Currently one billion people in the world have some type of disability, according to World Report on Disability. The question is, should these people that have a disability be allowed to sit in a regular classroom with the “normal” children or children with average learning abilities? I think that this question should be asked individually instead of having a generalized answer of yes or no. A person should or should not be allowed in a regular classroom based off of three things: how disable the person is, will it be fair to the other people that will be in the classroom if that said child attends the class, and also is that person with a disability being taught. It is important to know how disable the individual is so that it can be determined …show more content…
A way to be mindful of the other children, is making certain the other students attending the class will be able to concentrate when the individual with a disability is in the classroom with them. The other students may not be able to concentrate because some people that are mentally disabled are unintentionally interruptive and could hinder other student’s ability to be taught. Some people may think by not letting a person in a classroom because they are loud or distracting is discriminating, but I think that it is fair to the other children. By having the person that is mentally disable in another room they would be have the attention and proper teaching they need. Unlike people that are mentally disable, people that have learning disabilities typically do not create a distraction and would only need a helper for understanding the teacher. The helper in the classroom might be a distraction at first, but after a couple classes the helper would become a normality and not hinder anyone’s education but simply help the person that has the learning …show more content…
The ways to think about whether a person should be in a regular classroom or not is by knowing how disable the person is, will the individual be distracting, and also is the child learning in the classroom. I think those with serve problems that are unable to control their physical movements should be in their own classroom, simply because they can distract other children in the room. Also people that cannot learn in a normal classroom should be in their own classroom with a person that is trained and can teach them one on one. If a person has a simple learning disability that person should be allowed to be in a classroom if they so choose to do so and if the school system can provide for their specific needs. In conclusion every child should have an opportunity to have some type of
The first is, should you make exceptions to rules such as allowing someone into a course they have not met a prerequisite for if you believe they did not receive the best opportunity to meet said prerequisite. This may relate directly to me when teaching, if I am in a position to make this decision I will choose the option of benefit maximization; whichever option does the least harm. I was also made to consider through this chapter how to teach the disabled, from reading this chapter I think it is ideal to make the class as a whole succeed and more importantly grow. I will not limit opportunities for students if another disabled classmate cannot participate, especially if it is aiding in the students
Samuel has a great team supporting him which makes inclusion in general classes easier. Dan and Betsy did not want him in a separate class from his peers. Samuel peer’s loves having him in class and he is not left out. This documentary raised the question for me are schools including all students. The documentary talked to students with disabilities, students without disabilities, and educators. The younger kids did not see a difference just perks. The children in Samuel class thinks his accommodations are cool. The older kids in a different school views varied; it seemed harder to include students with disabilities in general classes. Students with disabilities are more secluded in the higher grades. There should be no separate classrooms. The longer children are exposed to being in a class with students with disabilities the more understanding they will become. Inclusion should be in all grade level and every aspect of
This controversy may stem from the fact that inclusion is expensive and experts disagree about how much time disabled students should spend in regular classrooms (Cambanis, 2001). Although this topic is controversial, it cannot be ignored. Inclusion will, at some point, affect 1% of all children born each year, who will have disabilities and the families and educators they will come in contact with (Stainback, 1985).
Students with disabilities are not the only students who can benefit from creative tasks, projects, and assessments. A positive and caring approach to dealing with all student regardless of culture, disability or any other thing that make then different from the norm is key to the success of all concerned.
What do we do with children with disabilities in the public school? Do we include them in the general education class with the “regular” learning population or do we separate them to learn in a special environment more suited to their needs? The problem is many people have argued what is most effective, full inclusion where students with all ranges of disabilities are included in regular education classes for the entire day, or partial inclusion where children spend part of their day in a regular education setting and the rest of the day in a special education or resource class for the opportunity to work in a smaller group setting on specific needs. The need for care for children with identified disabilities both physical and learning continues to grow and the controversy continues.
“The earth is the mother of all people, and all people should have equal rights upon it” -Chris Joseph
One obstacle that I believe many special needs students and families will face is understanding and dealing with the disability itself. Speaking from experience, this process can take time to understand and accept. This is where a special education teacher plays a significant role, assisting the student and family with information and support for understanding the student’s disability, facilitating education programs, and most importantly hope and progress for a bright future. Another obstacles that students with disabilities may face, is social interaction and acceptance. It is vital that all special education teachers and programs, try to incorporate strong social connections with their regular education peers and other community members and
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.
Students with learning disabilities in the regular classroom may have challenges that require special attention. If the teacher is able to identify the disabilities and the features associated with them then the teacher can tailor the lessons to meet the needs of the students. These may include differentiated instruction and facilitating an inclusive classroom which will see inclusive strategies employed that will cater to the needs of students with learning disabilities. These inclusive strategies can range from individualized learning programs to team and co-teaching. In some cases, the teacher can arrange for a special education teacher or arrange for a pull out program to assist students who have learning disabilities. Strategies that will also cater to learning disabilities may also include the use of technology. According to Ford 2013 ‘In some situations it may be best for students with LD to be taught in separate pull out classrooms with a teacher who can provide targeted skill instruction in areas where a student is struggling.’ ‘When provided appropriate support within this setting, many of these students can achieve academically and develop positive self-esteem and social skills. (American Speech-Language-Hearing Association 1991). They also recommend that schools should ‘require in-service programs for all school personnel to give them the knowledge and skills necessary to provide education for students with learning disabilities in the regular education classroom.’ Schools should include activities to help participants learn strategies to meet individual needs of students, foster attitudes conductive to educating students with learning disabilities in the regular education classroom, and promote
A self-contained classroom is generally made up of a small number of students, who work with a special education teacher and are taught self-help skills as well as academics. Often, students in the classroom work on different academic levels and some may receive a higher level of specialization of care or attention. Furthermore, placement in the general classroom versus a self-containment classroom may come down to accommodations. If accommodations for a student are dramatically altered or modified beyond the general classroom curriculum, then student would benefit from self-containment classroom instead of full inclusion. If this student was in a full inclusion setting with such accommodations, the student could easily fall behind in the general classroom. Additionally, since a general classroom is larger than a self-contained classroom, students with disabilities may not receive the best academics assistance or help from a paraprofessional as needed to adjust to the curriculum. Moreover, some students disabilities are so profound that the student is non-verbal, unable to read or write, making communication harder in a general classroom setting. For example, a student with disabilities that is non-verbal may have other ways, such as cues to communicate with. If a teacher in a general classroom setting is concentrating on
As a student who has a learning disability, the idea of inclusion in the classroom is very important to me. My learning disability may not be noticeable to everyone but there were still times in school that I needed my teachers to make accommodations ...
In my classroom I will make sure that the children with special needs are benefiting from instruction. I will pair this student up with someone who is capable of helping. The student will be getting my instruction as well as help from one of their peers. I will be aware that this student is a learner with special needs and I will teach this student at a level in which he/she is comfortable. I will make sure I am aware of everything that I can about this student?s special needs. I will be in a tight contact with the student and his/her parent/guardian so I can be aware that they are working with him/her at home. If this isn?t the case then I will pair this student up with another student after school, with myself, or with someone else that would be willing to give this student extra time.
I have worked with many teachers in this line of work and have watched how they interact with the kids. I have worked with all kinds of kids with special needs, ranging from reading disabilities to severe mental retardation. Some of the teachers that I have worked with, I have not approved of their tactics on how they handled the kids, but you learn and you adapt. Eventually you will know what is right and what is wrong.
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.
For my observation experience I went to Southern High School in Harwood, MD. Southern High School has a special education department for the students with disabilities. The teacher that I met with for this classroom observation was Ms. West. In the classroom there were at least four assistant teachers that helped Ms. West throughout the school day. The assistant teachers helped Ms. West co- teach the class and were there to help the students if they needed extra help. The school also has a couple of student aides that come in to help the teachers and the students in the classroom. There were at least twelve students in the classroom. The students in the class had many different exceptionalities such as learning disabilities, Down syndrome,