Medical Professionals Diagnose More And More Children Every Year With Disabilities

Medical Professionals Diagnose More And More Children Every Year With Disabilities

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Medical professionals diagnose more and more children every year with disabilities. According to the Centers for Disease Control and Prevention, about one in six children ages three to seventeen in the United States have one or more developmental disability (2015). “Developmental disabilities are a diverse group of severe chronic conditions that are due to mental and/or physical impairments. People with developmental disabilities have problems with major life activities such as language, mobility, learning, self-help, and independent living” (Centers for Disease Control and Prevention, 2015). The increase in prevalence among children in the United States positively correlates with increased need for knowledge of special education as well as children’s positive views of their peers with special needs.
Ashley Novak, a second grade teacher at Eisenhower Elementary School in Boulder, Colorado and Professor of Educational Foundations and Curriculum Studies at the University of Northern Colorado Fredrick J. Bartelheim sought to study changes in students perceptions of students with special education. As stated throughout the second page of the action research study article “General Education Students; Changing Perceptions of Students with Special Needs,” research continues to show increases in perceptions of special needs students when engaged in structured activities together (Novak & Bartelheim, 2012, p. 2). Moreover, North Dakota strives for inclusion in educational settings. Educational administrators and educators realize inclusion leads to positive understanding and respect, friendships, and improved achievement.
Novak and Baartelheim sought to answer the question, “Will general education students adopt a more positive percept...


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...on students. Not only do students with disabilities need to be in the general education classroom, but also teachers must construct opportunities of affirmative interaction. Students’ perceptions of one another greatly impact the self-efficacy and self-confidence of others, whether positively or negatively.
Interventions between all students allow for open-mindedness rather than the notion of differences when schools always separate students. When educators help all students recognize that everyone possesses strengths and weaknesses, they realize they must work on individual weaknesses and give glory to strengths and successes. Only then will the focus turn to a community of inclusion rather than stratification focusing on differences. All children deserve an environment where they are encouraged and accepted. Educators must create a world where this is the norm.

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