In the textbook, Exceptional Learners: An Introduction to Special Education by Daniel Hallahan, James Kauffman, and Paige Pullen, chapter four discusses the parents and families of exceptional children. At first the chapter discusses the stages parents go through when they have a newborn that has a serious physical disability. The stages that the parents go through are shock, disruption, denial, sadness, anxiety, fear, anger, and adaption. The chapter then goes into talk about the support systems that parents need to have to keep their lives less stressful. The authors stated, “extended family members can often play a critical role in providing comfort and support to the immediate family” (Hallahan, Kauffman, Pullen, 2015, p. 69) Once the chapter talked about this they went into detail the factors that can cause stress for parents. After that the chapter talks about the siblings reactions to their …show more content…
Standard 1.1 discusses how special education teachers need to understand how language, culture, and family background influences the learning of students with exceptionalities. Standard 4.3 discusses how teachers should collaborate with other teachers and parents to use multiple types of assessment information in making decisions. Standard 5.5 discusses the transition plans they have to implement in collaboration with the students, families, and teachers. Standard 6.3 discusses how teachers understand that diversity is a part of families, cultures, and schools, and that they can interact with the delivery of special education services. Standard 7.0 discusses the collaborations that teachers need to start having with families, educators, and related service providers. 7.3 discusses the promotion of collaborations for the well-being of the individuals with exceptionalities. These standards show what the teacher is beginning to do with the families that have a child with
School leaders and faculty are responsible to ensure engaging, rigorous, and coherent curricula in all subjects, accessible for a variety of learners and aligned to Common Core Learning Standards and/or content standards. As a special education program for severely disabled students including all these requirements in curriculum that is differentiated for the array of needs in the school isn’t easy. In response to the suggestions made by Ms. Joseph the principal decided that the best way to address it while still attending to the needs of the school would be to created an inquiry team that will research the findings in order to help with the decision making.
My philosophy of special education centers around three key concepts collaboration, inclusion, and transition planning. Collaboration is getting individuals, who may or may not have similar interests, to work together in an effort to complete a common goal. Inclusion is the full acceptance of all students and leads to a sense of belonging within the classroom community. Transition planning is a process that brings together a student and those individuals directly involved in helping the student prepare to enter a post-school environment. With out these concepts students with disabilities would still be stuck in the dark ages.
Although Estroff doesn’t have a degree in psychology she has been the editor at large of Psychology Today for 15 years where she has a regular advice column. In Estroffs article she implies that “Siblings are In her struggle she is worried that her only child at this time cannot handle the pressure of having to take care of her and her husband when they are old. She says, “It’s too much pressure on my one kid to expect her to shoulder all those duties alone.”
He is perhaps the posterchild for stress. Stuck at a dead-end job, longing for freedom, but unable to do so because he is the main caregiver for his brother, he does a remarkable job of showing patience when dealing with a developmentally disabled person. However, as a stressed out individual, his relationships tend to suffer, as he is riddled with frustration and thinks very negatively about himself. As the primary caregiver for his younger sibling, this is to be expected. Caregivers of physically or mentally disabled family members are at risk for chronic stress. Spouses who care for a disabled partner are particularly vulnerable to a range of stress-related health threats, including influenza, depression, and heart disease. Caring for a spouse who has even minor disabilities can lead to severe stress (Harvey
4. Other life stressors – the child with ASD is not the only stressor the family is facing in Let Me Hear Your Voice. The article suggests that it is important for a clinician to take these stressors into account when working with a family. Clinicians are potentially able to assist with the other stressors in a family’s life by providing referrals and other appropriate suggestions.
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
Based on the information you have read in the text and any experiences you have had as a teacher, what do you think are the issues gifted students face as they go through school?
The education system is arguably the most beneficial system in the world; however, it also contains many controversial practices. Proper funding, discrimination, and curriculum are just some of the problems in today’s education system. Everyone has a different opinion about what is best for our children and it is impossible to please everyone. As long as the educational system is in tact, then there will be confusion and debate within the system and its’ administrators. The only thing that can be done is attempting to make it so that everyone will benefit equally, but this is much more difficult than one would assume. I will focus on the aspect of discrimination on minorities within special education and more specifically the following questions: Does the special education system discriminate against minorities? If so, how? What can be done, if anything, to correct or improve this system?
Susan Brady Konig wrote "They've Got to Be Carefully Taught", because she wanted to inform us about how to properly educate young kids, as young as preschoolers about where they originated from. She taught them about their cultural and ethnic backgrounds. Teachers are educating their children on what country their ancestors came from and how that makes them all different, but yet somewhat the same by, their skin color, their hair color, the different foods they may eat, and how they celebrate special occasions.
Boyd, B. A. (2002). Examining the relationship between stress and lack of social support in mothers of children with autism. Focus on Autism and Other Developmental Disabilities, 17, 208-215.
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 Lesson by Toni Cade Bambara is a story of a disobedient little girl and her group of kids who were bundled up one summer day to go with Miss Moore to a toy store. Sylvia and her cousin Sugar are with Fat Butt, Rosie Giraffe, Mercedes, Q. T., Junebug, and Flyboy, not their real names but nicknames given to them by Sylvia. The names came from their most obvious trait, Fat Butt for his fondness for food, Mercedes for her ritzy tastes, Q. T., is the youngest, and Rosie Giraffe is always ready to kick asses. One may guess Sugar is for her being the exact opposite of sourly Sylvia.
For a special education student to be successful and reach their true potential, it takes a collaborative effort between both the special education and general education teacher. Both teachers need to have an understanding of each student’s disability and unique academic needs. Both teachers play vital roles in participating as part of the IEP team, providing professional input, and best practices to develop the student’s IEP, which will provide all stakeholders in the child’s education the accommodations and modifications for the special needs child to be successful in the
Two years ago, I embarked on a journey that would teach me more than I had ever imagined. As a recent college graduate, I was thrilled to finally begin my teaching career in a field I have always held close to my heart. My first two years as a special education teacher presented countless challenges, however, it also brought me great fulfillment and deepened my passion for teaching students with special needs. The experiences I have had both before and after this pivotal point in my life have undoubtedly influenced my desire to further my career in the field of special education.
The current emphasis on teaching and assessing standards and high-stakes testing requires knowledge and skills to differentiate standards-based education to successfully meet diverse needs in the classroom. The research details the need to raise expectations rather than lowering the standards for students with special needs. The article maintains that a standards-based curriculum is composed of three interrelated areas: content standards, performance standards, and opportunity to learn standards. All three types of standards must be emphasized to successfully teach and adapt a standards-based curriculum for students with special needs. The article also identifies four necessary elements for addressing effective implementation and differentiation of curriculum and instruction: content, instructional strategies, instructional settings, and student behaviors. Recognizing the relationships among the standards and the curricular elements will help guarantee that educators adapt a standards-based curriculum in a comprehensive way. This article can be used as a resource for educators providing differentiated instruction to successfully meet educational needs in the classroom as it includes key skills important to teaching students with special