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Case study on cerebral palsy
Cerebral palsy case study
Cerebral palsy case study
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Teachers are some of the strongest people out there, and with the help and adequate training a teacher can be able to tackle any struggle thrown in his or her path. The thought of having a child who is diagnosed with cerebral palsy may scare or even cause a large amount of stress to a teacher. Most children with cerebral palsy were diagnosed at a young age and have been in some type of intervention for the years that have been leading up to the child beginning public school. Teachers must remember that each child diagnosed with cerebral palsy I different, and they cannot use the same teaching strategies for each child. For teachers to ensure that a child with cerebral palsy in their classroom achieves not only curriculum standards but also …show more content…
My aunt, Denise Kretzschmar, is a Special Education coordinator at a local middle school and she states that, “Without the support from the families, the student’s would not succeed, and their general education teachers would not understand how to handle a situation that could occur from their child.” Every teacher, much like the parents, do have many techniques of how to manage their workload to not over stress themselves. Denise exclaims that being a special education coordinator is harder than being a regular teacher as having to understand each child’s disability can be a hard task. Although, she tells me all the time that she would never switch back to teaching in the regular classroom as, “there is no greater joy in life than watching each child who has a disability grow and participate in many general classroom activities with students who do not have a disability.” She told me during our interview that when the students who have disabilities are placed in the normal classroom for inclusion reach higher success rates than when in a special education room all day. Overall the impact of not only having specifically cerebral palsy, but any disability in the classroom makes all students have a higher success rate and all students are supportive over those who do have
“From a holistic constructivist perspective all children simply engage in a process of learning as they can in a particular subject area; how much and exactly what they learn will depend upon their background, interest, and disabilities” (Stainback and Stainback, 1992, pg.72). Inclusion and Full Inclusion you’re getting the best of both worlds. With two teachers who collaborate. Which means” to work together with another person or group in order to achieve or do something”www.merriamwebster.com. Using teachers that are well qualified, understand the students, and meeting the needs of every student. Working together as one, to achieve and meet their goals and objectives. Romans 8:28 says” And we know that all things work for the good to them that love God, to them who are called according to His purpose”wwwbiblegateway.com. We as educators are called for a high level of accountability to teach everyone. Whether its inclusion or full inclusion, giving them the right tools to succeed in life. By getting knowledge which is power to achieve and be successful to make it this life. As an instructional assistant in the public school system, working with students who have disabilities. We have days that are more trying and challenging than
The participants for this study were six pairs of elementary teachers from five elementary schools in one of the largest suburban school districts in the United States located in a large western state. One special education teacher and one general education teacher were included in each pair. Each teacher had the following qualification: (a) licensed in their field, (b) had taught in an elementary school that utilized pull-out resource instruction or full inclusion, and (c) had taught at least one special needs student who was in a general educator’s classroom at least 70% of the day. Special education were contacted first and asked to select a general education t...
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.
My personal philosophy of special education drives not from teaching in the field, but from, observations, and personal experience, and the workshops I attended. I have had the opportunity to work with individuals with special needs in many different settings, all this help cultivate my knowledge in handling the needs of the special needed student. Special needs students have the ability to learn, to function, to grow, and most importantly to succeed. The difference comes into how they learn or how they need to be taught. There are as many beliefs about the "hows" as there are teachers and each of us forms our own philosophy through our experiences and research. As a student in a special education teachers’ program, learners with special needs includes all students in special education programs in the public school system or other appropriate settings. However, the students I would like to focus on in my career are students with learning disabilities and therefore when thinking about learners with special needs, my mind focuses on this population.
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.
I have worked with many teachers in this line of work and have watched how they interact with the kids. I have worked with all kinds of kids with special needs, ranging from reading disabilities to severe mental retardation. Some of the teachers that I have worked with, I have not approved of their tactics on how they handled the kids, but you learn and you adapt. Eventually you will know what is right and what is wrong.
When your child has a brain injury or doesn?t grow like it should, it can lead to a disorder known as Cerebral Palsy. CP, as referred to, not only effects the brain, but also body movement and posture; (Stern).
Any of these difficulties cause an individual to require additional or specialized services and accommodations. This may include someone with muscular dystrophy that is unable to walk, needing the use of a wheel chair. Accordingly, the child not only needs the equipment that helps them get around, but they might need to have ramps or elevators available in the school. Furthermore, someone with ADHD, for example, will need a special education teacher whom is fully qualified to help them in school. Without the proper staff and equipment provided in a school for children with special needs, not only does it affect the child, it affects the whole community. The key to success in the classroom lies in having appropriate adaptations, accommodations, and modifications for these children. In order to fulfill the child’s full potential, accommodations in the classroom must be met, which falls directly back to the
In my opinion, people with brain damage should not be entirely and legally responsible for their actions, yet they should be held accountable with lighter penalties or rehabilitation. Nothing can replace the truth when one commits an offense, therefore, it is reasonable for people to accept the responsibility for their actions even though they are suffering from brain diseases. Generally, brain injuries can affect people in negative ways such as causing dysfunction; “antisocial behavior, poor decision-making and lack of impulse control” (Why are lawyers using brain damage as a criminal defense? The science doesn’t support it). Imagine when you lose your temper, a normal person would need a certain amount of time to be aware of their actions
Another way they might occupy the children is by a special education needs assistant who would discover ways to make the children learn things they are not self-confident in. For instance, they might make the children have a certain amount of sessions where they would improve their handwriting.
This quick guide/ pamphlet describe many types of common childhood diseases. The pamphlet briefly talks about what each disease is, how it is spread, and states ways to thwart or counteract the diseases. There are many diseases mentioned in this pamphlet but to name a few: Fifth Disease, Giardiasis, Hepatitis A, and Impetigo. This resource is helpful to many professionals working with young children. Teachers, Child care facility workers, and other professionals would use this information in their daily life with their students in case they ever have a scenario where there is childhood disease in their classroom. The source is informative and is easy to understand.
The name of my senior service site is Sertoma Centre, Inc. Sertoma location is 4100 W 127th St, Alsip. IL 60803. There I work with individuals with developmental, physical, and emotional disabilities. Also people suffering from mental disabilities. The majority of consumers I work with have autism or cerebral palsy. Some of the special needs of consumers suffering from autism are needing help expressing their emotions, communicating, learning, completing task, and help with their assignments. Cerebral palsy special needs include needing help moving from place to place, communicating, writing, and possibly needing assistive speaking devices.
I was born a miracle baby, which I believe is fitting enough. My umbilical cord was wrapped around my neck while I was in the womb, which led to my mother having to have a c-section in order for me to be born. It is pretty incredible what modern technology can do. A few decades ago and my mom would not have survived and I would not have been born. I have always been grateful for the doctors who performed this. I even wanted to become a doctor for a little bit while I was younger, but the whole profession just didn’t seem too entertaining.
He wakes up at 7 am every morning, asks for his bottle filled with pediasure, and does not get up unless he has his I-pad in his hand. He goes to the bathroom, is aided while brushing his teeth, and later is dressed for the day. Throughout the day he only eats crackers and peanut butter, certain fruit, and a soup with a banana for dinner. He uses his iPad all day to only watch Thomas the train video and enjoys watching “Pocoyo” on TV, only. He loves playing with his train tracks, playing his piano, designing with clay and building perfect towers with blocks. When he’s upset he slaps his arms and sometimes hits people. He has a small vocabulary. Nonetheless he’s loving, sweet, funny and smart. These symptoms are symptoms shared by children with
I was working at a camp and got into a conversation with a friend who has Asperger Syndrome about his experience with special education. He told me how long it took him to get into a program and how much those teachers had helped him to become the person that he was. The teachers were able to help him understand what he was learning as well as life lessons. He and other children with special needs at the camp I have worked at for the past few summers have instilled in me a stronger need to reach out to those in both special and general education classes. This was again enforced in the class “Intro to Special Education.” I was taught even more that school is not just about learning the information, but learning about yourself and how to grow in yourself. Each student is different and therefore each student must be seen as