Introduction
Too often when people hear disabled people they only catch the deficit terms “disabled” and that generates in them a feeling of rejection. Even if the mentalities have evolved it is still hard to “normal people” to feel at ease with disabled people and treat them as equal. Sharon Vaughn, Jeanne Shay Schumm and James W. Forgan ( 2013) listed under disabilities: mobility, visual, or hearing impairments; speech impairments; chronic illnesses such as AIDS, diabetes, and lupus; seizure disorders; head injuries; painful conditions such as back injuries and carpal tunnel syndrome; psychological disabilities such as bipolar disorder and severe anxiety or depression; attention deficit disorder; and learning disabilities.
Whether they are disabled or not, every child has the right to be educated and it is the duty of the society to make sure that every student has access to equal educational opportunities, and the duty of teachers to ensure that every student participate actively and freely in class. More important it is the teachers’ duty to meet the needs of disabled learners in their classrooms. Even if studying the needs of all the students who suffer from the disabilities listed above would have been great, in this learning reflection the focus will only be on the blind, deaf and epileptic disabled students and how their needs should be met in high education
Brief definition of epilepsy, deafness and blindness disabilities
Epilepsy: Gretchen Timmel (2006) defined it as a neurological condition, which affects the nervous system. Epilepsy is also known as a seizure disorder. It is usually diagnosed after a person has had at least two seizures that were not caused by some known medical condition like alcohol withdrawal, extremely low blood sugar, heart problems or some other medical condition.
Deafness: is the inability of hearing sounds either partially or totally. According to Medilexicon, there is a difference between deafness and hearing impairment. Deafness is “a general term for inability to hear” while hearing impairment is “a reduction in the ability to perceive sound; may range from slight inability to complete deafness”. The safe network (2011) listed four levels of deafness which are: * Mild deafness or mild hearing impairment - people who are hard of hearing may have a little difficulty following speech in certain circumstances, especially if there is a lot of background noise, but can generally cope if the environment is favorable. * Moderate deafness or moderate hearing impairment – people with moderate deafness have some difficulty in following speech in most settings, but can generally get a lot of help from wearing a hearing aid. * Severe deafness - people with severe deafness hear no speech without the help of a hearing aid. * Profound deafness - people who are profoundly deaf, hear no speech, even with the benefit of a hearing aid.
Blindness: Millodot (2009) defined blindness as the best corrected visual acuity of 3/60 (20/400) or less, in the better eye. In another word it is the absence or severe loss of vision so as to be unable to perform any work for which eyesight is essential.

Needs of blind, deaf and epileptic students
From birth throughout their life, people with learning disabilities go through many challenges and sometimes have to face them alone due to the fact that people around them find it hard to help them. The more they grow the more challenge they encounter. From birth to 4 years old parents are the one protecting their disable children against the society who often confuse their disabilities for some sort of curse and make them feel less important and worthless than the “normal children”.
From 4 to the rest of their life, parents are no more the only one dealing with those children and the challenge now becomes more difficult. If integration and independence are difficult for “normal children” it is even worse for those children who already have a handicap. As for all learners, students with disabilities have the same right to education and full access to quality education. It is the reason why meeting the needs of that category of children should be a priority for the society, especially teacher and they should not make them feel less important than other children in any way. Before even meeting their needs, teachers should know that having learning disabilities does not mean being less smart or important than other students.
Because vision loss can affect their life, communication, orientation and mobility skills, and academic development, blind students should have access to teachers who understand the educational implication of being blind. For Bronfenbrenner (2000), it is important for teachers to understand the nature and degree of vision loss of the students. Integrating technology in their teaching will make teaching and learning easier for both students and teachers. “Technology can be a great equalizer. For the Braille user, it will produce material in Braille for personal use and then in print for the teacher, classmates, and parents. Technology enables blind people to store and retrieve information and brings a library under the fingertips of the visually impaired person. It enhances communication and learning and expands the world of blind and visually impaired persons in many significant ways” (Philip Hatlen, 1996).
Depending of the severity of the student’s hearing loss, their vocabulary development, idiomatic and grammatical english, abstract understanding and reasoning, as well as social skill development may be delayed (Szymanski, Lutz, Shahan & Gala, 2013). Depending of the range where they are located, students with hearing loss should be treated differently and teachers should understand that. Schools should allocate some funds for training teachers so that they can be well equipped to deal with hearing loss students or at least have among their staff member teachers who know how to communicate with them. Technology such as telecommunication devices for the deaf (TDD), telephone amplifiers, laptop computers or stand-alone word processors, sound field FM equipment on free field amplification or personal FM system can really make it easy for students with hearing loss to learn without many difficulties. And of course preferential seats, ensure that they understood the lesson at the end of the class or the use plenty visual aids can also really help them.
Having epilepsy is much more than having seizures. The families of epileptic children have to deal with a wide range of challenges that constantly change as the children grow old. Recent comparison studies demonstrate that adolescents with epilepsy have relatively more social problems than youth who do not. Social problems in adolescents include feelings of being different, social isolation, and being subject to teasing and bullying (Elliott et al., 2005). Many students with epilepsy have normal intelligence and even perform well in school. But for those which much complicated additional disabilities such as seizures, in their schools, their teachers should be aware of what type of seizure their epileptic students suffer, how often does it happen, how long does it last, how to handle a crisis, what triggers those seizures so that it can be avoided, what first aid is needed, the signs of a seizure and what to do after a seizures. “Ideally, the entire school staff should be trained in seizure recognition and first aid and should be familiar with or have access to the seizure response plan. Those staff members who work most often with the student should be very familiar with the plan, and should be encouraged to review the plan periodically” (Epilepsy Foundation of Michigan, 2011). For epileptic students, their teachers should give less memorization and more recognition task because seizures disturb their brain and make it difficult for them to memorize facts. Teachers should also expose them as many times as possible to the new information they teach them. Teachers can also tutor them where they will help them develop a good language and motor skills.
Even if it is true that actions should be taken to meet the needs of disable learners in high education, the most important factor is the acceptance and support of their families and their communities. As Bishop and Slevin (2004) pointed out, the attitudes of teachers and other education providers (including day care providers) toward epilepsy can significantly influence students' school performance and social skill development. Teachers play an important role in students life whether they want it or not and they should be well informed about the situations of their students in order for them to know how to provide their teaching in a way that suits their students. Disabled learners have real problems adapting to their communities because of their impairments. But even though they are trying their best to be part of our society, it keeps erecting barriers between as they call them “normal learners” and “disabled learners” which makes it very difficult for them to integrate themselves.
Jesus took human form and walked to earth. During his time on earth, he taught, fed, touched and healed all kinds of people without regards of their physical or emotional conditions. It is a lesson the society should learn and stop rejecting and oppressing others just because they are different. People should understand that disabled people are part of our society and treat them as their equals. In the parable of the great banquet Jesus made it clear when he said “When you give a dinner or a banquet, do not invite your friends or your brothers or your relatives or rich neighbors, lest they also invite you in return and you be repaid. But when you give a feast, invite the poor, the crippled, the lame, the blind and you will be blessed, because they cannot repay you. For you will be repaid at the resurrection of the just.”
People think disabled people are totally dependent on other people. What they do not know is that because they have to go through so much in their life and face so many challenges, disabled people develop character and in the process become even better people than “normal people”. And in Romans 5: 3-5 it is said “More than that, we rejoice in our sufferings, knowing that suffering produces endurance, and endurance produces character, and character produces hope, and hope does not put us to shame, because God's love has been poured into our hearts through the Holy Spirit who has been given to us.”

BENEFITS OF INCLUSION OF DISABLES LEARNERS
There are many reasons to provide opportunities for students with disabilities to learn and interact with their peers without disabilities. Integrating students can be beneficial for both groups of students, as well as for their parents, teachers, and program administrators (Raschke & Bronson, 1999). The society should give students with learning disabilities the opportunity to be equal and the right to be different.
Inclusion Maximizes Individual Growth and Builds a Sense of Community For students with disabilities, inclusion… | For all students,inclusion | For teachers, inclusion | For society, inclusion | affords a sense of belonging to the diverse human family provides a diverse stimulating environment in which to grow and learn evolves in feelings of being a member of a diverse community enables development of friendships provides opportunities to develop neighborhood friends enhances self-respect provides affirmations of individuality provides peer models provides opportunities to be educated with same-age peers | provides opportunities to experience diversity of society on a small scale in a classroom develops an appreciation that everyone has unique characteristics and abilities develops respect for others with diverse characteristics and sensitivity toward others' limitations develops feelings of empowerment and the ability to make a difference increases abilities to help and teach all classmates develops empathetic skills provides opportunities to vicariously put their feet in another child's shoes Enhance appreciation for the diversity of the human family | helps teachers appreciate the diversity of the human family helps teachers recognize that all students have strengths creates an awareness of the importance of direct individualized instruction increases ways of creatively addressing challenges teaches collaborative problem solving skills develops teamwork skills acquires different ways of perceiving challenges as a result of being on a multi-disciplinary team enhances accountability skills Combat monotony | promotes the civil rights of all individuals supports the social value of equality teaches socialization and collaborative skills builds supportiveness and interdependence maximizes social peace provides children a miniature model of the democratic process |
Adapted from Raschke and Bronson (1999)
Knowing what to do is not enough people should apply what they know and Kim Peek (2007) made it very clear when he stated “recognizing and respecting differences in others, and treating everyone like you want them to treat you, will help make our world a better place for everyone. You don’t have to be disabled to be different. Everyone is different!”

References

Bishop M., Slevin B. (2004). Teachers' attitudes toward students with epilepsy: Results of a survey of elementary and middle school teachers. Epilepsy and Behavior, 5 (3), 308–315
Bronfenbrenner, U. (2000). Developmental science in the 21st century: Emerging questions, theoretical models, research designs and empirical findings. Social Development, 9(1), 115-125.
Elliott, M., Lach, L., & Smith M. (2005). I just want to be normal: A qualitative study exploring how children and adolescents view the impact of intractable epilepsy on their quality of life. Epilepsy and Behavior, 7(4), 664–678
Epilepsy Foundation of Michigan (2011). Leading the fight to stop seizures. Retrieved from http://www.epilepsymichigan.org/page.php?id=363
Gretchen Timmel (2006). Teaching Students with Epilepsy: Strategies for Educators. Retrieved from www.massgeneral.org/childhoodepilepsy
Hatlen, P. (2000). Foundations of Education: The Core Curriculum for Blind and Visually Impaired Students, Including Those with Additional Disabilities (2nd ed.). Washington, DC: Heldref Publications
Kim Peek (2007). Diverse ability: Promote the inclusion of young people with and without disabilities. YCNI. Retrieved from www.ycni.org/downloads/publications/DiverseAbility.pdf
Luke 14: 12-14 (2001). The Holy Bible. Crossway Bibles
Millodot, M. (2009). Dictionary of Optometry and Visual Science (7th ed.).Butterworth-Heinemann: Elsevier.
Nordqvist, C. (2012, august 21). What is deafness? What is hearing loss? Medical News Today. Retrieved from http://www.medicalnewstoday.com/articles/249285.php.
Romans 3: 3-5 (2001). The Holy Bible. Crossway Bibles
Raschke, D., & Bronson, J. (1999). Creative educators at work: All children including those with disabilities can play traditional classroom games. Retrieved from http://www.uni.edu/coe/inclusion/philosophy/benefits.htm
The Safe Network. (2011). Understanding the range of the different types of deafnesses. Retrieved from http://www.safenetwork.org.uk/training_and_awareness/Pages/what-is-deafness.aspx
Szymanski, C., Lutz, L., Shahan, C., & Gala, N. (2013, May). Critical Needs of Students Who are Deaf and Hard of Hearing: A Public Input Summary. Washington, DC: Gallaudet University, Laurent Clerc National Deaf Education Center. Vaughn,S., Schumm, J.S., & Forgan, J.W. ( 2013). Instructing Students with High-Incidence Disabilities in the General Education Classroom. Association for Supervision and Curriculum Development retrieved from http://www.ascd.org/publications/curriculum_handbook/413/chapters/Instructing_Students_With_High-Incidence_Disabilities_in_the_General_Education_Classroom.aspx