At California State University, San Marcos we have not only hundreds of student programs but also many help services for students as well. One is the Disabled Student Services that any student in need and on campus can be helped. They help a variety of students with physical and mental problems no matter if the term be for a short or long period of times. Disabled Student Services, also known as DSS, is located inside Craven Hall. One who is highly qualified to help these students is Michelle Diaz, who changed my opinion on how CSUSM helps all of their students.
Prior to Michelle coming to my GEL 101 class, I only knew about San Marcos having tutoring help along with the basic needs a school must have on campus, such as a nurse, psychologist, etc. Not only was I unaware of DSS but I had no idea the amount of help that they express to those students in need. Michelle continued to explain to us that the majority of the students have hidden disabilities as well as the amount of help that they give to our veteran students is so extreme, they have been recognized as well as rewarded for their achievements.
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Disabled Student Services has many accommodations for its members.
They have options for each special case yet the main things they exercise is finding note takers, offering advanced technology, and administering exams and quizzes. As technology continues to progress, CSUSM widens their opportunity to help their scholars. Tests may not be considered a challenge to those with disabilities yet some require extended time, breaks or any other necessary option. As DSS assists with administering these exams for those who require a different environment, it brings the playing field to a more equal
level. This program is ran by government funding and has continued to grow each year. The increasing number of people in need of DSS has been expected based on multiple sources, them being: our military veterans returning and attending college, the abundance of more programs in primary to secondary education and its advancement with their resources for students in need to help them with their education, and just CSUSM growing as a university. Any program similar to DSS can help many students succeed as well as feel more comfortable with their school and sometimes even themselves. With my prior knowledge of the topic being that psychologists and therapists help those in need of adjusting to a permanent or temporary issues and disabilities being more than deaf students needing aid with lecture, I had no complete perspective on exactly all that a DSS affair could offer. Ms. Diaz presentation confirmed my concept of DSS as she explained to all of us the resources they have for the students who require their services. My previous understanding of DSS services has now been considerably expanded. Year by year there are an uncountable amount of things that change and I am glad to say that a curriculum like DSS is one to be benefiting. As I myself have witnessed to a close circumstance where someone innocent is in need of constant assistance. Seeing that my nephew Leighland, now 4 years old, has problems that is entirely out of our hands makes me always wonder and question how challenging it will be once he begins to attend school. Leighland having to be under a constant watch because of his brain tumor affecting his mobility, reminds me that even if DSS is not a program to help his needs or maybe if they have not reached that point yet, it still makes me joyful that help is increasing to others that do not have the normal atmosphere. I hope that the Disabled Student Services strives to thicken their abilities whether it be the same types of people now or to an entirely new variety of people. As CSUSM there are many things that take part every day without others knowing, similar to my preceding interpretation of not being aware of Disabled Student Services. Michelle Diaz has truly opened my eyes to the countless activities my campus has to offer.
School leaders and faculty are responsible to ensure engaging, rigorous, and coherent curricula in all subjects, accessible for a variety of learners and aligned to Common Core Learning Standards and/or content standards. As a special education program for severely disabled students including all these requirements in curriculum that is differentiated for the array of needs in the school isn’t easy. In response to the suggestions made by Ms. Joseph the principal decided that the best way to address it while still attending to the needs of the school would be to created an inquiry team that will research the findings in order to help with the decision making.
Dillon, P., & Grammer, E. (2001). Success stories of students with disabilities noted in new book. Science, 294(5543), 879.
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).
Trio student support service programs are funded by the U.S. Department of Education and their goal for the programs are to encourage and assist underrepresented students who are in preparation and completion of a college education. Trio services offer career & academic planning, tutorial support, info with financial aid & scholarships, assistance with college applications & transfer, visitation to 4yr institutions, workshops addressing various aspects of college life, leadership development activities, cultural & social activities, referral to a college & community support services, and computer & study lounge access at the trio offices. To enroll in the trio service programs, must be a U.S. citizen or permanent resident, a registered ECC student, and meet one or more of these requirements: (1) 1st gen college student, (2) financial need, and (3) documented learning or physical disability
While many universities are seeking to attain increasing diversity student populations; some colleges are not equipped to support students with hidden disabilities. Hidden disabilities are disabilities that we can not identify with our eyes. This article addresses how we contact these student and finding the most effective way to address their individual issues.
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.
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...
Students who are eligible in the program if disabilities are verified. The students in question has to have a disability that limits their educational opportunities and impacts their abilities to fully integrate in the academic setting. The program
“I have been working with disabled students since 1974. Since much of my time is involved in resolving challenges that are difficult and plentiful, I usually don’t have much time to think about the satisfaction and rewards of the job,” said Dean Bork.
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.
Students with learning disabilities can learn; each student has his or her own strengths and weaknesses. Educators must continue to focus on the strengths of each student and building on them, creating a stronger student and person. Identifying the weakness is at the core of getting a student help with their learning disability, but after this initial identification and placement, the focus should shift to the strengths and adjusting the student’s schoolwork to reflect these strengths. For instance, if a student is weak in reading but has wonderful group interaction skills and is good with his or her hands, the students' reading tasks should then be shifted to reflect these st...
The majority of students with disabilities should be in an inclusive setting. These students are generally placed based on the Least Restrictive Environment (LRE). Furthermore, the majority of these students are able to keep up academically with their peers, even
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.
For my observation experience I went to Southern High School in Harwood, MD. Southern High School has a special education department for the students with disabilities. The teacher that I met with for this classroom observation was Ms. West. In the classroom there were at least four assistant teachers that helped Ms. West throughout the school day. The assistant teachers helped Ms. West co- teach the class and were there to help the students if they needed extra help. The school also has a couple of student aides that come in to help the teachers and the students in the classroom. There were at least twelve students in the classroom. The students in the class had many different exceptionalities such as learning disabilities, Down syndrome,