What about Doug's Rights?

For Amir to participate in schooling on the same basis as students without a disability, a supplementary level of adjustment needs to be made to these main areas of impact to ensure his capacity to learn is not limited. Supplementary adjustments are made at specific times to “Address the nature and impact of the student’s disability and any associated barriers to their learning, physical, communication or participatory needs.” (Australian Government Department of Education and Training (DET). n.d.) While Amir’s learning abilities and communication are at an age appropriate level, he does require some modification of worksheets and tasks to communicate his understandings of the course material without writing with pen and paper. Amir may use specialised technology to assist his learning. The time allowance in certain tasks may need to be adjusted to allow for use of this specialised equipment (Conway, 2014, p 146.). The school environment and buildings including the classroom will need to be modified for Amir to easily access the school facilities with his wheelchair. Amir may require specialised support at times but is independent at most times. For these reasons I believe a supplementary level of adjustment is most appropriate for Amir to achieve the same learning experiences as other

Integrating children with disabilities in a traditional classroom setting are important to a certain extent. Social skills and learning abilities as a non disabled child plays a huge role as to how, when and what classes, children with special needs should integrate into. Statistics also show that children with developmental delays have raised significantly since the 1990’s says Michelle Diament, writer for the disability scoop. Each statement above plays a major role part in building a system for disabled students to be integrated. When and why students with disabilities should be partially integrated is considered to be a hard choice when facts are a factor.

Both international and Australian legislation (e.g. UN Convention on the Rights of the Child; Australian Disability Standards for Education), recognises the rights of all children with LD (Kavkler, Babuder, & Lidija, 2015). The emerging social model focus of inclusive education, involving the adaption of the school environment to meet diverse learning needs, reveals the current social and physical obstacles

Students with disabilities are to be mainstreamed into a general classroom to be included in the same learning as other students. Teachers need to be willing to help all students learn and succeed.

Six weeks ago, I was asked ‘What Behavioural Difficulties in education means to me’. I explained that the term ‘behavioural difficulties’ instantly made me think of medically defined disabilities, purely because a student’s disability can affect their behaviour in many ways (Gates, Newell & Wray, 2001). My views to date have changed slightly, as I have developed the opinion that ‘behavioural difficulties’ are the net result of a situation or problem, the student’s behaviour simply being catalysed by the environment or situation. This behaviour is usually difficult or problematic (Gates, Newell & Wray, 2001) for the teacher, or others, which is often when that student is categorised as troublesome, or labelled with ‘behavioural

The subject of integrating children with disability into regular classrooms has been the epicenter of debate among scholars and practitioners in the special education industry. This owes to the reality that authors like Berg (2004) and Cassady (2011) made publications on the topic in question. It is critical that the integration of physically and mentally disabled children into regular classes is a transforming global issue that must be subjected to various applications and interpretations. In fact, Cassady (2011) asserts that the idea of integrating students with disabilities into regular classrooms causes controversy among administrators, teachers, and parents. This topic is controversial because some scholars believe that all students qualify to attend regular classrooms while other scholars argue that only those students that can maintain identified rates of academic progress should attend regular classrooms.

Educators continue to determine the best way to teach students with disabilities. As more children with various disabilities, and other impairments learn with “typical” children, educators continue to learn how to include these students in their classroom. There are challenges and benefits that continue to emerge for educators, children with disabilities, and their non-disabled peers. However, the educational system would agree that education for students with disabilities has improved greatly.

In American Education we explore the evolution of legislation that was passed to protect students with disability rights and their families. Educators who believed in special education or exceptional students went through trials and tribulations to pass several acts such as the Rehabilitation Act of 1973, Education for All Handicapped Children Act of 1975, and including others that will be defined in this essay. As a future educator, I believe many people are not accepting of students with disabilities because of their appearance, and their process skills. There is a significant amount of patience that needs to be involved when dealing with special needs. I admire those who fight for special education rights. As educators, we should never exclude a student because teaching is learning. We are all here to learn and gain strategies into teaching our special needs.

Education is important to all children, but teaching children with special needs entails the educator to examine and assess the social, behavior, intellectual and academic deficits of the student and devise an instructional plan that will support their excellence in these areas. Teaching in a classroom with children who have disabilities pertains to various teaching methods that insist the teacher individualize lessons to achieve academic excellence in students. We will examine to special education requirements in public, private and charter schools. Many inclusion classrooms have the necessary support which include services and accommodations to establish a learning environment conducive to the students learning abilities. Although the education system has become far more advanced than it was and children with disabilities have more access to supports and services, problems still remain like they still lag behind their non disabled peers in educational achievements, are often held to lower expectations, are less likely to take the full academic curriculum in high school and more likely to drop out (Aron, Loprest p. 97). Early detection can help prevent secondary disabilities and detect early disabilities and allow for the proper intervention strategies to be in place. Early detection can redirect some of the

Another central concern of teacher education relates to what is known as ‘inclusive’ or ‘integrated’ education. Inclusive/integrated education should cover not only children with mild disabilities (who are ‘educable’), but also street children, children from remote and nomadic populations, and children from other disadvantaged and marginalised areas or groups. There is an emerging consensus that children with special educational needs should be included in the educational arrangements made for the majority of children. This is the essence of

“The movement toward inclusive schooling is the latest wrinkle in an escalating debate focusing on the appropriate placement of students which special needs. PL94-142, the Education for all Handicapped Children Act (1975), was the foundation of inclusive education. Reauthorized in 1991 as the Individuals with Disabilities Act (IDEA), this mandate required that disabled students be placed in an environment that constitutes a least restrictive environment.” (G.Daniel/ A.King, 67)

Educators have the opportunity to make a great impact on students, however with this opportunity comes many challenges in terms of students behaviours and the classroom environment. The DECD (Department for Education and Child Development) states that children and students with a disability or special needs must be given the same opportunities for education as other children and students. It is therefore important, that educators understand the reasons behind students behaviours, both positive and negative, to be able to create a positive, safe and rigorous learning environment (Efrati‐Virtzer & Margalit, 2009). According to Beaman, Wheldall & Kemp (2007), the majority of students with emotional and behavioural difficulties are taught in mainstream classrooms highlighting the significance of effective classroom behaviour management. Whilst a significant minority of a class may present with challenging or disruptive behaviours, it still impacts teachers’ ability to create an effective learning environment (Beaman, Wheldall & Kemp, 2007). According to a recent report by the South Australian parliament, teachers have a lack of knowledge regarding challenging student behaviours (Parliament of South Australia, 2010). Teachers also have a greater lack of knowledge regarding students who also have a disability (e.g. ADHD or Autism) which often leads to these children becoming withdrawn, disengaged, socially isolated from their peers or they do not participate in class (Parliament

“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.).

“While the regular classroom may not be the best learning environment for every child with a disability, it is highly desirable for all who can benefit. It provides contact with age peers and prepares all students for the diversity of the world beyond the classroom” (ASCD, 2002, pp.12). The World within the education system to those who are involved within and outside of it is very complex yet simplistic. Many detailed chapters in this conceptual book for educators are being composed and added to every second, minute, and hour by teachers all around the world. While many, if not majority of teachers are inspiring, they would be almost blank without the students they have the chance and opportunity to

Concerned about the inequalities persons with disabilities experience in their daily lives causing them to have fewer opportunities to access a quality education that takes place in an inclusive environment due to societies’ misperception of different forms of disability and the limited capacity of social actors to accommodate special needs often place people on the margin,