Introduction Did you know our educational system is faced with a new enemy? The enemy has teachers, administrators, and counselors working around the clock trying to figure out how to get classrooms across the nation back in line. The name of this new, but familiar, enemy is called, “behavior problems”. Behavior problems, first, reared its ugly head in students who were in gangs, on drugs or just bullies. Now in the 21 century, classrooms are being filled more with students from diverse backgrounds. These students are presenting major behavior problems to teachers and other students, not because they are bad children but because they are dealing with disabilities. In this paper, I will identify and explain some of the disabilities teachers are facing in the classroom. I will also be giving a list of practices that will create an inclusive classroom for that particular behavior and how I will integrate the practices into my classroom. Students with Mild Learning Disabilities Students who score on an IQ test between the ranges of 50-70 are considered to have a mild learning disability. These students are seen to be behind in grade level and intellect by at least 4 to 5 years in comparison to their peers. The student may exhibit some of the following behaviors: hyperactive, poor peer relationship, as well as inappropriate, unselective, and often excessive display of affection (Watson, undefined, pg. 1). Here are some ways to prevent behavior problems in students with MLD: 1. Assess the student even before he or she comes into the class; especially if the student is from another school. I will assess students by pre-testing them in reading, writing, comprehension, and math to ensure that they are at grade level. 2.... ... middle of paper ... ...ately meet the needs of students with disabilities while remaining fair to the other students. Works Cited Burden, P. R. (2010). Classroom Management: Creating a successful K-12 learning community, fourth edition. Kansas State University: John Wiley and Sons, Inc. Sue Watson. (). About.Com Speical Education. In MID - Mild Intellectual Disability. Retrieved March 18, 2011, from http://specialed.about.com/od/specialedacronyms/g/mid.htm. Laura McGrail. (2005). Prukfrock Press Inc. In Modifying Regular Classroom Curriculum for Gifted and Talented Students. Retrieved March 18, 2011, from http://www.prufrock.com/client/client_pages/Modfying_Curriculum.cfm. Michelle Martin. (September 10, 2010). Livestrong.com. In Behavior Management in a Classroom. Retrieved March 18, 2011, from http://www.livestrong.com/article/240054-behavior- management-in-a-classroom/.
Yell, M. L., & Peterson, R. L. (1995). Disciplining students with disabilities and those at risk for
Graziano’s article over the handling of his son’s disability in the classroom also involves issues that relate to teachers detecting signs of mental illness in the classrooms, how teachers identify a behavioral troubled child, and training school counselors on the Section 504 policy that are all happening in the world today. Realizing these issues can help parents with giving their child the best out of their education and can also help teachers understand the importance of their relationship with students. Everyone should have the opportunity for a brighter future and having a learning disability should not be the end of the road for any student.
In order to help students develop these meaningful relationships there must first be a base of communication and collaboration between teachers, parents and paraeducators who all share a stake in supporting and empowering students with and without disabilities. Downing and Peckham-Hardin found that both teachers and parents cited communication and working as a team were essential for truly inclusive education. Some of the most important components of this communication and team work ...
The Individuals with Disabilities Act, 2004 (IDEA), has 14 different categories of disabilities (IDEA Partnership, 2012). Students with disabilities can be placed into two more distinct groups which are high incidence disabilities or HID and low incidence disabilities or LID. IDEA defines low incidence disabilities as those students with visual, hearing or significant cognitive impairment (Outcome Data, 2006). These students need personal that are highly trained in specialized skill and knowledge to provide early interventions and education. Those with LID account for less than one percent of the school population (Outcome Data, 2006). Students that fall into this category are usually educated outside of the general education classroom for part of the school day.
The Unit titled “Learning Disabilities (LD)” draws attention to this particular category of special education and goes in depth about the successes and aggravation of educating these children. The unit first gives an overview of the statistics of children with LD and includes the IDEA definition of LD which is “a disorder in the processes involved in understanding or in using language, spoken or written, that may manifest itself in an imperfect ability to listen, speak, read, write, spell, or do mathematical calculations.” (P. 30) It includes an article that explains how a tutorial program, implemented by Brookline High School (BHS) in Boston, Massachusetts, has drastically reduced numbers
Intellectual disability (ID) and related terminology have evolved over time to reflect the legal and social gains made by individuals with such a disability and their families. ID is characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving); significant limitations in adaptive behavior (i.e., conceptual, social, and practical skills in everyday life); and onset in childhood (before the age of 18 years; American Association on Intellectual and Developmental Disabilities (Disabilities, 2017). Intellectual disability is a particular state of functioning that begins in childhood and is characterized by limitations in both intelligence and adaptive skills (Janet W. Lerner, 2015).
The majority of students with disabilities should be in an inclusive setting. These students are generally placed based on the Least Restrictive Environment (LRE). Furthermore, the majority of these students are able to keep up academically with their peers, even
No matter the severity of this disability, these students all have intellectual functioning needs in the area of memory, generalization, and motivation. The second defined feature of intellectual disability limits the child’s developmental life skills such as conceptual skills (reading, numbers, money, time, and communication), social skills (understanding following social rules, obeying laws, detecting motivation of others), and practical skills (feeding, bathing, dressing, occupational, and navigation skills) (Reynolds, Zupanick & Dombeck).
Whether it was in school, the classroom or the home environment students with disabilities may exhibit various behavioral problems. Occasionally, these behaviors are hostile, aggressive, and disruptive and may impede learning for the ones who display such behaviors as well as others. It often a challenge to deliver a lesson or maintain control of the class due to the fact that teacher may not have sufficient knowledge on how to manage these types of behaviors. In “When the Chips are Down” Richard Lavoie give helpful advice that emphasizes on dealing with behavioral issues in a successful manner and also how these problems can be anticipated before they start.
Australian classrooms are made up of students from a variety of countries, bringing with them different cultures, backgrounds, and language. Teachers need to be aware of the diversity of languages that children will bring into the classroom (Gardener, 2017c) and make the classroom culturally inclusive for all students. Aboriginal students speak English (Ewing, 2016). However, they also speak Aboriginal English which includes traditional Aboriginal words which are brought into the classroom. Williams (as cited in Woolfolk & Margetts, 2013, p. 51) points out the Aboriginal English can vary across Australia states, therefore, there is no one language amongst Aboriginal people. Harrison and Sellwood (2011) explain that each variety of Aboriginal English has different meanings for words, grammatical rules, and
specific learning disabilities in the United States of America. The Journal of International Association of Special Education, 10(1), 21-26.
Inclusion in classrooms is defined as combining students with disabilities and students without disabilities together in an educational environment. It provides all students with a better sense of belonging. They will enable friendships and evolve feelings of being a member of a diverse community (Bronson, 1999). Inclusion benefits students without disabilities by developing a sense of helping others and respecting other diverse people. By this, the students will build up an appreciation that everyone has unique yet wonderful abilities and personalities (Bronson, 1999). This will enhance their communication skills later in life. Inclusive classrooms provide students with disabilities a better education on the same level as their peers. Since all students would be in the same educational environment, they would follow the same curriculum and not separate ones based on their disability. The main element to a successful inclusive classroom, is the teachers effort to plan the curriculum to fit all students needs. Teachers must make sure that they are making the material challenging enough for students without special needs and understandable to students with special needs. Inclusive classrooms are beneficial to students with and without special needs.
Diversity in classrooms can open student’s minds to all the world has to offer. At times diversity and understanding of culture, deviant experiences and perspectives can be difficult to fulfill, but with appropriate strategies and resources, it can lead students gaining a high level of respect for those unlike them, preferably than a judgmental and prejudiced view.
When teaching students with disabilities it is important to know and understand the needs of all the students in the classroom. Ultimately, the goal for any educator is to educate all of the students in the classroom and ensure that appropriate accommodations are being made for students with disabilities. By utilizing these skills in reading, writing, and classroom management, an educator will be able to help all students be successful.
The teacher must be able to diffuse any situations that may escalate to conflict or violence. With this in mind, the teacher should remember how to handle challenging behavior and apply positive behavior support. Fourth, the teacher should demonstrate the knowledge and ability to support the movement, mobility, sensory, and specialized health care needs required for students to access classrooms, schools and the community to the fullest extent of their ability and the law. Students with limited mobility will have a specific spot close to the entrance of the classroom. It is essential to have enough room where students can move around and push wheelchairs or other mobility equipment. Fifth, the teacher, should demonstrate the knowledge and skills needed to provide behavioral, social, and environmental supports, including the ability to design and implement positive behavioral support plans, as well as create healthy learning environments for the safety and learning of students with disabilities. For example, creating a safe environment where all students feel welcome and acknowledged will help make the student feel recognized and appreciated. This should lead to the students wanting to make a personal contribution to following