...Special Education For Children With Disabilities Millions of children in our nation are identified as being "children with disabilities". Prior to the 1960s, millions of children with disabilities received inadequate or inappropriate special education services from the public schools and another 1 million children were excluded from school altogether. Disabilities such as autism, poverty, and racism are just a few of the “disabilities” that have blocked the pathways of over a million people thought out the US. My goal for this paper is to thoroughly examine the three main factors that I personally believe have the most traumatic and continuous effect on society that will ultimately repeat itself and create a pattern of issues that society will be forced to resolve in the future. It is my desire and personal goal to acknowledge each issue that many children face, label and prove it to be a awful disability, an find a realistic resolution to each issue addressed as a disability. According to the National Center for Children in Poverty, in the United States, 21 percent of children live in families with incomes below the federal poverty line. Although many of these families have working parents, low wages and unstable employment make it difficult to provide the necessary resources for proper childhood development. Not only does research indicate that poverty is a threat to a child's well-being, but it also affects his ability to learn. Regular attendance at school is important...
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...The Life of a Special Education Teacher July 13, 2011 AED/222 The different ways Special Education teachers of severe disabled students are to look past the student and to be very “non judgmental” and appreciate the small steps/goals the student is making and work up from there. It can be very frustrating for the teachers with all the demands of paperwork with IEP’s and the portfolios of every student in their classroom. Also, with in the classrooms interruptions with professionals (i.e.: as in physical therapist, speech therapist, and administrators) in and out of the classroom. It leaves not much time for learning because the toileting, hygiene, and eating do take a big part of the day. The teachers usually have a full time assistant in the classroom or two depending on the need in the classroom; this helps the Special Education teacher complete tasks in the classroom. The teacher can work on a student one on one and the assistant can help with the other students needs. (Severe Intellectual Disabilities and Multiple Diablites, 2007) Some of the intellectual disabilities that teachers may encounter I have found are ADHD (Attention Deficit hyperactivity Disorder), Angel man syndrome, Aspersers Syndrome, Autism, Cri Du Char, Down Syndrome, Dysphasia, Dyspraxia, Epilepsy, Fragile X, Klinefelter Syndrome, Pervasive Developmental Disorder, Prader-willi Syndrome, Rett Syndrome, Trismoy, Soto’s Syndrome, Tourette Syndrome, Tuberous Sclerosis, and Williams Syndrome. (Activ...
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...The lack of parental participation in special education remains an issue. Despite putting different practices in place for children with learning disabilities it seems the attention and the drive to do it is not there. Parental Involvement is still limited whether it is because of not understanding the disability of the child or severity, or becoming overwhelmed or just no time because of lack of time management. This paper gives a study of facts and details of things that can possible aide in getting the parent involved in the child’s educational process. Every child should be educated no matter what the circumstances. The reason why most children do not succeed is due to the lack of parental involvement in their education process. The government has placed many policies in place to help parents get involved. The individuals with Disabilities Education Act (IDEA) are a law that ensures disabilities throughout the nation (U.S. Department of Education, 2011). In this essay I will give supporting details about the No Child left being Act, potential involvement, limitations and ways the parent can participate. The No Child Left Behind act has been the law for nearly 10 years. In the year 2011 President Bush requested Congress to reauthorize ESEA/NCLB in 2007. The Obama administration introduced his version for ESEA which stands for Elementary and Secondary Education Act and Congress still did not respond. This is where the parental involvement and the people are able to get involved...
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...of education. To evaluate the scenario, laws and statues as well as similar court cases will be compared and used to determine proper action for and against the presented scenario. The scenario entails about a high school principal refusing to provide special education to a severely disabled tenth-grade student. The principal is very prominent as she worked as a special education teacher and an assistant principal in a wealthy school district. Based on the presented scenario, this evaluation will assess the possibility of ruling in court as well as give an opinion on the matter. Keywords: special education, principal, parent, disabilities, court Special Education for Student with Disabilities Debbie Young is a high school principal of esteem. Not only was she a special education teacher, but she was also an assistant principal of a wealthy school district in the South. Young was approached by the parent of a disabled student named Johnathan to enroll her son in the district. Johnathan is severely disabled with multiple disabilities that require constant care by a specialized nurse. His is mentally disabled, has a seizure disorder, and has quadriplegia. Debbie Young refused to enroll the child because of the necessary expenses and the belief that the school would not be able to appropriately tend to his needs. Laws that protect the rights of students with disabilities are present, but the laws may or may not correlate with the aid in the situation. Special education is a...
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...Introduction Special education has brought out the best and the worst in our society. Special education is often viewed as unreliable, inflated and in some causes even discriminatory. It’s the manner in which students are referred to and then placed in special education. In the past 30 years special education has grown in numbers. According to NPR.org one in seven students, is classified as having a disability. That’s 63% more than when special education programs officially began in 1976. The concern is, what happened in those 3 decades to allow a generation of children to decline mentally and intellectually. There are 13 categories of special education under IDEA: autism, deaf-blindness, emotional disturbance, hearing impairment, mental retardation, multiple disabilities, orthopedic impairment,otherhealth impairment, specific learning disability, traumatic brain injury, speech language impairment and visual impairment including blindness (nichy.org). Two categories made substaintial gains. The number of students labeled with a specific learning disability tripled and the category of other health impairment quadrupled. These categories caused an increase of students placed in special education as a whole to an increase of 86%. Special education has many issues that may hinder or accentuate our present state of consequences. According to Kaufmann (1999), special education is characterized as: Special Education: Past Historically...
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...Patty Daniel Grand Canyon University SPE 526 Educating Learners with Diverse Needs September 14, 2010 Introduction What is special education? Special education means specially designed individualized program or service to meet the unique needs of students with disabilities. The steps in the special education process starts with a referral. Students suspected of having a disability are referred to a multidisciplinary team to determine eligibility for services. Then, the committee arranges for an evaluation of the student’s abilities and needs. Based on evaluation results, the committee decides if the student is eligible to receive special education services and programs. Next, if the child is eligible to receive special education services, the committee develops and implements an appropriate IEP, based on evaluation results, to meet the needs of the student. The committee must determine the student’s placement, ensuring that services are provided in the least restrictive environment (LRE). Unless the student’s IEP requires some other arrangement, placement must be close as possible to the student’s home. The IEP is reviewed on an annual basis and reevaluation is conduct at least once every three years to revise IEP and services. The Five Key Points The key points in the text reading are as follow: 1. A description of the special education process. 2. A discussion of the three modes of collaboration and the three models for teaming. 3. A brief description of...
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...Special Education Your principal has come to you as a member of the Child Study Team and asked you to present an inservice to the classroom teachers of your building about their role in the IEP process. Provide detailed information about your presentation, helping teachers to understand how important their input and collaborative efforts will be to the Team process. Classroom teachers need to do a number of things as participants in the IEP process. It is, after all, a process that is ongoing from the time a child’s problem is observed until the child is identified as a special education student. Even after that, the classroom teacher, as part of the Team, is a valuable participant in the success of the child. First, teachers need to be observant and cognizant of the abilities and inabilities of his/her students as compared to the age and grade level of the rest of the students in his/her classroom. In this way, he/she can determine whether the differences noted are obvious enough to result in a discrepancy between achievement and ability and detrimental enough to the child’s success to warrant a comprehensive evaluation. Next, he/she needs to document, document, document—document behaviors, document strategies attempted, and document the results of those strategies—did they work or didn’t they? All classroom teachers should be trained and involved in the GEST (General Education Support Team) process. This process looks at regular education students and determines whether...
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...The Pre-Referral Process Heather Walden SPE-523N Module 4 May 28, 2014 The Pre-Referral Process The pre-referral process is a preventative measure that can help to eliminate inappropriate referrals for special education. Pre-referral supports general education teachers when they have students who exhibit academic or behavioral problems. During the pre-referral process, teachers document and explain the various difficulties and challenges that the student has and finds various instructional interventions to see if progress can be made. The pre-referral process helps students to not to be misidentified and placed in a special education program. If modifications/accommodations can be successfully made within the general education classroom and students’ progress, then the misidentification of students’ would be less. However, if the interventions that are put in place and do not improve the performance of the student, the next step would involve referring the student for an assessment to determine possible eligibility for special education services. Using the pre-referral process helps maintain children within the least restrictive environment and relies on special education as the last resort (Brownell, Sindelar, Kiely, & Danielson, 2013). There are two programs used in the pre-referral stage, one is Response to Intervention (RTI) and the other is Positive Behavior Interventions and Supports (PIBS). There are three tiers of intervention associated with RTI, the first...
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...day, or in the same way.” As a special education graduate student, I strive to exemplify the SOE Mission and Values in my everyday life, current job, and future career as an educator. One of my greatest roles as a future special education teacher is to advocate for my students and provide them with the education they deserve. As an educator, I will encourage diversity within the classroom and community and lead by example. These students are much more than their disability, and they deserve to be treated as such. I will make every effort to encourage my general education colleagues to teach in a way that allows students with disabilities to grow and succeed in their classroom....
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...Case Study #10 In the following case study, I learned all about Thasya Lumingke was and her struggles with autism. There were many things that I was able to learn from this case study that will help me be a better teacher one day. One thing that particularly stood out to me was the way the special needs teacher illustrated the commitment to her job. She talks about how teachers need to be willing to work with students no matter how hard it may be. No teacher should ever give up on his or her students. This would be wrong. Yes, teaching is difficult, but you have to understand that you are not always going to be perfect. Once you build a connection with you students, you will be able to work with them effectively, and they will be like your family. Another thing I learned is that inclusion is important for both students in the general education classroom, as well as students in special education. In regards to students with autism, it is proven to be beneficial. Using a universal design for learning will help all the students in the classroom. Also, differentiated learning styles are extremely beneficial as well. I think that it is important for students to have various methods of learning so teachers as well as students can understand what works best. Overall, I think that when I become a teacher I will be able to apply these teaching methods in my classroom. Whether or not the child is autistic or not, using a universal design of learning, differentiation, and being passionate...
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...How can ICT support the learning of children with special educational How can ICT support the learning of children with special educational needs? ICT can support the learning of children with special educational needs [SEN]. It enables children with SEN to overcome barriers to learning by providing alternative or additional methods of communicating within the learning process. Moreover, it also helps teachers to create a supportive framework, which can enable autonomous learning. When used creatively, ICT can enrich and enhance teaching, motivating pupils and engaging them in active learning. But how is this achieved? The range of special needs covers a very wide spectrum. It will be necessary therefore to examine how ICT can support the various needs. Standard equipment is often suitable for children with SEN. the settings of the computer can be changes to make it more computer friendly. The mouse motion can be slowed down for better control. The toolbar can be created to suit the children's needs. However if this is not suitable there are many peripherals and devices, which can support children with SEN, but not all are appropriate for everyone. For those children with a physical disability a variety of switches, optical pointers, voice controlled devices and word prediction software has been designed to overcome the problems these children have using traditional input devices such as the mouse and keyboard. However according to Semerc [2000] these...
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...History of Special Education Erin Hauser SPE/300 May 4, 2015 Tabatha Astacio Arce Introduction Special Education has come a long way particularly since the enactment of two federal laws: the EHA (Education for All Handicapped Children Act) and the IDEA (Individuals with Disabilities Education Act). The EHA requires public education for all children with disabilities and the IDEA requires special education for those children. How Terminology Has Changed The term “mental retardation” has such an offensive vibe to it. Many teachers get upset when people use this term. However, it is used because that is what was written into the text of federal law. It says “ …a learning problem that is primarily the result of visual, hearing, mental retardation…” (20 U.S.C. 1401(30)). Some states have changed the terminology in their state statutes to “cognitive disability” or “intellectual disability”. Many people do not like the words “handicap” or “crippled” even, as it implies a negative feel towards the person. Some believe this makes us focus on their disability instead of the person and their gifts and talents. Many people refer to people with these struggles as “exceptional” as others have preferred “challenged” or “differently-abled”. Our society tends to focus on the negative in people or the “different” in people who don’t fit the “normal” criteria such as fashionable, intelligent, middle to upper class, athletic. Why Students are in the Least Restrictive Environment ...
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...Classroom Behavior Management Guidelines for Success INTRODUCTION How do the most effective teachers… • manage behavior in their multi-ethnic, multi-cultural classrooms? • develop and use classroom rules and routines? • use classroom consequences that work? • design positive behavioral supports for challenging behaviors? • avoid career- and health-threatening frustration and burnout? The establishment and maintenance of safe and supportive classrooms that contribute to high quality student achievement are critical skills that are rarely taught at the university. Consequently, those skills must be crafted and honed “on the job.” Each school and each classroom presents its own unique challenges, and because every year brings a new group of students, teachers must become lifelong learners. The foundation of this learning lies in just a few research-supported principles and actions, TeachSafeSchools.com and the Melissa Institute for Violence Prevention and Treatment have condensed the information for ready consumption. Everything starts with TEACH: T.E.A.C.H. T – Tailor for diversity. Make it a point to know as much as possible about your students, including their diverse cultural, ethnic, behavioral, and learning characteristics, along with stressors they may experience outside of school. E – Encourage positive behavior. Aim for a 4:1 ratio of positive comments to negative corrections for all the students. A – Arrange the environment...
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...I am currently teaching special education at Central DeWitt High School and I work primarily with students in the 10th–12th grade. I have been co-teaching throughout my 9 years in education and for the last 3 years I have co-taught with 4 different content teachers. In the last year, I have added the title of curriculum and professional development leader in special education. This position requires that I organize the professional development for 18 special education teachers, in kindergarten through high school. This position allows me the opportunity to organize, plan, maintain, and train each staff member. I have also taken on leadership opportunities within the school district. I have been on the calendar committee, homework committee,...
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...SPECIAL EDUCATION - PHILOSOPHY My Special Education Philosophy S. Bruce Butrym Grand Canyon University: SPE 529N January 26TH, 2012 My Special Education Philosophy Philosophy…Webster defines that thought as, “a discipline comprising as a core logic, aesthetics, ethics, metaphysics, and epistemology.” With all due respect to Mr. Webster, combining the aforementioned subjects within a philosophical statement for one’s purpose in life may be the correct approach for ivy leagued institutions, but for an individual striving to reach high school age students within the Autistic Spectrum, in a TMD self-contained classroom; leaning ever so closely to a PMD format, a more down to earth approach would seem more appropriate. As such, after reviewing each of the core areas of philosophy, the subject of Metaphysics drew my attention. Defined in layman terms… Metaphysics allows me to, for one, to consider all I interact with within the schools four walls as “real beings”; and secondly, to consider those “real beings” as “genuine constituents” of the world that can hopefully can add additional strength to the makeup of that world. A major component to the development of my philosophy was to take advantage of the opportunity to interview a number of staff from my local high school; to review what these seasoned staff members had developed...
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