The different types of disabilities In today’s society, there are numerous of disabilities that people struggle with on a daily bases. These disabilities have to be address in academic environment, especially for children. In an academic environment educators have to be able to identify intellectual disabilities, autism, multiple disabilities, and design a curriculum that will help develop their learning skills.” As a matter of policy and mandate, meaningful literacy education must be provided to and supported for all student” (Agran, p.89, 2011). No Child Left Behind act ensures that a child is given an education that will cultivate their learning, and that means that the educational system has to adapt to any child with or without a …show more content…
This disability can also be classified from moderate to severe when a student in place in a academic environment. Which will require for the school to make many accommodations for the students using visual aids, assistive devices, and teaching strategies that will help cultivate the learning process for the student. According to Hamour &Muhaida (2013), “They need to be taught the necessary skills that will enable them to negotiate the social environment, communicate their needs”. Autism is only one very common mainstream disability that school systems have to accommodate with the Individual Disabilities Education Act. Not to mention, many times there are children who have multiple disorders within the academic environment.” Multiple disabilities means concomitant impairments (such as mental retardation–blindness, mental retardation–orthopedic impairment, etc.”(Applequist, p.3, 2011). Children with multiple disabilities are often hard categorize in academic learning environment due to the multiple disabilities that a child may demonstrate. There may be cognitive, physical, sensory, and emotional delays that will require usage of assistive devices. This will also involve the additional teaching strategies and instruction for students to be successful in the academic environment.
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There are many different reasons that students may need additional assistance to be successful academically. Students may have a difficulty reading, or English may not be their primary language. They may have suffered a traumatic brain injury or may have been born with Autism. Students might even have difficulty socially interacting with teachers and peers or due to some physiological impact in their young lives might have other emotional impairments. No matter what the cause for the disability, special education services and interventions are vital to success of these special students.
Therefore, one might have students with the above disabilities however, discouragement does not have to be their ‘word of the day’. Education is key, for when one learns teaching strategies based on research to add to what they already know then they are encouraged. Become a teacher who never stops learning because student’s need educators who are a step ahead of the
According to scholastic article, Impact of Setting and Instructional Context for Adolescents With Autism (2010), “Providing students with autism with an appropriate education is a growing challenge. The prevalence of autism is increasing rapidly, with as many as 1 in every 150 children diagnosed with the disorder (Centers for Disease Control and Prevention, 2007)” (Kurth and Mastergeorge, 2010, 36).
Those individuals who have a disability and are not able to read or write is discussed throughout this journal article. Education that is inclusive is suppose to guaranteed to those students who are disable. They have the right to be in a program within the school that offers them support. Resources offered in the community school aren’t given to adults, so children need to take advantage of these services being offered. Yes, education as a child is very important, but at the same time adults need to be given the chance to be provided with services in the community that will help them learn. Disable adults need just as much thorough effort to the rise of being able to have the readiness to the easy services as it pertains to literacy and proficiency.
Autism was added as a disability category to the act in 1990 and the latest revisions and improvements to the act made in 2004. Implementing the act has caused a change in roles for special education teachers, general education teachers, and paraprofessionals. Author of Exceptional Children William Heward (2013), explains "the law reflects society's concern about treating people with disabilities as full citizens with the same rights and privileges all other citizens enjoy" (p. 16). IDEA is comprised of six major principles including zero reject, nondiscriminatory evaluation, free appropriate public education, least restrictive environment, procedural safeguards, and parent participation and shared decision making (Heward, 2013). Inclusive classrooms fall under the least restrictive environment category. Heward (2013) details least restrictive environment as follows:
In 2002, the President’s Commision on Excellence in Special Education report stated that many students are “placed in special education are instructional casualties and not students with disabilities. They noted that almost half of all children in special education were identified as having a learning disability, and this group has grown since 1976. 80% of those students with learning disabilities are there “ simply because they haven’t learned how to read.” Thus, many children receiving special education because they weren’t taught to read, and few close the achievement gap (President's Commision on Excellence in Special Education, 2002).
Students with disabilities require programs and special attention that is generally overshadowed by labels. Students with special needs face an ever-growing range of challenges that few educators can address. Disability has many labels… dysfunction, retardism, disorders. They all come down to one thing which is that humans label differences and that is where we have gone wrong. Research has found that “75% of students with learning disabilities will have underdeveloped social skills” as compared to students of normal or average intelligence. (Darrow
The article that I am critiquing as part of my exploration of research topics is called Literacy for Students with Severe Developmental Disabilities: What Should we Teach and What Should we Hope to Achieve? The article is from the journal Remedial and Special Education and the authors are from the University of North Carolina at Charlotte and West Virginia University. I chose this article because I am interested in researching the best methods to teach literacy to students with special needs, and this article caught my interest.
This essay will examine the educational needs of a class of diverse learners. This specific class falls under the primary sector and consists of a student body currently in year four. The following educational needs have been identified for this group of students: Autism Spectrum Disorder (ASD); gifted and/or talented learners; and learning difficulties in mathematics. Supporting the needs of a diverse group of students requires a positive approach, good planning and a willingness to engage with the student and their family. Each child in a class is a unique individual with different strengths and challenges. Teaching a child with a disability may mean allowing more time to plan, collaborate and learn new skills. This means being even more efficient with your time and energy. If there are a number of professionals working with the student, you may be able to ask them for support and advice.
Autism Spectrum Disorder (ASD) is a widely known disability that, as of 2012, affects about 1 in 68 of children in the United States (Centers for Disease Control and Prevention, 2016). The exact cause of the disability is unknown, however individuals with ASD exhibit some common characteristics. “Autism belongs to heterogeneous categories of developmental disabilities where neurological disorders lead to deficits in a child’s ability to communicate, understand language, play, develop social skills, and relate to others” (Rao & Gagie, 2006, p. 26). These deficits can range in varying degrees of severity, which is why the disability is considered to be a spectrum. Students with autism are usually
I focused my reading this week on the topic of disabilities in the classroom. I chose to do this as I witnessed such examples in Mrs. Low’s classroom this past week and then read the chapter from Educational Foundations. The first piece of advise from chapter six that really stuck out to me was how they noted that students do not all learn the same way, especially students with disabilities and other learning differences. The author made it clear that students with learning differences are common and it is not as difficult to help such children succeed academically, despite what was thought
Education, for both youth and adults in the United States has been labeled to have extreme importance. The United States is blessed to have the right to a free education and access to resources to help develop further education. This right is not restricted to those with a learning disability or special need. Students found to have a special need (i.e. autism, down syndrome etc.) are given the same opportunity to be educated. By attending schools with children who have these challenges, it is noticeable that specific students are treated differently based on their condition, specifically, autism. These students should be educated based on the extent of their condition, but should not be denied the opportunity to be with their peers. Being
“Disability is a natural part of the human experience and in no way diminishes the right of individuals to participate in or contribute to society. Improving education results for children with disabilities is an essential element of our national policy of ensuring equality of opportunity, full participation, independent living, and economic self-sufficiency for individuals with disabilities.” (Department of Education, nd.).
Autism is a disability that affects thousands of children today. The causes are yet to be known but there are many theories floating around as to how children develop this disorder. More importantly than how they have gotten the diagnosis, is what can be done do to help them thrive in their educational environment. Many of these children are staring school and are faced with an entirely new set of challenges other than adjusting to life in a home setting. There are many common characteristics that children with autism exhibit; educators must be aware of these traits and understand the best way to deal with them and other needs required by the
Most students with disabilities (approximately 85% or more) have disabilities that may create barriers to their learning but do not prevent them from learning to the same standards as other students, if they receive appropriate supports and accommodations (*citation reference 2).