As a special education teacher, stories like Angie make me sad and angry all at the same time. I understand that teaching 20 to 30 students is difficult, but every child deserves an appropriate education and respect. I struggled with answering these questions with research and reading rather than with my heart.
Did her teachers provide her with access the general education curriculum? How?
I have to answer this question both yes and no. Yes, during kindergarten and first grade. Angie made normal progress within the kindergarten curriculum. Her troubles began in first grade where she struggled with associating sounds with words, but excelled in math, science, and other subjects that did not require reading. However, the teacher assumed because she was doing well in other areas, Angie lacked the motivational skills needed to learn how to read. Angie was held back in first grade after her teacher felt it would help her catch up to her peers. However, she continued to struggle and did as little as possible in class. Angie was referred for further evaluation in reading during the third grade. After the evaluations were complete and Angie started receiving special education services, her general education teacher did not focus on teaching her reading and spelling skills, because it was being taught and dealt with by the Resource Room teacher. The “no” part of this question is that her resource room teacher attempted to refer her to the “Honor’s Program” because she excelled in science, language, and math. However, the “Honor’s Program” teacher stated that “she was not sure that a child could be gifted and have a learning disability at the same time and that the program had very high and strict criteria.
To what extent does it appe...
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...arning, 2014). I believe that UDL can help children that are struggling. In school’s today much of the freedom and creativity that came with teaching is no gone. All the students are to learn the same thing at the same time in order to pass their states “high stakes testing”. However, we are finding that not all students fit into that box we have designed.
Conclusion
While reading and conducting research for this class, I am finding that more research is needed for mild disabilities. Although, laws are in effect to identify students with or at risk for disabilities and provide appropriate services, when required. Students with mild disabilities continue to struggle falling farther behind, and are at an increased risk of dropping out of school. Students with disabilities have the potential to and can learn, if we are willing to provide more assistance and support.
It is essential that all students have access to a quality education and an inclusive education system should meet their diverse needs. The Victorian Department of Education and Early Childhood Development [DEECD] (2014) stipulates that education providers must make ‘reasonable adjustments’ to support students with disabilities to comply with the standard. Graduate teachers should also demonstrate an understanding of legislative requirements and be able to identify teaching strategies that support the involvement and learning of students with disabilities (AITSL, 2014). They should understand the importance of focusing on what a student with a disability can do and work with the student’s strengths. A graduate teacher should know what resources, agencies and assistive technologies are available to support the learning needs of a student with a disability.
As societal pressures for higher education increase, more emphasis has been placed on the importance of a minimum of a bachelor's degree from an accredited college or university. This has led to the increased enrollment of students with learning disabilities over the past decade. According to a recent survey from the National Clearinghouse on Postsecondary Education for Individuals with Disabilities, one in eleven full-time first-year students entering college in 1998 self-reported a disability. This translates to approximately 154,520 college students, or about 9% of the total number of first-year freshmen, who reported a wide range of disabilities, ranging from attention deficit disorder to writing disabilities (Horn).
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.
Downing, J. E., & Peckham-Hardin, K. D. (2007). Inclusive Education: What Makes It a Good Education for Students with Moderate to Severe Disabilities?. Research and Practice for Persons With Severe Disabilities (RPSD), 32(1), 16-30.
The Individuals with Disabilities Act, 2004 (IDEA), has 14 different categories of disabilities (IDEA Partnership, 2012). Students with disabilities can be placed into two more distinct groups which are high incidence disabilities or HID and low incidence disabilities or LID. IDEA defines low incidence disabilities as those students with visual, hearing or significant cognitive impairment (Outcome Data, 2006). These students need personal that are highly trained in specialized skill and knowledge to provide early interventions and education. Those with LID account for less than one percent of the school population (Outcome Data, 2006). Students that fall into this category are usually educated outside of the general education classroom for part of the school day.
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.
High Incidence disabilities are mild disabilities that affect most of the special education students in schools today. “Approximately 36 percent of all students with disabilities served under IDEA have specific learning disabilities.” (Turnbull, Turnbull, Wehmeyer & Shogren, 2016 p. 104)The three areas that fall under the title of a high incidence disabilities are learning disabilities, mild intellectual disabilities, and emotional/ behavioral disorders. Students with high incidence disabilities are taught and spend most of their time in the general education classroom. They are supported in the classroom with accommodations, modifications, paraprofessionals and related services to help them succeed. They may spend a portion of their day receiving support from a special education teacher, or another related service providers such as a speech pathologist, physical therapist, occupational therapist, or social worker outside of the classroom. It becomes apparent when students start school which ones have a high incidence disability. This is because when they start school educators begin to notice they are different from their peers sometimes socially, behaviorally, or they begin to struggle academically. They all share some similar traits such as a short attention span and lower academic skills in certain areas or subjects. They may also have difficulties with their behavior or social development. At that point they may be referred to for testing or an evaluation to see what might be going on with the student.
Instruction. These two strategies are approaches that address classroom diversity in general education settings, and inclusion classroom settings. The idea of UDL is that instructional lessons, strategies, and assessments are planned with supports, which are more likely to be well-suited for students with special needs. The supports minimize the need for adaptations at a later time. Properly designed classrooms require fewer adaptations for students with special needs, is an ass...
What do you want to be when you grow up? The dreams of our youth often become the challenges of today and the challenges of today often become the blueprints of our future.
It is probably a mistake that I am standing here giving a speech for graduation. In fact it is probably a mistake that I am even graduating from this school at all -- believe me, just as most people in this class I have tested the limits of attendance, of sleeplessness, and of procrastination. At the beginning of my high schooling, I was even testing dropping out ... and if that wasn't a mistake, I don't know what was. After four years of Starr altering our minds, it seemed most fitting for me to spend my four minutes talking about mistakes. Thank goodness for them, by the way -- it is only when we truly screw up big time that we are ever stopped in our tracks -- stopped, briefly, to learn lessons of worth.
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.
Students with disabilities are far too frequently isolated and separated from the education system (Johnson). They are often provided a diluted, inferior education and denied meaningful opportunities to learn. There are many education rights for children with disabilities to protect them from discrimination, giving them a chance for equal opportunity to learn what other students are expected to learn.... ... middle of paper ... ...
As I ponder over my personal professional development experiences as an educator the realization of how one has developed over time is personally satisfying. Educating children especially children with special needs is a challenge within its self. As a teacher it is important that this writer makes a positive influence with students. There are going to be certain ideas that one tries to uphold and other discriminations that one will not allow. Everyone has their own beliefs teachers should do what is necessary not to infringe on others, but show children different way to think so that they have all the information needed to make educated choices. Children are open-minded they have not yet had to deal with or understand the injustices that they will encounter. If children are taught from an early age they will have the ability to succeed especially children with special needs as an educator my main goal is teaching the purpose of public schools, and education reform. It is my purpose to influence children and be positive influence.
High school. I never realized it would bring so many changes. As I walked on to campus my freshman year, my mindset was the same as it was in eighth grade; the young are invincible. And although I was excited to come to high school I had many fears. Would the classes be too hard, would I make new friends, what could I become involved in, and most of all -- what if I get lost? All of these fears eventually subsided and I, along with all of you, found the right classes and the right teachers. We all made new friends. We all got involved in something. During my freshman year, innocence surrounded me and although eventually my shell would crack, not until this year have I broken through. This year I decided that it is time to soar on my own. Graduation is the beginning of a new flight for all of us, the class of 1997.
As a prospective secondary mathematics educator, I felt that it was unfair that I would have special education students in my classes. I would rationalize my attitude by saying that I signed up to teach “normal” students, and that the special education students were not my problem or responsibility. I did not want to deal with them. I did not see them as individuals who seek meaning through learning.