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Education of children with disabilities
Education of children with disabilities
Parent collaboration in special education
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Recommended: Education of children with disabilities
Being locked inside a small, dark, windowless room for hours at a time sounds like a scene out of a horror movie. However, this is a daily occurrence for Isabel Loeffler while at a place she is supposed to feel the safest: her school. The article, “When Discipline Starts a Fight,” by Robert Tomsho, tells the gruesome, real-life story of Isabel Loeffler. Isabel is an eight year old girl who suffers from autism, along with several other disabilities. Isabel was placed in a regular classroom with very little support, an action that a judge later ruled violated federal law.
Because public schools are under extreme pressure to teach more children with disabilities, the use of discipline by restraints and seclusion has become a prevalent issue. Exceptional children are placed into mainstream classrooms to benefit their education. Placing Isabel in a regular classroom was not the only wrong action performed by the staff at Waukee Elementary school. When Isabel began to act inappropriately during class, several staff members would execute restraint holds to keep Isabel from lashing out or attacking other students. These restraint holds lasted for several hours at some points, disrupting both Isabel’s school day as well as the teacher’s day. Using cruel punishment techniques, such as restraints and seclusion, only hurts the disabled child, eliminating the reason they were placed in a regular classroom in the first place. In one instance, Michael Renner-Lewis III, a child with autism, died in 2003 while being held in a restraint at his high school. It is imperative that those handling children with disabilities are properly trained on how to restrain children the safest way possible.
In 2001, when Isabel began school, she was assigned ...
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...d be provided with the proper training to do so. Looking at how Isabel’s teacher reacted to Isabel’s outbursts during class, it is obvious that she was not ready for a child like Isabel. I strongly disagree with Isabel being placed in a regular classroom. It was not in the best interest of Isabel or her classmates to have Isabel in class when she was having so many outbursts. Teachers at Waukee Elementary are also teaching students that the best way to solve a problem is to lock it away, just like they locked Isabel away. This is a horrible way to live by, especially if you are a teacher whose job is to mold the impressionable minds of today’s youth.
Sources:
Mandlawitz, M. (2007). What Every Teacher Should Know About IDEA 2004 Laws and Regulations. Boston: Allyn and Bacon
Tomsho, R. “When Discipline Starts a Fight.” WallStreet Journal. July 9, 2007
This decision makes it clear the most important thing for a school to do is to protect the students. It also states that the board of education, whose role is to oversee the schools, must make sure that the staff of the schools is protecting those children. This case highlights that long-term abuse can happen in schools if there are not clear policies or, if there are, that there is no one ensuring that those policies are
The central issue with the general education classroom teachers and Ms. Isabelle is that they were so willing to push Juanita onto Ms. Isabelle and not put any real effort or make changes themselves. That dealing with Juanita was a hassle that they were overall not willing to put up with, and that Juanita be put in special education even though she did not fit statistically wise.
Chapter thirteen has two subject matter that it discusses in some detail, mental illness and developmental disabilities. This review will be exploring the history, philosophy and theories of developmental disabilities. Social workers come in contact with many clients that have developmental disabilities, and the chapter gives a glimpse the history, problems, and theories related to developmental problems. Chapter thirteen explores the issues of dealing with developmental disabilities in the past and what is being done today to help social workers face the issues.
Lavoie’s workshop provokes an emotional response. After viewing life through the eyes of a child with special needs, I cannot help but have a more significant understanding of what people, especially children with disabilities, must deal with every day, everywhere. During the many years that I have worked with children with various disabilities, I have encountered each of the topics discussed in Lavoie’s workshop and agree with the points he makes regarding children with disabilities. Particularly impacting the way I interact with my students are the topics concerning: anxiety, reading comprehension, and fairness.
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.
Yudin, Michael. "Keeping Students with Disabilities Safe from Bullying." United States Department of Education News. 20 Aug. 2013: n.p. SIRS Government Reporter. Web. 04 Mar. 2014.
Disabilities in the classroom are a very important issue for teachers to be familiar with. In the article by Michael Graziano, An Inconvenient Child, Graziano’s son suffers from Apraxia but gets inaccurately diagnosed by his son’s teacher. This creates issues of trust for his son and worsens the learning disability problem. He includes important information all parents should hear in the article. Graziano looks at his son’s disability in the classroom, which directly relates to teachers catching signs of mental illness in the classrooms, how teachers diagnose a behavioral troubled child, and training school counselors on the Section 504 policy. The conversation between Graziano’s concerns and these other current articles establish kairos for the article.
Special education is evolving, evolving in form and substance. Education of the special needs population in the United States lacks uniformity of purpose and deed. In many school districts within the United States, special education creates a financial burden that subjugates the traditional programs (Higbee, Katz, & Shultz, 2010). The lack of consistency to approach and positive results has created academic chaos for methods and strategies in working with the special needs population. The difficulty in educating special needs children to develop their academic and social skills has created many strategies for supposed benefit, and in fairness, some work for some children. Too many instances exist where not all children benefit (p. 8). The problem is developing a strategy and curriculum that provides for the needs of all children whether they are involved in an inclusive, mainstreaming, or self-contained classroom. This is particularly significant with a particular segment of the special needs population, Asperger’s autism. Asperger’s autism is a controversial diagnosis, a diagnosis that creates a schism of psychiatric thought. Some psychiatrists classify this as a pervasive developmental disorder, while other psychiatrists see this as a form of personality disorder that has many traits associated with schizophrenia (Odom, Buysee, & Soukakou, 2011). The Asperger’s child lacks emotional development normally associated with their age group. An example that illustrates the emotional development issue concerns age appropriate demonstrations of concern or awareness in their environment. Many of the Asperger’s children are not able to tell whether someone is making fun of them and will join in making fun of themselves as unsuspecting ...
Unfortunately, it is not uncommon for children with disabilities in a Least Restrictive Environment to not have their needs met adequately. Some parents think that teachers do not have the proper skills to help their child with disabilities flourish in the classroom. Two concerns/challenges are that typical developing students will imitate inappropriate behaviors made by students with disabilities and students with disabilities could potentially get teased about their disabilities and inappropriate behaviors. As said by Virginia Buysse and Donal B. Baily, Jr. (1993) “… the opportunities for young children with disabilities to interact with peers in integrated settings must be carefully
It is required that the student be placed in the setting most like that of typical peers in which they can succeed when provided with needed supports and services (Friend, 2014). In other words, children with disabilities are to be educated with children who are not disabled to the maximum extent appropriate. Removal may only occur when education in regular classes, with the use of supplementary aids and services, cannot be achieved satisfactorily (Yell, 2006).
If I were in Amber’s situation and I decided to stay at the school I would be persistent with principal in allowing me work with the teachers on instructional matters. Even though he might be against...
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.
In this article, Patrick Wall (2014) cited how teachers effortlessly tried to discipline Joseph—but it failed. However, this sparks a rather differences between the general educator to special educators. According to Anne M. Hocutt, she conducted some findings revealing the contrast between the two positions: General educators are far more concerns on whether or not they are capable of being discipline—education is often secondary. This lead to the stereotype among teachers that students with disabilities have “irrational behaviors” (1996). However, special educators on the other hand, are more patient, promote one-to-one instructions and have a better understanding with the students. Teachers have lower tolerance of special education students compare to students in general education (Hocutt 1996). Special educators are more likely to praise students, ignored any disruptive behaviors, provide more answers about themselves and the students (Hocutt 1996). Melissa Ferry offers feedback in usual, special education classroom tended to be smaller, children become individualized and more responsive to positive feedback (Ferry 2011). In fact, a study conducted by Kris Zorigian and Jennifer Job (2016) concluded positive behaviors interventions and support brings out the best out of students in special education differs little when compared to general courses – strengthen by another study that isolation
I conducted research by observing and interviewing several different school/ classroom settings. The first class I observed was at a Therapeutic Day school on the North West side of Chicago. The class included nine students between the ages of nine and fifteen and their learning abilities range from zero comprehension through average grade level. Only three of the students were within average grade level for their age, the rest of the students are at or below the second grade level. The teacher explained that one student (who is ten years old) has profound mental retardation and has a one year old cognitive level. This student is also the student who bites and hits when he becomes frustrated. Three of the students need diaper changes throughout the day; the others need constant attention and assistance. The classroom had only one te...
Writing this final essay for this course one is able to reflection on the knowledge one has gained since the beginning of the course. This course has been affective and the benefits are using the information immediately to correct mistakes and grow in the profession. After interviewing attorneys and director’s special in the education program the reality of how important following the regulations are important and must be followed. As a special educator one is more prepared and ready to provide a first rate education. Everyone who works with special needs students should be prepared and understand the law taking a class in Law and Litigation is recommended.