Addressing Disabilities in the Classroom

In every school, there are a wide variety of diversities spread throughout the classrooms; many children have disabilities learning, and the disability itself varies, whether it may be affecting their reading, writing, listening, or learning in general, but should these students be put into the same classroom as the average students? Since some of these disabilities are present, their learning process can be effected, therefore teacher must be knowledgeable on how to handle and teach these students effectives. There are also children that are handicapped, which is easily confused as being the same as disabled. The textbook Becoming a Teacher reveals “A disability…results from a loss of physical functioning (e.g., loss of sight, hearing, mobility) or from difficulty in learning and social adjustment that significantly interferes with normal growth and development. A handicap is a limitation imposed on the individual by environmental demands and is related to the individual’s ability to adapt or adjust to those demands (Harman, Drew, and Egan 1999,3)” (204).

Since these students with learning disabilities have difficulty learning the same way that average students do, the teacher must find a way to teach both effectively, but not to lead ahead of the disabled or fall behind with the average student. Due to these challenges, the question of inclusion has been made noted in the public’s eye and the school systems attention. According to the article “Education, Inclusion and Individual Differences: Recognizing and Resolving Dilemmas”, Low (1997) makes a point in saying there are three different titles of inclusion. Hard inclusion is everything is being taking care of as part of the “social arrangements”, and this is typically includ...

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...f the classroom, decades of research is required, and this subject will be a debate until then.

Works Cited

Norwich, Brahm. "Education, Inclusion and Individual Differences: Recognising and Resolving Dilemmas." British Journal of Educational Studies 50.4 (2002): 482-502. Print.

DeMatthews, David Edward, and Hanne Mawhinney. “Addressing The Inclusion Imperative: An Urban School’s District’s Responses.” Education Policy Analysis Archives 21.61 (2013): 1-27. Education Research Complete. Web.

Schlesinger, Lynn, and Diane E. Taub. Instructional Materials for Teaching Sociology & Disability Studies. 1st ed. Vol. 28. [Washington, D.C.]: American Sociological Association, 2004. 12-23. Print.

Forrest W. Parkay, Beverly Hardcastle Standford, John P. Vaillancourt, Heather C. Stephens. Becoming a Teacher. 3rd ed. New Jersey: Pearson Education Canada, 2007. Print