Working With Students With Disabilities

When teachers go to school they are learning mostly about how children develop. Lots of research has shown that children develop in a variety of ways and there 's usually a time limit to how they develop. When a child is born until they are two years of age they should be independently walking, laughing, talking in small sentences. They should also be able to follow simple instructions, know their body parts and drink and eat using the proper utensils. From three to five years of age they should be using multiple words in sentences, riding tricycles, knowing their name and address. They should also be able to sort objects by shape and color and draw circles and squares. Obviously when you 're a

Berry, the most challenging areas of special education are the times where you have to deal with so many kinds of disability each and every day. And the worst of the worse is facing the moments of lack of support. Sometimes if the school is facing financial deficits it goes on backs of the district teachers. The teachers’ salary cuts down and there is nothing they can do about it. I think that the most challenging area is the lack of support, which Mrs. Berry mentioned to me first. Teachers should have more attention and care from the government and school districts. It’s a very hard moment to think and see how unsupported you are when helping hundreds of students get educated to change the world later after you allow them to graduate and let them move on. Also, the teacher will be dealing with so many stressful students who just can’t get the idea that is trying to be understood by them. Or somethings the students just don’t want to learn and it’s the teachers’ job to make them learn no matter what are the reasons after all. I think that this is a very challenging situation when having to come up with a way that you can attract students in your learning. And not any students but special students where everything is harder than normal. We should not forget the behavior disability students, because when dealing with these students the job doubles. The first job is to control their behavior, and the second is to teach them what they are supposed to

It is very hard sometimes for students with special needs to fit in with the crowd. Some contributors to social problems is a behavior, appearance of a student with disabilities, attitudes of others, lack of teacher training, over-protective parents, and student withdrawal. Students with special needs have feelings and they tend to get hurt when others do not want to hang around them. A student may become depressed and begin to do poorly in schoolwork. A student with special needs may also not realize how it is to have friends. It may affect a student’s behavior if he/she is not involved with others. A teacher can help by putting the classroom into small groups. By doing this, the teacher will have the special needs students interacting with the typical studnets. This can help with all the students getting to know one another and eveyone is involved. Another way the teacher can help is maybe inform the typical students on how the special needs students are “different” from them. Also the teacher could teach the students with disabilities on how to socialize with the typical students.

In my current role at BSS, I work in a fully inclusive school environment among students with disabilities, their families and teachers. We have numerous different meetings where I am able to collaborate with all year level classroom teachers; consisting of curriculum, art and science of teaching (ASoT) and whole staff meetings. Meeting with all year level classroom teachers and administration enables us to share ideas, differentiate curriculum and problem solve to better assist all students (Friend and Bursuck, 2002). I presently have a case load consisting of 15 students with a range of disabilities, including intellectual impairment, autism and hearing impairment. In this setting I work collaboratively with 6 teachers all at differing levels of collaboration. I collaborate with these teachers in a range of different ways, from differentiating

Thirteen percent of the current population has at least one physical or cognitive impairment. As the population of Earth increases, the amount of individuals with disabilities increases as well. In fact, the percent of students with disabilities enrolled in school increased from thirteen to fourteen percent between 2015 and 2016. To provide free education for children of all abilities and without discrimination, the government set up the public school system.

Students with special needs are also included socially within the class by having specific classroom jobs and are normally sent to run errands for the teacher. Some of the students are also prompted to help their fellow students to understand the information and show off their knowledge of a certain topic. This not only socially includes them, but also academically. In Mr. Conway’s class I have learned that it is important to make not only students with special needs, but all students feel wanted and needed. This will encourage interaction among students and the attention of my students in the future will be easily accessed because every student will feel that they contributed to the lesson and how we will learn it. I feel that Mr. Conway does a splendid job of showing many ways in every lesson of how to include students with special

(1) Encouraging student collaboration, in a setting that includes students with severe disabilities can be challenging in number of areas. First, students may have limited verbal and written communication skills. Second, general educators or parents may perceive students with disabilities as inappropriate learning partners for typical students. Finally, students may resist group work based on a variety of prior experiences.

Children with special needs are slightly different from non-disabled kids, but they’re should not be a barrier between non-disabled children and children with disabilities. Special needs covers a wide range. Some children with physical disabilities use wheelchair, or cane while other children with learning disabilities such as, autism, or emotional disorder. Children with special needs are like all children they want to make friends. Non-disability children want respect, love, good education and job of their dream. Children with special needs can do the same things non-disabled kid do, but it can take them longer. It requires additional explanation or attention. Parents of children with special needs usually feel isolated and uncertain about their child 's future. Schools can help them find support that children are not alone and help is available. Teachers should meet with parents in order to get to know the children better, the specific of their children. Special teachers may come into the class to work one-on-one with the student, for individualized attention. Change begins with an honest examination of understandings, knowledge and belief. Children with special needs should spend more time with non-disabled kids. Children with special needs should study more at public school to learn from

Talk to any senior in high school about their post-secondary plans, chances are the words college and work are two of the most popular words used to describe their future plans. Unfortunately, these words are not always a reality for students with autism. According to the Autism Society of America, “35 percent of young adults (ages 19-23) with autism have not had a job or received postgraduate education after leaving high school.” Laws like IDEA 2004, Rehabilitation Act of 1973, and the Americans with Disabilities Act protect students with disabilities. There is even a law that mandates schools to address post-secondary expectations for students with disabilities through an individualized education plan (Facts and Statistics, 2014).

Students with special needs have the right to an equal education, including the right to be in a regular classroom. This is beneficial to every child in the classroom as they develop social skills with those who are different from them. Complete inclusion of every child, entails allowing any student to stay in the classroom to learn and participate. There are different approaches to inclusion in the classroom, some view children with disabilities as hindrances and cannot learn in a class setting. However, there are many advocates who fight for the rights for children with disabilities, such as the right to remain in a classroom. Full inclusion benefits both the children with disabilities and the other children as a complete community is

There is an increasing prevalence of disability in modern school populations. Only a small percentage of this group, however, attends post-secondary institutions to further their education, and an even smaller amount attends these for Science, Technology, Engineering, and Mathematics (STEM) education or careers. Recently, an article entitled “Postsecondary STEM Education for Students with Disabilities: Lessons Learned from a Decade of NSF Funding” was published, detailing a project spanning four years that was focused on increasing the participation of students with disabilities in STEM careers and education. This paper will analyze the purpose, research methods used, and the results of the project.

According to Instruction of Students with Severe Disabilities (1993) by Martha Snell and Fredda Brown, there is no single definition of severe disabilities. The 2004 Individuals with Disabilities in Education Improvement Act, or IDEIA does not include a category for severe disabilities (Ryndak and Taub, 2014). Nevertheless, throughout professional research, the term severe disabilities is used liberally. Therefore, researchers must establish their interpretation and definition of severe disabilities, to effectively eliminate reader misunderstanding. While severe disabilities are not specifically defined in federal legislation, according to IDEIA, a student is said to have multiple disabilities if he or she has many combined exceptionalities that will cause the child to require accommodations in multiple areas (Ryndak and Taub, 2014).

Differentiating instruction is used to address the diverse instructional needs of students with or without disabilities (Friend & Bursack, 2015). It forms a bridge from the content to the learner in four dimensions; content, process, product and learning environment (Tomlinson, 2000). Tomlinson (2008) stated that differentiating instruction calls for teachers to have “clear learning goals… [that are] crafted to ensure students engagement and understanding” (pg. 27). In differentiated instruction, teachers use effective evidence-based instructional strategies (Watts-Taffe, 2012) to encourage all students to take greater ownership of their learning process (Tomlinson, 2008). The Center of Applied Special Technology (CAST) developed the Universal Design for Learning (UDL) teaching method that directly connects to the four dimensions of the differentiated instruction (Spencer, 2011). The UDL has three principles of multiple means of representation, multiple means of expression and multiple means of engagement relates to differentiating the content, the process and the product (Spencer, 2011; Tomlinson, 2000).

During my time observing this classroom, my involvement was very hands-on. There is a saying that says it takes a village to raise a child and this is especially true in special education classrooms. Every student in the class had different goals that were set for them and a good portion of the students required individual attention to make sure that they meet those goals. To my surprise, several general education students came into the classroom every period as part of the school’s buddy program that focused on inclusion and integration between special education students and the rest of the school. With the help of the buddies, the paraprofessionals, and the student observers, we were able to give each of the students the attention necessary to help them work towards their goals.

In the classrooms that I observed in there were students with special needs. Students who have special needs are just as important as those who may not have special needs and the other way around. A teacher should not favor a student that has as special need over one who does not have one. I feel that the teachers I observed did a job of including those with special needs very well, the students were not treated any differently than any of the other students. Although the students did leave several times to go see other teachers throughout the day. Both teachers did big and small group activities. Bigger group activities included leaning about water ways, mountains and plateaus in Social Studies, or even re-teaching about greater numbers in expanded and standard