exceptional needs children Essay

Ms. Foster teaches a self-contained classroom of ninth to twelfth graders. Her students have mild to moderate cognitive disabilities and one student is considered autistic although at a high functioning level. Ms. Foster’s students move to other settings throughout the day, but they receive reading and writing instruction from her. She has one child who is considered ESOL but he has been in the US since he was small and does not appear to have problems with English.

Background Information: Trevor is a handsome and bright almost 6 year old boy. He entered kindergarten this year at G. Harold Antrim Elementary School. Both his teacher and mother have reported difficulty with language development and learning kindergarten concepts. CST testing was completed. He was found eligible and was classified as Specific Learning Disabled. He receives resource room support and speech therapy as a related service. In March 2015, an Occupational therapy Evaluation was requested due to concerns with fine motor coordination.

     When a child doesn’t seem to be learning, some teachers and parents in his/her life might criticize the child and think of them as stupid, or maybe just too lazy to want to learn. What they don’t realize is that the child might have a learning disability. But how are these children being helped? There are many programs, special schools and facilities, home teaching methods and many other ways in which children with Learning Disabilities are being helped.

Ja'mari is a 3rd grade student attending Lake Forest Elementary Schools of the Art and Sciences. He participates with non-disabled peers in an inclusion classroom for the majority of the day. He is a very sweet and kind student who is willing to work on any task that is given to him. Although Ja'mari is willing to work on any task,he struggles to be confident and social with his peers and adults. He requires prompting, verbal encouragement, one on one support, task adaptations to complete assigned task. According to his recent I-ready results, Ja'mari overall scale scores increased from 404 to 449. He made a 44 point gain. He is making tremendous progress. His strength is in Phonological Awareness. He tested out. Ja'mari has demonstrated the

“I would just like to call to the Court’s attention what the realities of that situation are, and I think I can speak with some authority because for the last nine years, my fifteen-year-old- daughter has been denied access to public education…” were the words of Leonard Kalish, a father from the Pennsylvania Association for Retarded Children (PARC) v. Commonwealth of Pennsylvania (1972), speaking about his daughter not being able to attain a public education (Kemerer and Sansom, 2005). He continues by stating, “…and as a result of which we have had her in private schools…we have spent approximately forty thousand dollars…” (p. 293). Like Mr. Kalish, many parents have gone in front of the courts to fight for their child’s right to a Free and Appropriate Public Education (FAPE) and receive financial compensation, like the parents of Jeremy Wartenberg, from Wartenberg v. Capistrano Unified School District (1995) (West Law, 1995). However, before discussing the Wartenberg’s case, it is key to look back on special education and how it has evolved over time.

Children With Autism Children with autism have the possibility to improve greatly, and some even overcome the effects of autism if appropriate therapies are begun early enough. A multifaceted disorder, autism has long baffled professionals and parents alike. At a point in time, doctors gave parents absolutely no hope for the recovery of their children. But recently, new treatments and therapies have shown that improvement is possible. With early intervention, intensive care, some children have if not fully recovered, improved, and have been integrated into schools, indistinguishable from their peers.

Sebastian is a five-year-old male student at Desert Springs Elementary school, in the SunKids preschool program. Until few weeks ago he had an IEP for social emotional, and speech and OT as related services. Before his annual IEP meeting MET administered the BASC3 formal assessment and he tested out of Special Ed. with amazing results. He identifies with Asian/American ethnic category and speaks only English, which is the language spoken at home.

Artifact number four will review a scenario in which a seasoned high school principal refuses a disabled student education due to extraordinary expense and a view that the school might not be the best placement for Jonathan. The topics discussed all pertain to Individuals with Disabilities Education Act (IDEA), Free Appropriate Public Education (FAPE), Least Restrictive Environment (LRE), Cedar Rapids v Garret, Board of Education v Holland, and Timothy v Rochester. The facts that will be reviewed in this information will be discussed which could be used to defend Young’s decision, but make sure that Jonathan’s rights are not being stepped on.

A Special Needs Trust in Southington CT, often referred to as a Supplemental Needs Trust in Southington CT, is a special type of trust intended for use with individuals who are either mentally or physically disabled. The trust is written in a manner that allows the individual to use property reserved for his or her benefit, without interfering with their ability to obtain essential government benefits that are needs-based. In addition, the trust offers administrative benefits, by allowing the holding and management of property intended for use by the beneficiary in situations where he or she doesn't have the proper legal capacity to manage their financial matters.

Since the beginning of the semester in ECED 230, we have talked about the exceptional child. This article, Meeting Needs of Young Children at Risk for or Having a Disability by Carla A. Peterson, Lynn Milgram Mayer, Jean Ann Summers, and Gayle J. Luze, will tell what kinds of factors affect disabilities. It will also tell more about what educators need to do to help young children that are an exceptional child or children that might be at risk. Did you know that factors like poverty can put children at a higher risk for disabilities? This paper will be a summary of the article, Meeting Needs of Young Children at Risk for or Having a Disability by Carla A. Peterson, Lynn Milgram Mayer, Jean Ann Summers, and Gayle J. Luze, while also stating what I learned and how I can apply this information to future teaching.

One student, whose name is Cameron, was shown who has multiple diagnoses, including tourette's, auditory and sensory issues. However, he was still included in a regular first grade classroom. He has support within the classroom for any

Ms. Jackson chuckled and said, "I'm staggering and tired." We laughed together, and I'm grateful a typical sidekick from my assembly presented us. That is a sneak pinnacle of Ms. Jackson's world. Her effect on youngsters with handicaps navigates 22 years as a temporary parent. In her words, "I shield my eyes from seeing inabilities." That's the positive message behind Ms. Jackson's enthusiasm, cherishing kids disparaged by society's perspectives of their identity and what they're prepared to do. With that hypothesis, she contributes boundless days and nighttimes displaying a cherishing, patient, and comprehension character. In spite of

Do you know anyone who suffers from a learning disability? There are several disabilities out there, so chances are you must know someone who battles with the day-to-day hassles. But, are learning disabilities really a hassle? More often than not, this can be considered a misconception. Learning disabilities (LD) affect the way a person “of at least average intelligence receives, stores, and processes information” (NCLD 2001). This neurological disorder prevents children especially from being able to perform well academically. Therefore more time and special programs are fostered to them. Once one is educated about what the disability means, the causes of LD, what programs are available to

As we learned throughout this semester, everyone in this world comes from/has a different cultural background. Culture can be race, ethnicity, where you are from, religion, hobbies, and much more. But in this case, this family is culturally different from others because they were blessed with a son that has special needs. The Anderson family has many factors that go into their culture, but a big one being their son Daniel. Daniel is diagnosed with ADHD, epilepsy, sensory processing disorder, anxiety and at the end of December he is getting tested for autism. As I interviewed Daniel’s mother, Caitlyn, she explained the role he plays in their family. She discussed some of the influences Daniel has on family identity, interactions within the family, how the family functions, and how they progress differently through some of the family life cycle stages than a family without a child with a disability might.

Out of the two topics, changes to SLD definition and understanding research, the topic of SLD resonates with me because I am an exceptional needs service provider and educator. The change in the definition of a learning disability affects my work by the data with it requires collects and how this information must be obtained and who will receive special education services. Therefore, the change in the definition of Learning Disabilities requires States to review policies, School professional to take into account schedules and resources, families to find new information about the changes and students to pack more instructions into their day.