1. What are the educational strengths and challenges that are associated with students with high incidence disabilities? In the case study Ralph, Steven, and Nicole all have high incidence disabilities. Ralph has a lack of motivation in school and difficulties in reading and writing. However, he performs very well in math and has strong verbal skills. Steven is very creative and does great work when he was focused, but usually his hard time focusing impacts his academic performance. Nicole is very
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
What do I already know about disability and social justice in a few words (you can list terms or share a few experiences you’ve had)? My understanding of a disability is type of impairment that can hinder someone to not be able to function at the same level as someone who is considered “normal.” While I believe that many people believe disabilities are mostly physical, there are also mental and social disabilities. I predict that there are more types that I will uncover in this chapter. Social justice
education instructional program for a learner with a disability, based on a comprehensive assessment, to give the learner the skills necessary for a lifetime of rich leisure, recreation, and sport experiences to enhance physical fitness and wellness” (apens.org). In simpler terms, it is just physical education that is adapted or modified to be appropriate for someone with a disability, while still being appropriate for someone without a disability. Teachers of all levels will run into this at some
used by people with disabilities or other physical or mental limitations to make interacting with their technological devices easier. Assistive technology has also been used in recent years to hugely benefit both children and adults with learning disabilities, and to make information more accessible to them. The type of technology that is used varies and depends on what the individual's specific needs are, but can include abbreviation expanders, electronic math worksheets, game-type programs, and audio
culturally bound, and why this is a problem for those who have disabilities. Mainstream schools can be determined as a school of traditional education or a ‘normal’ school (Spielgaben, 2015). This categorises mainstream schools within New Zealand as schools of English medium that follow the New Zealand Curriculum and are state schools. These English medium schools work with the National Standards system which set specific expectations for students to have met in the key learning areas of reading, writing
The education systems says to help a student with multiple disabilities is by starting earlier. The complexity of multiple disabilities is that the individual needs different types of disability resources for their different needs. Therefore, the only way to understand how to help an individual student is by performing different assessments that indicate their educational needs. There are three different types of assessment for children with multiple disabilities such as, standardized assessments,
Communication Disorders: This type of disorder is connected with speech or language disorders and it represents at least 1.7% of students ages 6-21. Speech disorders deal with difficulty in producing and pronouncing specific sounds or words and language disorders deal with difficulty in putting words together correctly in order to get their ideas across to everyone else. Usually the causes for communication disorders are not known but other times students obtain a communication disorder as a result
without the ability to communicate learning can be extremely difficult. Students with speech and language disorders may have “trouble producing speech sounds, using spoken language to communicate, or understanding what other people say” (Turkington, p10, 2003) Each of these problems can create major setbacks in the classroom. Articulation, expression and reception are all essential components for communication. If a student has an issue with articulation, they most likely then have difficulty speaking
Observation Reflection #1: There are all different types of people with different types of disabilities. No one particular type of person is exempt from any type of disability. These people are leading a normal life to the highest degree possible in their sight. Their daily routine may differ from “normal” people or people without disabilities, but they are leading what seems to be an exciting life regardless of what others may think or endure. A disability is not always physical or can be seen by the