Eds. Ann Charters and Samuel Charters. Boston, MA: Bedford/St. Martin's, 2001. 2032-2035.
It is not because the child has a learning disability, it’s because most teachers are not properly trained to interact with ELL’s. Teachers also find it difficult, due to lack of training, having ELL’s with learning disabilities in their classrooms. More teachers would find their selves comfortable if they had training in dealing with ELL’s and ELL’s with learning disabilities. This paper discusses the issues and the concerns teachers have in dealing with ELLs and ELLs with disabilities, the challenges of identifying individuals with learning disabilities, and what type of assessments classify English Language Learners as having a learning disability. First, teachers are rarely prepared to handle the challenges of assessing students who have a learning disability coupled with limited English proficiency (Haung, Milczarski, Raby, 2011).
There are many more variations. The creators of inclusion had the right idea in mind, but it is misused by many administrators and teachers because they aren’t focused enough on what the children really need. I believe that inclusion is not beneficial to normal children or special need students because of the difficult learning environment it creates. My oppositions leads a strong argument; every child should be able to experience a regular classroom in order to mature and socialize with other children in normal situations (Stussman 18). This is true; children need to be around other children in order to learn how to interact.
Take teachers, for example. Learning that some students are unable to control their behavior or have uncontrollable impulses leads to different treatments and from personal observation, less tolerance for that student. Due to these circumstances, teachers will either change their lesson plans or perhaps block out excess comments or sidebars from said students. Obviously treatment like that seems unfair because of disorder these students have no control over. Why should they be treated substantially different simply because they have a little extra
Similarly, at a young age, I was confronted with an alike situation. Not having the ability to fluently communicate with other classmates was one of the most difficult challenges that I have learned to overcome. As little as this may seem, various students of all ethnicities are too frequently misjudged by their minute disadvantages; language differences, lack of communication skills and relationships with adults, etc. ; these often seem like the decision-making factors that play a role in continuing students to be at-risk within the school system. Hence, the challenge is to alleviate the problem in which students’ personalities are at risk because they do not have an engaging school or community setting with sustainable relationships amid the faculty.
The children see failure as not being as smart as everyone tells them they are or simply stating the wrong answer to a question the teacher asks (Lahey). From creating this fear of failing comes the hatred of learning. Kids are beginning to learn that “mistakes are something to avoid” and as a result you have students who “are afraid to take risks, to be creative, [and] to be wrong” because they associate being wrong as being a failure (Tugend). Kids understand that mistakes will happen, and from these mistakes you should learn, but are being taught to try to avoid mistakes because it is too big of a risk for their grades and also other students and parent’s views of them. For example, in high-school students have the choice to take general, honors, or advanced placement classes.
Chapter six states that students with disabilities have a tougher time finishing their education rather than non-disability students. Another problem encountered in the classrooms is the teacher not letting the students have a voice especially when you expect them to follow the rules and daily routine. That type of teaching is called sham inquiry which does not educate the kids but just to keep them busy. Besides the sham inquiry there are different reasons for including students in regular classrooms one it’s expensive to have separate classroom and changes the instruction. People think that special education is very unique and only qualified individuals should teach those students but that’s not true.
These students are often ignored and not given enough individual attention, and therefore they experience difficulty and frustration all throughout their education. Teaching students with learning disabilities takes a knowledgeable and understanding teacher and often requires adaptation of the curriculum. The education of these students often needs so much “constant attention and fine tuning if they are to succeed,” (Mather, 3) that they hold the rest of the class back. It is these cases that students should seek an adaptive classroom program and individual attention to work on their problematic areas. The bottom line is these students cannot be allowed to fall through the cracks of our educational system.
Some teachers do not have the patience to work with students who have a hard time learning. Some teachers give up on the students who have a hard time learning. People who have a disability have a hard time being an equal in the schools, college, and workplaces. Some schools are pretty bad about