Students with cerebral palsy face a number of challenges to learning due to physical and communication difficulties resulting from their impairment. To meet the learning and communication needs of a student with cerebral palsy requires the teacher to implement a number of strategies to ensure inclusion. Strategies most pertinent to their learning and communication needs involve adjustments to the classroom environment, curriculum and pedagogy. As communication is fundamental to their ability to learn and interact in the classroom, strategies to overcome communication difficulties and maximise participation in the classroom are essential.
Communication is essential for all people as it allows us to learn and demonstrate knowledge, have control over our environment, share our feelings and explain our needs. In the school environment communication is fundamental for students’ academic, social and emotional development and occurs though interactions and communication with teachers and peers (Cerebral Palsy Alliance, 2011; Hyde, Carpenter & Conway, 2010). In the classroom students are required to communicate in a number of ways, including writing, drawing, speaking and listening. Students with disabilities that result in communication impairments often do not have the full access to or control of the means to communicate in the multiple ways that they are required to (Downing, 2001; Hyde et al., 2010). These students are identified as having Complex Communication Needs (CCN) and are limited in their ability to communicate, particularly through speech and are unable to participate independently in classroom learning activities (Hyde et al., 2010). Thus, a student with CCN resulting from cerebral palsy may have difficulty communica...
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Suresh, G., Horbar, J., Plsek, P., Gray, J., Edwards, W., Shiono, P., & ... Goldmann, D. (2004).
Once a week, Ms. Neiman has an occupational therapist visit our nonverbal student and our student with autism. Occupational therapist uses special equipment to help children with developmental disabilities, they help students develop and improve the skills needed for daily living. The occupational therapist uses techniques that work the children’s brain, for the nonverbal student since she is at a lower learning level she is teaching her to match colors and unscrew lids. For the student with autism, she is teaching him to tie knots and how to properly draw shapes. She removes the obstacles for the children by supplying the students with the necessary specific help needed in the areas in which the students are lacking or not doing well. One of the gestures Ms. Neiman wanted the nonverbal student to learn was, “I want more”. In trying to do so, she contacted the speech therapist for her input. The speech therapist found a device where she could record her voice saying “I want more” and the student could press the button when trying to relay that message. Ms. Neiman tried the device for about a month and she realized the student was not responding to the button. She removed trying to teach the student how
Lance, B. K., Irons, D. B., Kendall, S. J., and McDonald, L. L. (2001) An evaluation of
I have had no experience with students who have a physical disability or have particular cultural requirements. Therefore, I will continually seek advice and direction from my experienced colleagues to develop my teaching skills. To become an authentic and effective teacher, I will need to know my students and how they learn, as outlined in The Australian Professional Teaching Standards (1.1 - 1.6 AITSL, 2011). Furthermore, to create the most effective learning environment for my students, I will need to continue to learn and improve my current skills and knowledge (6.1 - 6.4 AITSL,
Stanley, J., Gannon, J., Gabuat, J., Hartranft, S., Adams, N., Mayes, C., Shouse, G. M.,
Including Samuel is a documentary of the son of Dan Habib and Betsy McNamara. Samuel has cerebral palsy, and the documentary is about his challenges and joys. This documentary addresses the concerns, problem, and feelings of his parents. Also the documentary addresses the issue of inclusion and how to teach a blended class. This documentary is about being open minded and understanding of children with disabilities. Though Including Samuel, it has force me to look back on my experience with children with disabilities in the educational system.
PALS accommodates learners with different levels of academic ability. This strategy can be implemented for students with learning disabilities, ELLs, general education students, and high-achievers. Therefore, PALS is great for inclusion classrooms. In addition, students work with their peers, rather than constantly with the teacher. This is advantageous for several reasons. It can be more motivating for students, it promotes collaboration and interaction. In addition, if students are working with each other, the teacher’s time is freed to work with students individually and provide the necessary levels of support and feedback. Furthermore, the skills learned
It is essential that all students have access to a quality education and an inclusive education system should meet their diverse needs. The Victorian Department of Education and Early Childhood Development [DEECD] (2014) stipulates that education providers must make ‘reasonable adjustments’ to support students with disabilities to comply with the standard. Graduate teachers should also demonstrate an understanding of legislative requirements and be able to identify teaching strategies that support the involvement and learning of students with disabilities (AITSL, 2014). They should understand the importance of focusing on what a student with a disability can do and work with the student’s strengths. A graduate teacher should know what resources, agencies and assistive technologies are available to support the learning needs of a student with a disability.
As a high school student, I worked with a thirteen-year-old boy named Ricky as a sign language tutor. Ricky had autism and did not acquire speech other than the word “ma”. A high population of children with autism does not acquire speech, and intervention is needed. Other methods of intervention exist, but teaching signs is one of the most useful ways of giving nonverbal children the power of communication. Although researchers often seek to solve problems, I approach this topic from the perspective of a teacher. Teachers must grapple with educating a higher percentage of children with communicative challenges due to a growing diagnosis of autism. Special education policy must work to support the needs of these students while giving teachers opportunities to practice appropriate interventions. The success of sign language instruction will vary among children, but invested parents and teachers may be able to help a child realize his or her communicative potential.
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
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 ...
Every year there are more and more children born with Autism Spectrum Disorders (ASD) and there is more of a need for accommodation for their needs. “The future will likely present teachers with even more students with learning disabilities” (Gerstle and Walsh 35). With these numbers increasing, it is important for teachers and the people around them to understand their struggles and needs. Children and adults with ASD struggle in many areas. They have difficulties taking on daily activities that most people take for granted. There are variations in the severity of these disorders. Some people are very high functioning and have little to no problem performing daily activities, as well as completing complex ones. However, many people with ASD suffer from severe forms of the disorder and cannot care for themselves. No matter the severity, people with autism get support and some form of education, whether it be to care for themselves, or to become educated and eventually contribute to society. Those with moderate to high functioning ASD go to school and some eventually go on to further their education. Despite the struggles specific to each person, they can still be taught effective writing skills. To teach these individuals proper writing skills, it is crucial for educators to understand them and know how to teach them. There are many methods of teaching for educators to use to fit the specific needs of their students. Children and adults with autism spectrum disorders can still be taught effective writing skills through understanding and cooperation of teachers, proven methods of teaching and continuous support.
Hill, T.F., & Nabors, L.A., & Reynolds, M.W., & Wallace, J., & Weist, M.D. (2001). The
Communication is very crucial in life, especially in education. Whether it be delivering a message or receiving information, without the ability to communicate learning can be extremely difficult. Students with speech and language disorders may have “trouble producing speech sounds, using spoken language to communicate, or understanding what other people say” (Turkington, p10, 2003) Each of these problems can create major setbacks in the classroom. Articulation, expression and reception are all essential components for communication. If a student has an issue with articulation, they most likely then have difficulty speaking clearly and at a normal rate (Turkington, 2003). When they produce words, they may omit, substitute, or even distort sounds, hindering their ability to talk. Students who lack in ways of expression have problems explaining what they are thinking and feeling because they do not understand certain parts of language. As with all types of learning disabilities, the severity can range. Two extreme cases of expression disorders are dysphasia and aphasia, in which there is partial to no communication at all (Greene, 435, 2002). Individuals can also have a receptive disorder, in which they do not fully comprehend and understand information that is being given to them. They can experience problems making sense of things. “Children may hear or see a word but not be able to understand its meaning” (National Institutes of Health, 1993, p1). Whether children have difficulty articulating speech, expressing words, receiving information, or a combination of the three, there is no doubt that the tasks given to them in school cause frustration. These children experience anxiety when...
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.