Another area of trouble D/HH students come across while being mainstreamed in education is that teachers are often unaccommodating. Not all teachers are willing to go the extra mile to make their D/HH students feel welcome in the classroom. One reason that this could be is because able bodied people often feel that people with a disability, such as deafness, are seen a lesser human beings, thus that some people do not believe that they should be mainstreamed. Some people believe that by creating a D/HH inclusive classroom, students will not get as good of an education, but “the ‘problem’ is not the person with disabilities; the problem is the way that normalcy is constructed to create the ‘problem’ of the disabled person” (Davis 1). The idea that D/HH students are lesser people because they are not “normal” is absurd.
All the methods proposed seem to be the answer, yet the problem is not yet solved. Meanwhile, we must determine the best strategies for the most effective method of teaching a child with learning disabilities. Children whom we are discussing are those who are sometimes thought to be unprogressive or otherwise not achieving as well as they should at their age level in school. They are usually average children who experience extreme difficulty in learning how to read or to do mathematical problems, or who have difficulty in handling a pencil, buttoning buttons, or tying shoelaces. They can be harshly teased by their classmates for clumsiness or “stupidity,” and are frequently labeled as “disciplinary” problems by their teachers because they may act up in class in an attempt to blend in their lack of preparation.
The researcher's plan is to provide an intervention for students in the secondary level of PBIS. These student continue to struggle after they receive instruction in appropriate school behavior. Behavioral instruction alone is not effective for all students. In order to be successful at school children also need to have a positive attitude about themselves, caring relationships with adults, and the understanding that they have the capacity to learn. Unfortunately, many children do not have these things when they come to school.
Axmear et al. (2005) said th... ... middle of paper ... ...xmear, E., Reichele, J., Alamsaputra, M., Kohnert, K., Drager, K., & Sellnow, K. (2005). Synthesized speech intelligibility in sentences: A comparison of monolingual English- speaking and bilingual children. Language, Speech, & Hearing Services in Schools, 36(3), 244-250. Bialystok, E., Luk, G., Peets, K., & Yang, S. (2010).
(2013). The effects of computer-assisted instruction using Kurzweil 3000 on sight word acquisition for students with mild disabilities. Education and Treatment of Children, 36(2), 87-103. Mechling, L.C., Gast, D.L., & Krupa, K. (2007). Impact of SMART board technology: an investigation of sight word reading and observational learning.
She also observed that in large classrooms students with learning difficulties are not managed well were they are unattended and most of the time they are off task and their failures to learn concepts go undetected. The remedy to all these problems would be support sessions by a special educator during lessons or after school support sessions by the subject teacher or academic support teacher.
However, inclusion of special-needs students does not work in a general classroom setting. Inclusion negatively affects the teacher’s ability to teach in a classroom. Communication for teachers is difficult when instructing the special-needs students. When instructing the class, "teachers were observed having limited interactions," with special-needs students as compared to their non-disabled peers (Byrnes 238). Research shows teachers are not equipped to adequately educate students with special-needs because they "lack the time, training, or right attitude"(Reynolds and Todd 2).
A deficit is an insufficiency or inadequacy; in this context this means that some children have an insufficient understanding of the English language. Most of the children who are labeled as having a language deficit actually have a diverse educational culture which causes their schools to regard them as having a deficit. A lot of the children who are labeled as having a language deficit by the public school system can speak in other contexts. Bedtime stories are a critical part of a child’s educational socialization. The parents in the towns prove this point based on their different methods of reading to and interacting with their children.
(2013). Identification of specific language impairment in bilingual children: I. assessment in english. Journal of Speech, Language, and Hearing Research, 56, 1813-1823. Caesar, L. G., Kohler, P. D. (2007). The state of school-based bilingual assessment: Actual practice versus recommended guidelines.
Learning Disabilities Research and Practice, 23(1), 36–49 *Siegel, L. S. (2008). Morphological awareness skills of English language learners and children with dyslexia. Topics in Language Disorders, 28(1), 15–27 Tsesmeli, S., & Seymour, P. (2006). Derivational morphology and spelling in dyslexia. Reading & Writing, 19(6), 587-625. doi:10.1007/s11145-006-9011-4 van der Lely, H. J., & Marshall, C. R. (2010).