Developmental disabilities are severe, long-term problems. They may be physical, such as blindness, or they may affect mental ability, such as learning disorders. Or the problem could be both physical and mental, such as Down syndrome. The problems are usually life-long, and can affect everyday living. Often there is no cure, but treatment can help the symptoms. Treatments include physical, speech, and occupational therapy. Special education classes and psychological counseling can also help. Although they do present many challenges for children, they need not hinder a person's right to live. Because of this, children with special challenges should be treated equally as an average student, but with necessary exceptions. Many individuals believe if children are assisted by an aid or given “special attention” they are being treated unfairly, but what they do not understand is these children have special needs which cannot be met by an average school teacher.
Such necessary exceptions could be having them placed in IEP (individualized education program), or have the assistance of an aid. IEP is the educational road map for children with disabilities. It maps out the child’s specific educational goals with the help of supplementary aids which the school district must provide. When children with intellectual disabilities advance through school and their own developmental stages, they require training and/or an educational program which is appropriate for their abilities. Initially, these children may need help in acquiring the basic developmental skills (fine and gross motor skills, speech and language skills) which are within their capabilities. As children acquire competence in these areas, they are better able to learn academic and...
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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.
In 1991 the Public Law 94-142, the Education for All Handicapped Children Act was replaced by the Individuals with Disabilities Education Act. This law was passed to provide free and appropriate public education to every child with a disability. It requires that each child with a disability “have access to the program best suited to that child’s special needs which is as close as possible to a normal child’s educational program” (Martin, 1978). The Individualized education program (IEP) was developed to help provide a written record of students’ needs and procedures for each child that receives special education services. The IEP will list all the services to be provided, the student's performance level, academic performance, and modifications in place for the student.
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.
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
“to the maximum extent appropriate, handicapped children, including those children in public and private institutions or other care facilities, are educated with children who are not handicapped, and that special classes, separate schooling, or other removal of handicapped children from regular educational environment occurs only when the nature or severity of the handicap is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily. (P.L 94-142, Section 1412) (Villa p. 5).
Students with disabilities can have a smooth transition from school to post school activities. The transitional services and regulations provided by the government guarantee that students will be provided with the education, social skills and community support needed for the transition to be flawless and successful. There are many parts involved in the education, implementation and transition of students with disabilities. The parents, teachers, resource teachers, outside agencies and community partners all are involved to help transition the student into the post school world.
Students with disabilities who are in self-contained classrooms struggle with many issues pertaining to independence. In their classrooms they become more dependent on their teachers and classroom peers (Jones & Hensley, 2012). This is the opposite of what is needed for these students (Jones & Hensley, 2012). Learning is a full circle process, which encompasses more than academics. In order for students with disabilities to obtain a complete education, inclusion in social dynamics should be an integral part of their learning environment (Arnon, Shamai, & Ilatov, 2008).
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).
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
National Alliance Of Mental Illness (2008, Fall). Understanding Your Legal Rights Under Special Education Laws. NAMI Beginnings, (12), 3-8.
The debate of mainstreaming children with a disability challenges the idea of having an enclosed environment where they can effectively learn. University of Missouri, College of Education states, “The term ‘special needs’ is used to collectively define those that require assistance due to physical, mental, behavioral, or medical disabilities or delays” ( .) Opponents who encourage mainstreaming argue that mainstreaming special needs children is beneficial. They claim children with a disability should receive equivalent access to public education and not be left behind because of an impairment. Many also dispute attempts should be made to develop tests to measure academic achievement. Aron and Loprest state “Reforming special education cannot be done in isolation; it requires integration with reforms being made in general education” (116). However, there are many problems the education system is going to face if children with a disability are integrated into standard classes.
In society today, there are many children and parents who face the diagnosis of having a developmental disability that would qualify them for special education and needs. This time can come with many questions for the parents when they realize the specialized care and education their child will need. Most often, questions arise about their schooling and how they will be included with other children, as well as what services are available to their child. How their disability impacts their life is a very valid concern because their education will be impacted. When a disability is discovered, it effects trickle down from the child to the parents, to the teachers and finally the medical and educational specialists.
The mental development of a military child is effected by military life and the overall lifestyle of the family from their beliefs, morals, and spirituality. When counseling and mentoring children, challenges they endure need to be taken into consideration such as disability, deployment, and family culture. Deployments impacts children emotionally, academically, socially, and causes them to react with anger and violence. Counselors and community resources play a role in assisting military families through these significant events. Factors that affect the mental development of a military child includes but not limited to military divorces, long separations, due to extended training events or combat deployments, long work hours and parenting style. Having a child that shows signs of a serious intellectual, emotional, or physical disability can be very problematic for a military family. Children with disabilities that cause their behavior to affect their reaction to life can place a significant strain on the family dynamic. Everyone in the household will be affected by the disability and will have to receive counseling to better understand how to live a productive life.
Education is a profession which requires a teacher to be able to communicate with a multitude of students on a variety of levels. There is not a class, or student for that matter, that is identical. Therefore, teachers must be able to identify and help educate students from all different types of backgrounds and at different levels. Teaching a singular subject presents difficulties, but teaching students with disabilities should not be one. There are three main teaching areas that need to be focused on when teaching a student with a learning disability. Teachers need to focus on the strategies that will assist students with reading comprehension skills, writing skills, and maintaining appropriate behaviors in a classroom setting.