The Importance Of A Student With Disabilities

The Individuals with Disabilities Education Act (IDEA) greatly emphasizes the participation of the child’s family during the Individualized Education Program (IEP) process. Parents and/or caregivers are considered one of the most essential members of their child’s IEP team. Their involvement benefits their child’s overall academic success. Unfortunately, full parental involvement does not always occur and there can be many different reasons for their nonparticipation. The IEP process can be a very overwhelming experience for families with children with special needs, especially for those who are culturally diverse. It is the job of the professionals and special education teachers to understand the importance of collaborating with family’s

In addition to IEP meetings, the parents of students with special needs are usually pretty involved in their student’s education. Lines of communication are completely open between Mrs. Sanchez and her student’s parents. This important because it keeps parents and educators in constant contact with each other in order for the teacher to give updates on student performance, home homework strategies, and any important information that may be useful to one another since a disability does not go away after the child leaves the classroom.

First, Rather than focusing on the child's learning deficiencies, emphasize and reward the child’s strengths and encourage them to find new interest and hobbies. Second it is important to meet with the child's teachers, tutors, and school support personnel to understand performance levels, and attitude toward school. After the student has been evaluated they are now eligible for special education services. Special education services are provided to student to work with a team of professionals, including your child's teacher, to develop an Individualized Education Program. The individualized education program is created to provide a summary of child’s current education and future goals within education. Children with learning disabilities need to know that they are loved and that they are not dumb. They need to know that they are intelligent normal people who just have trouble learning because their mind process words and information differently. Students with learning disabilities are just like every other student they just need more focus on certain learning

All children with disabilities are entitled free public education not matter how severe the disability is. Specially designed instructions, related services, and supplementary aids and services have to be provided. An IEP has to be developed and implemented to meet the needs of the child with a disability. It is the public school and local school board in charge

In 1991 the Public Law 94-142, the Education for All Handicapped Children Act was replaced by the Individuals with Disabilities Education Act. This law was passed to provide free and appropriate public education to every child with a disability. It requires that each child with a disability “have access to the program best suited to that child’s special needs which is as close as possible to a normal child’s educational program” (Martin, 1978). The Individualized education program (IEP) was developed to help provide a written record of students’ needs and procedures for each child that receives special education services. The IEP will list all the services to be provided, the student's performance level, academic performance, and

12% of the student population, but 58% of those placed in seclusion or involuntary confinement, and 75% of those physically restrained at school to immobilize them or reduce their ability to move freely” (CRDC, 2014). That is horrible to take your disabled child to school now they are in a safe environment, but instead of teaching them right from wrong they are just restraining and not helping the grow.

“The IEP, Individualized Education Program, is a document that is developed for each public school child who is eligible for special education” The IEP describes how the student learns, how the student best demonstrates that learning and what teachers and service providers will do to help the student learn more effectively. When developing an IEP the team will consider how their students specific disability affects their learning and come up with goals and objectives that will accommodate those needs and place the student in the least restrictive environment to achieve the goals and

In this case the IEP is the best tool to communicate the needs of the student. This is the first step I and the special service personnel take in communication and collaboration with each other. I follow the goals and strategies that are presented in the IEP in order to meet my students’ needs. At the same time, these information helps me design lessons based on their learning disability and best reach each student. Another important part in this collaboration is to keep the case carrier inform about the student’s development, and for this part I use report forms that I email to the case carrier. Also if there is an issue with the student I right away inform his/her case carrier and counselor, and they always help me resolve the problem. For

The IEP’s main focus is to ensure that the child has the same opportunity to be educated as his or her non-disabled peers (Price-Ellingstad, Reynolds, Ringer, Ryder, & Sheridan, 2000). An IEP is developed by the IEP team and takes into account the strengths of the child as well as parental concerns for enhancing the education of their child. It also provides the results of the child’s initial and/or most recent evaluation and the developmental, functional, and academic needs of the child (Price-Ellingstad et al., 2000). The plan must be reviewed at least annually to determine if goals are being met, but can be reviewed more often if the situation warrants. An IEP contains information about the child’s present level of academic achievement and functional performance, including how the disability affects the child’s participation in appropriate activities if appropriate. IEP services must be provided in the least restrictive environment (LRE) to support the child’s participation in the general education curriculum with his/her peers (Price-Ellingstad et al.,

One primary and essential thing to remember when discussing the student’s learning during any meeting or situation is to keep the focus on the child’s need, not on the expectations of parents or district. When having an IEP meeting or any other meeting I believe as teachers we need to be prepared with results of the child’s development, research, articles and other material that would help us be educated about the child’s disability. Being prepared will also allow the teacher to feel comfortable to discuss new objectives, plans, and to talk in the right terminology. Along with being prepared it’s important to share any information gathered to the other members so we can all understand the needs of the student, which is the primary focus. Something

Although creating Individualized Education Plans is time consuming and complex process, IEPs are helpful tools that help educators define the needs of students with disabilities in order to better meet their academic and social

Think back to your experiences as a student. Picture yourself, your classmates, and your teachers. If you pictured a classroom full of normal children, you were like most children growing up about a decade ago. You see it was until recently that children with learning disabilities (LD) were allowed to join classes where they are least restricted. Restricted in what sense, you ask? For example, Emily can solve mathematical problems, is only slightly socially awkward, but struggles in reading. In previous years she would have been placed in a resource room with other children like her, students with LD. However, now Emily sits among general education students, and only receives extra assistance in the area she needs, reading.

Special Education creates unique opportunities for parents, teachers, professionals, and administrators to work with each other to improve educational results for students with disabilities. These procedures are the foundation of a quality education for each child with a disability. Although it is true that the IEP is an important legal document that governs issues around a disability and ensures that these matters are handled appropriately, nonetheless, what prevails is a decision over what areas to assess. While everyone on the team has a personal interest in the child succeeding, many legal rules and guidelines supersede best practices. This paper discusses what the law expects professionals to consider when deciding areas to

The importance of education for all children, especially for those with disability and with limited social and economic opportunities, is indisputable. Indeed, the special education system allowed children with disability increased access to public education. Apart from that, the special education system has provided for them an effective framework for their education, and for the institutions involved to identify children with disability sooner. In turn, this promotes greater inclusion of children with disability alongside their nondisabled peers. In spite of these advances however, many obstacles remain, including delays in providing services for children with disability, as well as regulatory and

For years children with special needs were ushered off to separate classes and schools. Children with special needs have the right to attend classes with their same aged peers in the same classroom with support. Students with special needs deserve the same opportunities they would have if circumstances were different. Inclusion gives those students with special needs the chance to be part of the community; able to form relationships outside of the family unit. All students benefit from inclusion; students with disabilities develop social skills and develop friendships while non-disabled students learn tolerance and acceptance.