they have trouble maintain knowledge and skills that they have learned. These children have a hard time with communication, taking care of themselves and sometimes have problems with social