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Inclusive education yesterday, today and tomorrow reflection
Inclusive education yesterday, today and tomorrow reflection
Inclusive education yesterday, today and tomorrow reflection
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Imagine coming into 4th grade on the first day of school and having the other children look at you funny and not understanding why. Nothing is more devastating than when you are excited to make friends and interact with the other children, but when the teacher hands out assignments and tells everyone to get in small groups, and you are excluded and have to work by yourself or with a teaching assistant. This is what it is like to be a 4th grader with Down syndrome.
Down syndrome is a medical condition where extra genetic material physically and mentally delays the way that a child develops (KidsHealth). Laws have been put in place to ensure that children with disabilities, including Down syndrome, are guaranteed to a free public education (National Down Syndrome Society). However, students typically at the elementary level, do not completely understand that other students with disabilities are just like them, regardless of their disability. It is more beneficial for students with down syndrome or those with other disabilities if teachers and administrators educated other students on how people with disabilities learn and function (National Down Syndrome
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Society). Children with Down syndrome can and do learn. Every child learns differently, but children with disabilities, such as Down syndrome, need modifications to traditional teaching (Marchenk). Teachers can modify assignments by breaking them down and using visual and tactical reminders throughout the assignment (Marchenk). It should not be assumed that because a student has a Down syndrome, that they cannot learn. Children with Down syndrome can do anything that other students can do. It has to be known that materials have to be presented in ways that benefit the student (Marchenk). Interaction with peers can be a critical motivator for students with Down syndrome (Marchenk).
Studies have shown that there are several benefits to an inclusive education for students with Down syndrome (National Down Syndrome Society). Since 1996, the National Down Syndrome Society has done research on the inclusion of young students with Down syndrome in general education classrooms (National Down Syndrome Society). The study has found that students with Down syndrome had similar learning characteristics, more so than different when compared to their nondisabled peers (National Down Syndrome Society). Teachers that were involved in this study, reported that they had more positive experiences with students with Down syndrome when they were grouped with their nondisabled peers (National Down Syndrome
Society). When teachers implement these changes to their curriculum, it makes students with Down syndrome feel more involved in classes. They describe students with Down syndrome as more eager to learn (National Down Syndrome Society). In the end, it all comes down to the teaching and learning environment. Teachers play a major role in whether a student embraces the experience of learning, especially when it comes to a child with Down syndrome. When the right modifications are made, students with Down syndrome have been known to excel in the classroom. (National Down Syndrome Society). Teachers need to create a wonderful learning environment for their students and use their gifts and talents to motivate them to learn (Marchenk).
Having Down Syndrome is a Horizontal identity. Most Americans view people with Down’s to be disabled and do not thing much past that. But, many people with Down’s see this simply as a part of who they are, just as much as the color of their eyes. To them, it is not a disability, but just a fact of life. Many outsiders do not understand this, which is why the Down’s community is so important. The Down’s community provides those with Down’s acceptance to their identity. While the rest of society rejects and pities them, within their community they can relate with others and be treated equally. Unlike with vertical identities where the parents are automatically insiders, parents must choose to whether or not to support their children’s horizontal identities. Some parents choose not to accept Down’s before the child is born and terminate the pregnancy while others do their best to make sure their child is comfortable in the world. Again, in more recent years, there are movements for society to be more educated and inclusive for those with Down Syndrome, but there is still a long way to go.
Disability can affect development in a variety of ways. It is important that every pupil feels valued and included. Diversity should be welcomed. Children should not be stereotyped because of
What do we do with children with disabilities in the public school? Do we include them in the general education class with the “regular” learning population or do we separate them to learn in a special environment more suited to their needs? The problem is many people have argued what is most effective, full inclusion where students with all ranges of disabilities are included in regular education classes for the entire day, or partial inclusion where children spend part of their day in a regular education setting and the rest of the day in a special education or resource class for the opportunity to work in a smaller group setting on specific needs. The need for care for children with identified disabilities both physical and learning continues to grow and the controversy continues.
...egative impact on the family, the favorable effect it has outweighs the harmful influence. The family may have a lot of stress and anxiety at first, but in the end, the child assists each person in his/her family to make themselves a better person. Down Syndrome has a perilous effect on the child, however. It puts the child in a vulnerable place; the child would have many physical disadvantages (developmental delays, etc.) as well as mental health issues (fatigue, mental retardation, etc.). Children with Down Syndrome are portrayed to be unlucky and although some are, most turn out to be a beautiful addition to the world. In some cases, the treacherous effects of the disorder can put children at more of a disadvantage than they need to be. Thus, gaining knowledge on the origins of Down Syndrome can help people to find an exquisite flower within the stained snow.
...ility, they are weak and are not as vigorous/ active as kids that don’t have down syndrome. Many kids with translocation down syndrome function differently than others because they have to deal with mental and physical problems unlike others and often need physical therapy. Not only that, kids with this disorder take intervention classes to try to improve the disorder as well as try to improve their physical, mental and intellectual abilities. Also, kids with down syndrome are slow in motor development(the ability to control one’s body movement’s). They also have verbal short-term memory loss.At school, kids with down syndrome should interact with others to build a foundation of social abilities allowing the child to be more sociable and participate in discussions in class. This will improve the level of functioning of a child with translocation down syndrome.
Down syndrome is a very common disorder now a day’s, but not many know what it actually is. Down syndrome was a topic that was not as common back in that day. “John Langdon Down, an English physician, published an accurate description of a person with Down syndrome. It was this scholarly
Have you ever been in a situation where you were confronted by a child who has Down Syndrome and were unsure of how to act around that child? I'm sure many of us have experienced the awkwardness that accompanies such a situation. Many people feel guilt or pity for these children, I believe these reactions result from a lack of knowledge about the condition. Which is why I have chosen this topic.
Down syndrome is a genetic disorder, associated with the presence of an extra chromosome. Downs is characterized by mild to severe mental impairment, weak muscle tone, shorter stature, and a flattened face. Down syndrome is not a very common disease, one in every 691 children are born with Down syndrome. The disability is an illness that people are born with and is not contagious. Most people with Downs have a life expectancy of about 40 or 50 years of age. They only live for that short amount of time because they begin to develop a similar disease to Alzheimer’s. “100% of people with Down syndrome will develop some physiologic signs of Alzheimer’s when they are over 35 years old in the U.S” (Statistics about Down Syndrome). They also die earlier because having Down syndrome increases the risk of leukemia 15-20 times in the US. Therefore most people with Downs will die because of leukemia or heart problems before the age of 50.
Having Down syndrome is like being born normal. I am just like you, and you are just like me. We are all born in different ways, that is the way I can describe it. I have a normal life"(Burke, C., n.d.). Where special education is concerned, one must always remember that exceptional learners are different, not less.
“The 1% of US students with labels of severe disabilities including mental retardation have been historically excluded from ‘inclusive’ education” (Bentley, 2008, p. 543). Laws such as PL 94-142 and “No Child Left Behind” (as cited in Bentley), say that ‘public school students with all types of disabilities be educated in the least restrictive environment—‘to the maximum extent possible…with children who do not have disabilities’ the majority of these students with special education labels, such as, mental retardation and multiple disabilities are still isolated in special education classrooms (Bentley, 2008, p. 545). Wehmeyer (as cited in Bentley), points out that mere access does not promote authentic participation (Bentley, 2008, p. 546). Burkowski et al (as cited in Webster and Cater), “Friendship has been defined as a bond between two individuals that is stable across time and involves mutual affection, mutual preference and having fun together” (Webster and Carter, 2007, p. 201). It is up to parents, teachers and other paraprofessionals to seek ways to facilitate and encourage the types of positive interactions that will foster these types of friendships. If done successfully all students will benefit and there will be true inclusion.
Most child dream of being superheroes. But Christine Enockson wanted to be a real world superhero, a teacher. Living in a small Wisconsin town, it was rare for there to be a child with special needs. Once Christine, or Chris as many people call her, discovered how school was different for these children, she passionately pursued a career to help those children. This passion led her to decide to be a foster parent. Throughout her life, Chris has made a difference in the lives of many children, including her own. Even though Chris has faced many hardships in her life, she continues to stay positive because of her faith. Chris’s help with special needs children and foster care have helped her faith cultivate and she is currently inspiring others
The true purpose of school is to prepare children for their future in becoming lifelong learners and global citizens. For children with special needs, special education services prepare and provide support for them in dealing with the challenges they face daily. Laws such as Individuals with Disabilities Education Act has enforced schools to provide education to all children and reinforces the purpose of the school, which is to provide children the Least Restrictive Environment to help them develop to their optimal potential. There are myriad of concerns regarding inclusion’s effect on typical developing students, yet a research done by Bui, Quirk, Almazan, and Valenti shows that “[p]resence of students with disabilities results in greater number of typical students making reading and math progress compared to non-inclusive general education classes” (p. 3). Therefore, inclusion not only benefits children with disabilities, but it also benefits typical developing student’s academic skills and allows them to learn acceptance and respect for students with disabilities.
David Vitter, a former U.S. Senator, once said, “I continue to believe that if children are given the necessary tools to succeed, they will succeed beyond their wildest dreams!” The goal of Child Life Services is just that, they want to equip sick children and their families with the right tools, both figuratively and literally, to help the children succeed. Child Life Services is a relatively new concept in many areas. There has been a growth in the Child Life Services in the last fifty years. This is fairly odd due to the fact that fewer children are being hospitalized, however the children that are being hospitalized are more severe and require longer hospital stays (Anderson).
We need to work on accepting and including children with Down Syndrome in local schools so that they are given an equal opportunity to advance their education and become successf...
Disability: Any person who has a mental or physical deterioration that initially limits one or more major everyday life activities. Millions of people all over the world, are faced with discrimination, the con of being unprotected by the law, and are not able to participate in the human rights everyone is meant to have. For hundreds of years, humans with disabilities are constantly referred to as different, retarded, or weird. They have been stripped of their basic human rights; born free and are equal in dignity and rights, have the right to life, shall not be a victim of torture or cruelty, right to own property, free in opinion and expression, freedom of taking part in government, right in general education, and right of employment opportunities. Once the 20th century