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Recommended: Teaching methods for learners with disabilities
The sessions that I had with Marc thus far has proven to be effective in my efforts to give him another perspective on his own position of his self identity. Along with working with me, Marc is working with his disability service counselor and two other counselors in the student’s center. I have consulted the other two counselors who are working with him in creating his student education plan. I have also consulted with my direct supervisor with what I am working on and discussing what is working and not working for him. Again, I am very cognizant of his speech impairment and his disclosure of his disability. Marc is utilizing all of his resources to his best ability to get the most out of what he wants in education at American River College.
This realness is yet another point of intersection that makes Joey prominent example of a student with special needs. There was nothing to make is seem as though having a disability is a life sentence, but there was hope which came to fruition at the end. Gantos makes it clear that change happens with help. Help from educators, special education educators, doctors, etc. Though help and change can happen, it is a lengthy process to identify a problem, implement a possible solution, and see results. This is evident when intervention does not happen until Joey harmed another student, was suspended for six weeks, and then had a trial period on his new medicine. Gantos gave a realistic view into what it is like to have a disability and its effects within an educational setting and its implications when left unattended too
Identity is primarily described primarily as what makes a person who they are. While it is seen as an individual asset, one’s identity can be shaped and persuaded not only by life experiences, but by society as well. Bryan Stevenson speaks on several controversial issues and proclaims certain societal problems and the typical behaviors noticed in response to them. How one approaches the issues that are spoken about may expose their true identity. Stevenson argues that how one reacts to racial inequality within the criminal justice system may regulate their identity. In addition to that, how dealing with the nation’s history may force a growth on one’s identity, eventually bringing peace and acceptance to the nation. Lastly, how one views the
Discuss how you would incorporate services (SEIT, SL, OT/PT) in your classroom for a student similar to Samuel.
Landmark is full of students with all different kinds of language-based learning disabilities - from writing to reading. The Student Advocates class shows people outside of Landmark the challenges that the students have to face and overcome. This group of students, the Advocates, does a great deal for Landmark students and the Landmark community. For instance, these students travel all around the region, telling school systems and colleges about Landmark and presenting some of their stories about their disabilities. Another important important responsibility that the Advocates have is to help with the orientation programs for new students and teachers. The class also has the options of an ice cream bar on some half days to raise money for
Students with learning disabilities can learn; each student has his or her own strengths and weaknesses. Educators must continue to focus on the strengths of each student and building on them, creating a stronger student and person. Identifying the weakness is at the core of getting a student help with their learning disability, but after this initial identification and placement, the focus should shift to the strengths and adjusting the student’s schoolwork to reflect these strengths. For instance, if a student is weak in reading but has wonderful group interaction skills and is good with his or her hands, the students' reading tasks should then be shifted to reflect these st...
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).
This becomes a broader community issue as more students with literacy support issues seek postsecondary education. Kimball suggested that departments responsible for protecting students’ access to reasonable accommodations need to do better explaining to content instructors the importance, and the value, of supporting students and their literacy needs (Kimball, et al., 1998). Levant clarified that not all students need the same literacy supports, but that most students, diagnosed or not, would benefit from adjusting teaching and assessment strategies in order to accommodate a variety of learners (Kimball, et al.,
I am grateful to have had the opportunity to present this case. This client has a lot to teach others. He is finding his voice – something that has been shut down his whole life. If nothing else, I hope this presentation helped give some insight into what it is like for some people who are living with a developmental disability. A large part of why I wanted to play audio of a session was to let his voice be heard. I did not want to do all the speaking for
Seeing firsthand the limitations that my sister has and the profound impact that disabilities have had in her life, have played a major role in my decision to pursue this prestigious program. Living with a person with disabilities has demonstrated
"I'm just starting my sophomore year in college.... I first knew I had a learning disability when I was in first grade. A learning disability is like any other disability, but in this case it's the learning process that is disturbed. There is something that's stopping me from learning in the average way. I know it's not that I can't learn. I can, but I learn differently and it's often much harder for me....
Prior to Michelle coming to my GEL 101 class, I only knew about San Marcos having tutoring help along with the basic needs a school must have on campus, such as a nurse, psychologist, etc. Not only was I unaware of DSS but I had no idea the amount of help that they express to those students in need. Michelle continued to explain to us that the majority of the students have hidden disabilities as well as the amount of help that they give to our veteran students is so extreme, they have been recognized as well as rewarded for their achievements.
What is personal identity? This question has been asked and debated by philosophers for centuries. The problem of personal identity is determining what conditions and qualities are necessary and sufficient for a person to exist as the same being at one time as another. Some think personal identity is physical, taking a materialistic perspective believing that bodily continuity or physicality is what makes a person a person with the view that even mental things are caused by some kind of physical occurrence. Others take a more idealist approach with the belief that mental continuity is the sole factor in establishing personal identity holding that physical things are just reflections of the mind. One more perspective on personal identity and the one I will attempt to explain and defend in this paper is that personal identity requires both physical and psychological continuity; my argument is as follows:
The purpose of this paper is to identify James Marcia’s identity status theory and how it pertains to the author 's life during adolescence and early adulthood. The author will reflect as well as address the four statuses of development. Noting that Marcia’s theory has proven to be an effective and dependable tool in helping to determine the status of the identity development in adolescents.
My ultimate goal in life is to help support these students because they are underrepresented minorities, whose parents have never gone to college or do not even know what exactly is college. My students, mentees, and I have struggled to find a support system in the school. I refuse to let future generations of students to undergo the same struggle in search of a support group in an academic setting due to their background. I want to encourage underrepresented students of minority backgrounds from my community to pursue higher education by finding ways for them to flourish. My students and mentees can possibly be future first generation undergraduate college students with encouragement and a support group; I intend to be a part of that support group. I want to help them comprehend that despite of their background, they can participate in college preparatory program(s). I want to help them see that there are ways to overcome the obstacles they have
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...