1. What do you consider to be one of your greatest challenges in being a parent of a child with a severe disability? There are several challenges and blessings to being a parent of a special needs child. Additionally, the challenges have changed as our child has grown. When she was little the greatest challenge was probably accepting the disability and how others perceived the disability as well. As she grew, it was the worry about educational and medical options that would best benefit and assist our child. Currently, the greatest challenge is learning how to handle the frequent outburst and tantrums our child is having at home and at school. Every new stage in growth and development seems to present its own blessings and challenges. 2. What is one of the major goals you want your child to accomplish by the end of his public school education? One of the major goals that I want my child to accomplish by the end of her public school career would be to become fully potty trained. We have …show more content…
The parent discussed the fact that it was hard to decide on what aspect was most challenging since the “challenging aspect” had changed depending on the age of the child. This is an important aspect for all special needs educators to remember when establishing and fostering relationships with families of special needs students. As the textbook states, “Each family is a unique unit that changes as it goes through the stages and transitions of the family life cycle” (Martha E. Snell, 2011, p. 60). The textbook goes on to explain that special education professionals need to be aware of life cycle stages and transitions. “Two dimensions of the family life cycle that are important for educators to understand include (a) life-cycle stages and (b) life-cycle transitions” (Martha E. Snell, 2011, p.
Where I a special education assistant attempting to work with Buddy in the situation described in the case study for this assignment, I would respond as such. If I were just an assistant and could work with Buddy exclusively while the teacher was able to continue on with a lecture and educating the rest of the class, I would tell Buddy he had to follow me outside of the classroom so that we could talk. If he did not respond initially to this entreaty, I would pretend that he was in trouble and that we were going to the principal’s office—simply so I could get him away from the rest of the class and be able to work with him in this situation alone.
Over the course of several years there have been several critical court cases that have completely transformed the way that special education policies and procedures are implemented into the classroom. These court cases have given rights, protection, and opportunities to those with disabilities that were not readily available before. The most important court cases that affected special education were Brown v. Board of Education of Topeka, Kansas; Pennsylvania Association for Retarded Children v. Commonwealth of Pennsylvania; Armstrong v. Kline; Board of Education of the Hendrick Hudson Central School District v. Rowley; Daniel R.R. v. State Board of Education; Diana v. State Board of Education; Lau v. Nichols; Oberti v. Board of Education of
1. Maintain a positive attitude toward exceptional learners. Special children require a great deal of encouragement and understanding. Show that you are interested in them: talk with them about their geographic interests; places they have been; be friendly and encouraging. Give each child's personal worth and mental health primary consideration, and assist each child in every way possible to develop personally and socially as well as academically.
needs of a child with a disability, including instruction conducted in the classroom, in the home, in
The given information shared in Jack’s case was from his special education teacher’s perspective. The identified patient in this case is Jack. Currently, Jack is in the tenth grade in a special education class. He lives at home with his mother, younger brother and stepfather. Jack’s mother works two jobs and is rarely at home and his stepfather is an alcoholic who was recently release from prison, where he was incarcerated for assault with a deadly weapon.
A psychological assessment is a fundamental aspect in measuring intellectual disabilities (Drew & Hardman, 2007). Information provided from partaking in an assessment includes severity of the disability and an understanding of the individual’s limitations as a result of the disability (Drew & Hardman, 2007). Knowledge of these elements, as explained by Drew and Hardman, aid in determining the necessary supports required by the individual to help them cope with the disability. It is important that the assessment measures both cognitive and adaptive aspects of an individual’s functioning because, “Mental retardation is a disability characterized by significant limitations both in intellectual functioning and in adaptive behaviour as expressed in conceptual, social, and practical adaptive skills” (Drew & Hardman, 2007, p. 19). Once an assessment of these areas has been completed an individual may be identified as having an intellectual disability.
Upon review of the case study on Ashley Martinez, I have reached the conclusion that there are three issues in this study, 1) the district did not set up the infrastructure to facilitate data driven decision making, 2) the administration fighting over which database will be used to gather data from and 3) the ad hoc committee could not reach a decision and the superintendent refusal to mandate on system. After review of the information, I have concluded that Principal Martinez knows that her problems are as follows: 1) one data base was not mandated to be used by all participants; 2) teachers were not computer literate; and 3) the teachers had not been prepared to use data to drive decision making in the classrooms. (Kowalski, 2008)
Similar to the other interview questions, the answers seemed to vary depending on the age of the child. However, all of the families discussed the issue of “acceptance”, rather it be acceptance for themselves, extended family members, or acceptance from the community and strangers. Other challenges discussed were dealing with family outings, discipline, and the child’s siblings. For the positive aspects, all of the participants discussed how their life “views” had changed for the positive. Other positives discussed were their child’s growth and support and relationships built with other special needs families.
My son is nine years old and suffers from Autism, Cerebral Palsy, and mental retardation.He was born prematurely and critically ill. Though odds were very much against him, he made it. A year later, after his first MRI, we first heard the words Cerebral Palsy. By the age of two I knew he was Autistic but we could not get a diagnosis until he was seven. He was put on medication to help his self-abusive behaviors and self-stimulation.
At times throughout your education you learn about families who have children with special needs – you may say to yourself “wow! being that parent must be so challenging” followed by expressing feelings of gratitude for the life you live, and then moving on with your life taking things for granted. However, this assignment places you directly in the shoes of such families. You get to really see how brave, strong and loving these families are. These families teach you that people are people all the same and no disability can label or determine a person’s life – it is part of them, not all of them. If someone were to say “I’m sorry” to Ms.Vo for having a child with a disability, she would laugh and say “why? I’m not”. Listening to Ms.Vo’s journey and observing Tammy will undoubtedly help me in my profession. You get to know a broader range of amazing individuals and hearing and viewing the needs of Tammy permits me to think of ways I can accommodate children who may have special needs in my classroom. For instance, maybe a child with special needs could use multiple visual aids and warnings before cleaning up and transitioning or maybe they need some form of leadership role like Tammy appreciates, in order to help them engage better among the class and their peers. This experience has also provided myself with a more broad knowledge on the many different resources that are available to the public and to a multitude of families, to which I can keep these resources provided and use them to further assist the families of the children in my future classroom. It is one thing to see on a PowerPoint the difficulties families can face when raising a child who has some type of a disability – whether its from medical bills, to finding resources, money or stress – but it is another thing to go out and experience and observe a chunk of a family’s life who have children with disabilities,
This interview was conducted to assess whether siblings of children with autism were at greater risk of emotional and behavioral problems. In the interview, 50% of the participants stated that siblings of children with autism are not at greater risk for emotional and behavioral problems. The other 50% of participants stated that siblings of children with autism are at risk for some emotional and behavioral problems because of the time and attention taken away from the siblings. Moreover, all participants reported that the relationship between siblings of children with autism normally are varies. Some siblings are upset because of the challenging behaviors of their autistic siblings and sometimes, they do not want anything to do with their siblings.
Rachel is a sixth grader with specific learning disabilities, lately she has not been completing her homework, receiving low grades on tests, and is not passing any of her classes. She has no drive or determination to do well in her classes. Students with learning disabilities like Rachel has usually have average or better intelligence, though have trouble in processing information that affect their learning. According to (Walcot-Gayda, Ph. D., 11/02/ 2001). Learning disabilities refer “to a number of disorders which may affect the acquisition, organization, retention, understanding or use of verbal or nonverbal information. A learning disability can be identified by consistent low grades and under achievement like Rachel exhibits in school.
Over the past few weeks, a number of local education agencies (“LEA”) have raised questions about special education prior written notice (“PWN”). Failure to provide legally sufficient PWN continues to be a frequent allegation in special education due process hearing. In fact, six of the Texas Education Agency’s (“TEA”) 2017 published special education decisions involve the issue of PWN. While the statutory requirements for the content of PWN can be found at 34 CFR 300.503, we would like to share some practical advice and address some common misconceptions.
I sent out multiple emails, trying to find someone willing or have the time to answer my interview question. The first person I interviewed was the Head of the Special Education Department, in my High School, Sue Shlapack. The first question I asked her was what advice would you give a future special education teacher? She responded with really listening to the parent. What I found interesting was Shlapack not only said to listen but said why by explaining how in her experience most parents are feeling. “Some parents present as feeling very guilty that their child has a disability. Reassure parents that they are doing a good job and that you understand that parenting can be difficult for anyone.” I never really considered this angle of thought
According to Morgenegg (2013), when you first learn that your child has a disability, the parenting practices will suffer and be affected. At first, they will experience sadness and sorrow, but through positive parental practices, they can get all things synchronize and satisfying as to the positive view of life. Parents should move forward and adjust to whatever happens once they found out and knew the disability possessed by their child. Parenting practices help give awareness to every family member to be aware and do all possible things that can improve their situation. They may take time to adjust to their child but, parents should also give enough positive encouragement to their disabled child.