Teaching Special Needs Students
My purpose for this paper is to find and list web sites that will assist teachers who are teaching "special needs" students. As more "special needs" students are entering the classroom, teachers need more and better information on teaching them. The purpose of this paper will be to enable teachers access to information about teaching these students in the field of Geography. It is my endeavor to create a list that will span most grades that will be helpful to both new and experienced teachers.
When teaching special needs students, we must search for the best way to instruct them to ensure that they have the best education available. The following are just a few ways in which we can insure that the students are getting the proper education. General Guidelines The exceptional child's basic needs and goals for geography are not so different from those of the "ordinary" child, but the means of achieving those goals and fulfilling those needs may be different. The following general practices are crucial in teaching exceptional children.
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.
2. Consider learning styles and modalities when planning instruction. An exceptional child might be an auditory learner who remembers geographic items they have seen, or perhaps a kinesthetic-tactile learner who ne...
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Gary Hopkins Education World "A Boring Lesson in Geography." 1997. http://www.education-world.com/a_lesson/lesson004.shtml (April 19, 1998)
Amy Vick, "The Fifty States." 1997. http://nicanor.acu.edu/~armstrongl/geography/states.htm (April 19, 1998)
"Helping Your Child Learn Geography." http://www.ed.gov/pubs/parents/Geography/ (April 19, 1998)
Monica Belyea "New nutrition education web site for kids." 1997. http://archives.gsn.org/k12opps/0997/0065.html (April 16, 1998)
Maagum "Cyber Club." 1997. http://www.kidsfood.org (April 19, 1998)
Eric 1997. http://ericir.syr.edu/Virtual/Lessons/Social_St/index.html eric (April 16, 1998)
Eric 1997. http://ericir.syr.edu/Virtual/Lessons/Social_St/Geography/index.html (April 16, 1998)
Morgan "Lesson Plans and Activities." http://www.morgan.k12.ky.us/LINKS/lessplan.htm (April 16, 1998)
Kingston begins with a brief introduction of the American occupation of Japan following World War II from 1945-1952. He notes that the principal focus of the US occupying forces was to demilitarize Japan and convert it into a democracy. Japanese troops have been demobilized and “in the first two years of the Occupation purges of thousands of officers, bureaucrats and industrialists blamed for the war were a further hedge again a revanchist threat.” (9). A policy of democratization was also important. “By spreading power within the government and among all citizens, including voting rights for women, and by supporting a robust press and unions, the Supreme Command of the Allied Powers (SCAP) was attempting to inoculate Japan from the scourge of militarism,” points out Kingston (10). Yet, the author agrees that despite half a century of what may seem to have been positive changes, the Japanese themselves are still having different opinions of the US Occupation. For instance, “conservative Japanese frequently trace many of Japan’s current social problems back to the Occupation … they see women’s legal equality, the end of the patriarchal ie system, educational reforms, the new Emperor system, demilitarization, etc., and a vague process of Americanization as harmful to the Japanese social fabric.” (16)
The development of cities is essential in the development of a civilization. Egypt’s cities began close to the Nile River. The Nile ran directly through the land and was the main attraction to settlers. It flooded every year, and in doing so, it fertilized the ground and allowed the growth
Shirley Jackson wrote many books in her life, but she was well known by people for her story “The Lottery” (Hicks). “The Lottery” was published on June 28, 1948, in the New Yorker magazine (Schilb). The story sets in the morning of June 27th in a small town. The townspeople gather in the square to conduct their annual tradition, the Lottery. The winner of the lottery will stoned to death by the society. Although there is no main character in the story, the story develops within other important elements. There are some important elements of the story that develop the theme of the story: narrator and its point of view, symbolism, and main conflict. The story “The Lottery,” by Shirley Jackson, argues practicing a tradition without understanding the meaning of the practice is meaningless and dangerous.
A nation’s decision to go to war is not one that can be taken lightly. War requires a great deal of sacrifice and more often than not, results in a great deal of pain for an entire nation. For some, the humiliation of defeat may be worse than any physical pain one car endured. As Pearl Harbor and the Coming of the Pacific War by Akira Iriye shows, Japanese leaders decided that war with the USA was in the best interest of their nation, knowing full well the cost of war. The Japanese leaders` anxiety over the self preservation and self defence of their nation, their anxiety over perceived hostile attitudes from the west, and the importance of making a timely decision on war led them on a path that resulted in war with the USA.
The students in our classrooms, both special education and general education classrooms, require individualized education to reach their full potential. Each child’s potential is different just as each child’s road to reach it is different. Our job as teachers is to be there for the student’s to help them reach their potential through their own unique way.
Soukup, J. H., Wehmeyer, M. L., Bashinski, S. M., & Bovaird, J. A. (2007). Classroom variables and access to the general curriculum for students with disabilities. Exceptional Children, 74(1), 101-120.
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
Two years ago, I embarked on a journey that would teach me more than I had ever imagined. As a recent college graduate, I was thrilled to finally begin my teaching career in a field I have always held close to my heart. My first two years as a special education teacher presented countless challenges, however, it also brought me great fulfillment and deepened my passion for teaching students with special needs. The experiences I have had both before and after this pivotal point in my life have undoubtedly influenced my desire to further my career in the field of special education.
The Lottery is one of the American’s most famous short stories, written by the novelist and nonfiction writer Shirley Jackson (1919–1965), published in June 26th of 1948 by The New Yorker for the first time. This story happens in a small town countryside where social and economic aspects were based on Tradition. Shirley “oversee the human behavior” (Votteler, 248) and its “capacity for evil within a contemporary setting” (Cromie,180), and “the danger of the ritualized behavior” (Cromie,180); therefore, what I believe to be the most important, the need to question our traditions specially when it include “victimization of an individual” (Votteler, 248) for social benefit.
Hasegawa, Tsuyoshi. “Racing the Enemy: Stalin, Truman and the Surrender of Japan.” Taking Sides: Clashing View in United States History. Ed. Larry Madaras & James SoRelle. 15th ed. New York, NY. 2012. 289-298.
The debate over Japan’s potential instigation of World War II raged on as intensely as the aggressive policies of Japan in question. Both teams engaged in total warfare, utilizing statistics, harsh interrogations through cross-examinations, and all other weapons available to them, in order to defend their grounds from attack. But while some arguments had proven to be successfully devastating, several others had been misused, misinterpreted, or simply unstated; specifically, the contentions regarding Japan’s excluded state from global international politics, the trigger of the Second Sino-Japanese War, and the rationale behind the attack on Pearl Harbor could have been substantially augmented on both sides.
Ysseldyke, J. and Algozzine, B. Special Education: A Practical Approach for Teachers. 3rd.ed. Boston: Houghton Mifflin Co., 1995.
Fifty years after the end of the second World War, it is easy to look back on the American occupation of Japan and see it as a mild nudge to the left rather than a new beginning for the country. We still see an emperor, even if only as a symbol. Industry, when it was rebuilt, was under much of the same leadership as before the war. Many elements of the traditional lifestyle remained–with less government support and in competition with new variants. The Japanese people remained connected to a culture which was half western and half Japanese. Nevertheless, it is irrefutable that the surrender in 1945 had a major impact on the lives of the Japanese. Political parties, elected by the populous, became a great deal more influential in the government. This changed the dynamics of Japanese industry, even if the zaibatsu were sill the foundation of the economy. Financial success took on a new character; the production of high tech goods for sale to the world’s most developed countries was now a better source of income. The affluence of the upper class was more evenly distributed. On a broader scale, for the first time, America had more influence than European powers. The prevention of the formation of a military put the focus of the government on trade, the United Nations, and the cold war rather than an empire in Asia. Simultaneously, social attitudes and lifestyle were more independent of the government and consumer led.
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.
"It takes a special kind of person to care for a child with special needs" wrong, actually a child with special needs will inspire you to be a special kind of person. Special education refers to a range of social services provided mostly by public schools for people with disabilities. Special education offers different services depending on the special needs of the person. To sum up in this paper you are going to know the different teaching techniques, the technology specialized teachers use and how special kids respond to these kinds of programs.