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challenges of raising disabled child
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It’s Wednesday and a mother just kissed her son goodbye as he walked into the classroom. The mother walks back to her car and proceeds to work. Her son has Down Syndrome, but attends a private school where special needs children have their own classroom. Her son Alex loves going to school to see his friends, like any child would. With having Down Syndrome, Alex has some rough days in the classroom.
It’s 10:30am and Janice, Alex’s mother, receives a phone call. “Hi Janice, this is Mrs. Smith calling with regards to Alex. Yes, he isn’t having a good day. He has been very disruptive this morning. We tried calling down Alex’s older sister to calm him down, and to talk to him, but he wouldn’t calm down. Would you please come and get him?”
Janice receives multiple phone calls from staff at Alex’s school to come pick him up and take him home. He isn’t purposely being disruptive, he’s excited and eager to learn and sometimes the teachers don’t understand that, says Janice to herself. For Janice to always be “on-call” to collect her son definitely makes it difficult for her to hold down a steady job.
The final straw was when Janice walked into the school and found her son sitting in the school reception area with his older sister, while the rest of the students enjoyed a nice Christmas party. Janice said her son was clearly not wanted at that school, so she took the kids’ stuff and enrolled them into a public school where Alex was would be much more comfortable. The teachers were more comfortable dealing with children with complex needs.
We need to work on accepting and including children with Down Syndrome in local schools so that they are given an equal opportunity to advance their education and become successf...
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....dse. Web. November 13, 2013.
“Increasing Options and Improving Provision for Children with Special Educational Needs
(SEN).” Gov.UK. Crown Copyright. Web. November 22, 2013.
“Individualized Education Programs (IEP’s).” Kids Health from Nemours. The Nemours
Foundation. 1995-2013. Web. November 22, 2013.
Janet Murray. “Children with Disabilities Illegally Excluded from School.” The Guardian.
Guardian News and Media Limited or its Affiliated Companies. February 2013. Web.
November 8, 2013.
National Down Syndrome Society. “Myths and Truths.” The National Advocate for People with
Down Syndrome Since 1979.” 2012. Web. NDSS. November 21, 2013.
National Down Syndrome Society. “Universal Design for learning (UDL).” The National
Advocate for People with Down Syndrome 1979. 2012. Web. December 1, 2013.
Working as a teacher serving at-risk four-year-old children, approximately six of her eighteen students lived in foster care. The environment introduced Kathy to the impact of domestic violence, drugs, and family instability on a developing child. Her family lineage had a history of social service and she found herself concerned with the wellbeing of one little girl. Angelica, a foster child in Kathy’s class soon to be displaced again was born the daughter of a drug addict. She had been labeled a troublemaker, yet the Harrisons took the thirty-hour training for foster and adoptive care and brought her home to adopt. Within six months, the family would also adopted Angie’s sister Neddy. This is when the Harrison family dynamic drastically changes and Kathy begins a journey with over a hundred foster children passing through her home seeking refuge.
...parents were much more successful in the working world encouraged him to complete many daily activities such as choir and piano lessons. His parents engaged him in conversations that promoted reasoning and negotiation and they showed interest in his daily life. Harold’s mother joked around with the children, simply asking them questions about television, but never engaged them in conversations that drew them out. She wasn’t aware of Harold’s education habits and was oblivious to his dropping grades because of his missing assignments. Instead of telling one of the children to seek help for a bullying problem she told them to simply beat up the child that was bothering them until they stopped. Alex’s parents on the other hand were very involved in his schooling and in turn he scored very well in his classes. Like Lareau suspected, growing up
Having Down Syndrome is a Horizontal identity. Most Americans view people with Down’s to be disabled and do not thing much past that. But, many people with Down’s see this simply as a part of who they are, just as much as the color of their eyes. To them, it is not a disability, but just a fact of life. Many outsiders do not understand this, which is why the Down’s community is so important. The Down’s community provides those with Down’s acceptance to their identity. While the rest of society rejects and pities them, within their community they can relate with others and be treated equally. Unlike with vertical identities where the parents are automatically insiders, parents must choose to whether or not to support their children’s horizontal identities. Some parents choose not to accept Down’s before the child is born and terminate the pregnancy while others do their best to make sure their child is comfortable in the world. Again, in more recent years, there are movements for society to be more educated and inclusive for those with Down Syndrome, but there is still a long way to go.
The school improved Jimmy’s abilities in these areas as well. In school, Jimmy uses the computers and the iPads, these software’s help with recognizing patterns and using verbal skills. Jimmy does not need a tablet at all times because he is verbal and can communicate basic needs and his opinions to people he is comfortable with. Jimmy is being faced with real life situations at the school he attends. The school is diverse; there are students of color and even females in his classroom. Jimmy’s family and the school make sure to stress to Jimmy that people do look different from one another, this is a precaution so Jimmy is not surprised or unexpected by diversity. Overall, Jimmy’s school does a good job in involving the parents and family members of the student. Jimmy also has an annual family day where last spring there were recreational activities such as dancing, playing tag, and a BBQ. The school does very well with having the family involved. At the school, Jimmy is taught office skills where he works in a print shop. Jimmy has learned how to organize files, how to use a stapler, how to cut things on the line, and how to laminate
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.
Unfortunately, a lot of parents may have a difficult time accepting their child, and coping with their needs and the responsibilities. From the book “The Elephant in the Playroom,” some families dealt with depression and physical and mental deterioration of their health. These struggles were shown in the story by Laura Cichoracki. Laura’s son’s name was Patrick. Patrick was a 6-years-old boy with autism. “I wasn’t eating right, I wasn’t showering regularly, I wasn’t sleeping well” (Brodey, p. 64). I also read the story told by Susan Marrash-Minnerly, which highlighted emotions that parents face. Susan also shed light on how wonderful children with special needs can be to a family, such as her ten-year-old third grader who had autism. Susan talked about how it was normal to feel angry at times, especially with the ups and downs a child’s disability may come with. “When I look back, I want to tell other parents that a child’s future is worth grieving over – but it’s not the end of the world” (Brodey, p. 75). After reading these stories, it became apparent to me that families who are raising kids with special needs, need support, kindness, and available resources. “I was fortunate to be surrounded by other moms who understood my pain…who could be supportive and emphatic.” (Brodey, p. 67). Overall, educators can use this kind of information that was shared in “The Elephant in the Playroom” about family systems and risk/resiliency by creating lines of open communication between families. This is to connect parents together that share similar struggles. By creating open communication is can allows for the teacher and parents to be on the same page when it comes to the issues affecting special needs students and
Disability can affect development in a variety of ways. It is important that every pupil feels valued and included. Diversity should be welcomed. Children should not be stereotyped because of
Alex’s dad, in the novel, ran away from his marriage with Alex’s 3rd Grade teacher. He was perhaps disappointed with Alex’s mom. Alex’s mom, as a result, was mad at his dad. Her frustration was justifiable but after completing the novel it became clear that the couple’s frustrations and disappointments were immediate and did not last for ever.
In the meantime, Acesius played with toy cars by himself. When Acesius threw toy across the room, the mother reminded him to stay calm. She acknowledged when her son tried to call for her attention and asked her to play with him. Acesius picked up stuffed animals and tossed them in the air while calling his mother, “Hey mommy, look.” When the mother finished the puzzle, Acesius paused playing to check out. Acesius got on top of the folded gymnastic mat then jumped off. Without looking at her son, the mother asked him to stop. Destiny stayed close to her mother and rested her forehead on her mother’s belly. Stroking Destiny’s hair, the mother tried to console her. Destiny looked down and refused to play. The mother explained to this worker that Destiny behaved in the same manner every time visit was about to end. At 5:00 P.M., the mother suggested that the children should help her to clean up. Destiny, immediately, frowned and stated that she did not want to leave. The mother pulled her daughter into her arms and cuddled her. After cleaning up, the mother escorted her children to the parking lot. While carrying Destiny, she pushed her bike and walked upstairs.
"Having Down syndrome is like being born normal. I am just like you and you are just like me. We are all born in different ways, that is the way I can describe it. I have a normal life"(Burke, C., n.d.). Where special education is concerned, one must always remember that exceptional learners are different, not less. In the following studies, the various strengths and weaknesses of the language and communication of individuals with Down syndrome (DS) is reviewed and discussed.
Studies have shown that there are several benefits to an inclusive education for students with Down syndrome (National Down Syndrome Society). Since 1996, the National Down Syndrome Society has done research on the inclusion of young students with Down syndrome in general education classrooms (National Down Syndrome Society). The study has found that students with Down syndrome had similar learning characteristics, more so than different when compared to their nondisabled peers (National Down Syndrome Society). Teachers that were involved in this study, reported that they had more positive experiences with students with Down syndrome when they were grouped with their nondisabled peers (National Down Syndrome
Mainstreaming children with special needs has been a huge controversy in education. Many students with a disability require special attention and need to be in an environment where teachers can meet these needs. According to opposition, placing disabled and non-disabled kids in the same classroom will increase academic engagement and reduce problem behaviors. However, educators prove that special needs children are being bullied, still lag behind their non-disabled peers in educational achievements and are more likely to drop out of school. (Need to cite) Mainstreaming children will promote child bullying and ongoing stereotypes that undermine their ability to compete in the classroom.
Children with disabilities are more in the public eye than years ago, although they are still treated differently. Our society treats them differently from lack of education on special needs. The society labels them and make their lives more difficult than it has to be becau...
To begin with, full inclusion in the education system for people with disabilities should be the first of many steps that are needed to correct the social injustices that people with disabilities currently face. Students with disabilities are far too frequently isolated and separated in the education system (Johnson). They are often provided a diluted, inferior education and denied meaningful opportunities to learn. There are many education rights for children with disabilities to p...
Scott told me she first found out Emily was diagnosed with down syndrome when she first was born. They saw some key identifiers that were typically related to the disease like her fingers etc. Around the time when Emily was born they had to educate themselves using books and the Early Intervention (EI) team, as they were limited with computers. The doctors were very helpful, and Mrs. Scott said it was the doctors first patient with down syndrome so he sat down with them, and was willing to also learn with them. It was not hard at all for them to access the services for the child and the Early Intervention team helped them to do so at about three weeks old in the hospital. However, Mrs. Scott did express some concerns. Emily is 19 years old and approaching the age soon of aging out of the services and to no longer be funded; which is age 21. Pretty soon Emily will no longer be followed through the school district anymore and will eventually result to handling situations on her own, even though they promised to help her as much as they could. Throughout the process Mrs. Scott said the only difficult thing for her was more of the early intervention stage and learning all the new terminology that comes with it. She said “It was a lot of new language for me to learn and it was very difficult to adjust to.” Also, in the school system it was adjusting to the services available for Emily, and they wanted her to be included as much as possible. Mrs. Scott believes that