Jesse Jackson once said, “If you fall behind, run faster. Never give up, never surrender, and rise up against the odds.” When I was younger I was diagnosed with a learning disability. Which affected my ability to keep up with my peers and academics. It made school more difficult, but I managed to overcome the challenge. Children with learning disabilities are just as smart or even smarter than most other children. The learning disability that I have is called a Neurological Disorder. In simple terms, it means that my brain takes longer to process new information than others. Throughout the years, I proved everyone that I could take on a lot of new information and process it all in my brain. Most importantly though I proved to myself that I …show more content…
could achieve academically. I discovered that successful individuals such as Walt Disney, Alexander Graham Bell, and Winston Churchill all had learning disability themselves and were able to be successful. Ever since I were younger, I was on an I.E.P.
Which stands for Individualized Education Program. I felt like I was not as smart as the other kids because I needed extra help in reading and math. Like Jesse Jackson said, never give up and never surrender. I know that I had a challenge, however I was not going to stop until I beat that challenge. Up until high school, I went to a different classroom to take any test or quizzes so I could process everything correctly and receive the extra assists. It was just like any other classroom, but with a small number students and a few more teachers to help everyone in the room. For example, if I needed a question read to me I was able to ask the teacher to read the …show more content…
question. Once I started high school, I started to become more independent and was able to speak up for myself. The first thing that I said to my teachers and my guidance counselor is to challenge me more in my classes. For instance, I did not have to go into a separate room to do a test or have the test read out loud anymore. In 10th grade, I took the common I.E.P testing and I got to get a lot of the recommendations taken off. As you can see it wasn’t easy to get most the recommendations taken off my IEP. I had to work twice as hard as most of the other students. One of the tools that helped a lot are audio books because when I was younger I used to loved to read, but by 3rd grade it became harder to comprehend after what I have just read, when I listen to the book, it is 100 percent easier for me to follow along because I can create an image of what the reader is reading in my head. Across from reading, with math I improved like sky rockets because at the very beginning of elementary school and going into middle school I felt like I could not keep up with the other students, but I practiced almost every night for each chapter or section that I had trouble with by doing a few more problems on top of the homework.
Now math is my favorite subject. Throughout my high school career I have taken Algebra 1 and 2, Geometry, Chemistry, and Physics. I still have the option to go into a smaller classroom for a test, if I want to. When I do take a quiz or a test, it does not matter if I am in the regular classroom or in the smaller classroom, I always read the question as if the teacher were teaching it to the
class. Aside from school, I love to dance. When I was younger I would dance everywhere; on the beach, at my house, even at the grocery store, but the place where I dance the best is at my studio. I have been dancing for about 6 years at the Braintree Academy of Dance. In training in ballet, lyrical, modern/contemporary, jazz, and hip hop. The reason why I love to dance is because I don’t feel different than everyone I can just dance, and not worry about all the stress. I feel free and dance to the music and have fun with my second family. I may not be the best student, and get straight A’s but I will say that I am capable of taking on any challenge that comes my way. From experience of having a learning disability and from dance throughout the years, I realized that no one is the same and we all learn in our own special way. No matter how challenging or how overwhelming school may seem, everyone finds the light at the end of the tunnel. You know what Jackson said, “If you fall behind, run faster, Never give up, never surrender, and rise up against the odds.” because we all have our own future to hold in our hands. My future will be my future, no matter what it is.
In the video presentation of How Difficult Can This Be? The F.A.T. City Workshop, Richard Lavoie is able to simulate several of the difficulties that a student with a learning disability has to face at school. Some of the difficulties experienced by the students are intrinsic to the disability itself, but many other difficulties are directly related with the emotions that the student experiences when attending a class, and as a result of his or her interactions with teachers and classmates. Both the United States law and the education system, have the opportunity to make a huge difference in the learning experience of every student with disability. Students with disabilities need to be guided to a path to education that is both feasible and accessible for them; with achievable goals, and by being provided what they need in order to succeed, and to be able to overcome any obstacles.
I was never one to be inclined towards math or science. I always felt that English and writing were more my speed, and in turn I enjoyed them more. From Susan Jacoby’s point of view as shown in her essay “When Bright Girls Decide That Math is a Waste of Time,” this would not have been a good enough reason for me to stop taking those subjects in my later years of high school. However, I disagree. I think learning, especially as you get older and closer to college-age, should be about the subjects that allow you to thrive and discover yourself, not about those that you struggle with and cause you stress.
The Department of Education states that an Individualized Education Program (IEP) is an academic opportunity for parents, teachers, administrators and human services personnel to provide assistance to students with disabilities. Individualized Education Programs are written plans that state specific learning goals and designate educational services that are designed to meet a student’s individual needs.
I read the Syllabus very carefully, as requested, and I do not have any questions. The topic I choose to do a web field trip on to search and return with one fact is “Specific Populations to assess: developmentally challenged”. I am using information from APA.org, which is where I found the one fact that was requested for this assignment. What I found was a set of guidelines for the treatment and assessment of people with disabilities that were developed by a task force of APA specialists. I am using the section “Testing and Assessment” which includes Guidelines 13, 14, 15, 16, and 17 (APA Task Force, 2017) I found the fact that I am going to share under Guideline 15 which is “Psychologists strive to determine whether accommodations are appropriate for clients to yield a valid test score” (APA Task Force, 2017, Guideline 15).
“No matter how many mistakes you make or how slow you progress you are still way ahead of everyone who isn’t trying.” This is a quote from Anthony Robins, an American life coach, self-help author and motivational speaker. Children with disabilities are often frustrated with the amount of mistakes it may take before they see progress.
I chose to do my paper on students with Individualized Education Program’s for this fact alone. The majority of these students do not look any different from the other students. They want to be a part of the general education classroom setting. They may have mainstreaming and inclusion with IEP’s which makes the lives for these students more thriving. The main goal I have discovered in my reading of Individualized Education Program is placing the student at the center. The student is the main priority and their IEP focuses on meeting their educational needs. In reading, Inclusion and Mainstreaming I learned in the past, physically and mentally disabled children were often stricken form society and placed in separate institutions. This ended on November 29, 1975 when the Education for all Handicapped Children Act was signed. The Act required the government to provide ample funding for all handicapped children from ages 3-...
The information given me by various professionals who have repeatedly evaluated my daughter is the biggest issue that I face in my life. In order for me to resolve my issue I need to explore whether my issue lies with the professionals and the process of evaluation, or with me not wanting to accept that my child is disabled.My six and a half year old daughter, Malia, began to show signs of delayed development at age eighteen months. Her speech started to regress and there were also behavioral signs that were significant enough for me to ask our doctor for advice. When was not concerned to the point that I was I contacted Multnomah County Developmental Disability department and requested that they evaluate Malia. They agreed that that were delays, and made a referral to Portland Public Schools Early Intervention Program for special services suchas speech therapy, occupational therapy, and other early learning resources for children with disabilities. I also switched Malia to a pediatrician who immediately referred her for a full-scale evaluation at Oregon Health Sciences University (OHSU) where they have an evaluation clinic for children with disabilities.
The Individualized Education Program is developed by a team that includes the parents of the student, a general education teacher, a special education teacher, a school representative (principal), a person knowledgeable about evaluation (school psychologist), and others at request of IEP participants. The primary job of the IEP team is to plan a program of special education and related services that is reasonably calculated to provide a meaningful education benefit. The IEP Process includes a review of assessme...
On Wednesday Jan 31, 2018 our class discussion was based on the History of Learning Disabilities which I must say was vibrant, thought provoking and interesting. Our lecturer Mrs. Anderson Leachman engaged us with high quality information from her researched presentation power point and experiences in the field of disability. We initially began with an ice-breaker “Guess Who?” in which we were asked to write something about ourselves and persons would guess who it is, it was fun and got our attention to begin class. We reviewed and discussed the many stages researches speculated the etiology and deficiency and developmental stages of children or the correct name for these symptoms and conditions.
A psychological assessment is a fundamental aspect in measuring intellectual disabilities (Drew & Hardman, 2007). Information provided from partaking in an assessment includes severity of the disability and an understanding of the individual’s limitations as a result of the disability (Drew & Hardman, 2007). Knowledge of these elements, as explained by Drew and Hardman, aid in determining the necessary supports required by the individual to help them cope with the disability. It is important that the assessment measures both cognitive and adaptive aspects of an individual’s functioning because, “Mental retardation is a disability characterized by significant limitations both in intellectual functioning and in adaptive behaviour as expressed in conceptual, social, and practical adaptive skills” (Drew & Hardman, 2007, p. 19). Once an assessment of these areas has been completed an individual may be identified as having an intellectual disability.
The purpose this paper is to analysis a student with learning disabilities in an inclusive classroom. The fifth grade boy has difficulties in reading and math, and the child’s mother will need support understanding special education guidelines. The general schoolteacher will have the child for two periods in an inclusive classroom, but the teacher is apprehensive about modifying the curriculum for the special needs child.
IEP stands for Individualized Education Program. An IEP is a written document required for each child who is eligible to receive special education services. It is provided to a student who has been determined first to have a disability, and second, to need special education services because of that disability. An IEP is very important and should never be overlooked by anyone. The purpose of an IEP is to make sure that only students whose educational performance is affected by a disability receive special services. An individual program plan is designed to make sure that students get the kind of educational experience that they deserve; an experience that results in success. The end goals for students who are on an IEP are to be involved in
The classroom is a diverse place where learners from all different genres of life meet. Included in these learners are those that display learning disabilities. According to the British Columbia School Superintendent’s Association, ‘learning disabilities refer to a number of conditions that might affect the acquisition, organization, retention, understanding or use of verbal or nonverbal information. These disorders affect learning in individuals who otherwise demonstrate at least average abilities essential for thinking and/or reasoning’. They also posit that ‘learning disabilities result from impairments in one or more processes related to perceiving, thinking, remembering or learning. These include, but are not limited to language processing,
How are Learning Disabilities Diagnosed? – A child is often diagnosed with a Learning Disability when they e...
Through my service I helped and assisted people who were born with a developmental disability. A developmental disability is a mental or physical disability, such as cerebral palsy or mental retardation, that is present during childhood, interferes with normal physical, intellectual, or emotional development, and usually lasts throughout life. With this type of disability, these people have trouble performing simple everyday task. My service called me to assist these people with everyday task that would seem simple to you and me, such as getting dressed, eating, household chores, going in public, and extracurricular activities.