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As a student with a learning disability, I’ve spent my academic career in Special Ed with other kids with learning disabilities. I know how it feels to be viewed as different and less capable than other kids. I know how it feels to have people define you by your differences instead of by the things that we all share, like the desire to belong and to achieve and to be successful. I have lived with a certain frustration of hoping to be accepted for who I am and what I can do. It’s not that I want to be just like everyone else, because I like who I am, and being different and unique is cool. So often I hear how the lack of diversity hurts businesses and communities, because they don’t understand or represent different types of people. Diversity
“The Short Bus: A Journey Beyond Normal” by Jonathan Mooney is the story of his journey around the U.S. in short bus nonetheless to meet with different children and their families who have faced challenges in school due to ADD, ADHD, Autism, and other learning disabilities. Jonathan Mooney himself faced the disability of Dyslexia and often had to deal with many challenges in school himself, but he appears to be one of the more fortunate ones, who was able to grow from his disability and ultimately get a degree in English. Needless to say, his book and journey lead the reader to question what really is “normal”, and how the views of this have caused the odds to be stacked against those who don’t fit the mold. Throughout, this story, for me personally however, this story gave several events that I found moving, and had the potential to influence my further work in education.
Perhaps if everyone realized the wisdom in the famous proverb, “before you criticize a man, walk a mile in his shoes”, people would have more empathy for those who may seem to be atypical. The video How Difficult Can This Be? The F.A.T. City Workshop presented by Richard D. Lavoie effectively gets participants to experience the feelings and stress of children with learning disabilities. Lavoie draws his participants into the classroom experience with well developed exercises that elicit the frustration, anxiety, and tension of children with
We began by stating some of the positive and negative stereotypes that came with children of disabilities. The negative stereotypes were so disheartening to know children have to endure those types of problems because of a disability they cannot control. A few negative stereotypes the people in the lecture mentioned were helpless, lower class citizens, invisible, or watered down degree. Those were just a few mentioned. I realize that these negative stereotypes are exactly what teachers try not to show to peers. You would not want your peers thinking you have a “watered down degree” and the schoolwork is easier than theirs when it really is not. The work is not made easier, just presented to the students in a differen...
When I received special education services, peers and teachers were bothered. Peers acted diffidently because they knew I was “special”. The reason I used “special” is because to them, I was one of many special students in the school. Teachers looked at me diffidently rather then treating me like one of the other peers. Yes I had a disability, however they did not need to treat me diffidently. Robert was treated different in the story, the narrator was scared at first, he asked stupid questions, although Robert went along with it. Some of my peers and teachers were never supportive, I was known as one of the emotional students, because I was in the Emotional Impairment classroom. Just having that label was difficult to live back. It like how the narrator said “the blind move slowly and never laughed.” (Carver, Cathedral). Peers always thought EI students were unstable and violent, my thoughts as well. In sixth grade, a EI student bit the EI teacher, that is why I thought the same as my peer. Although now I was an EI student and now they thought I was that kid. By junior and senior year, I never was treated diffidently. The teachers and students understood that I was not emotionally impaired, I was just placed there on mistake, which I was. Although, I still had the label, which caused many opportunities to not become available to
Radley, M. (2009). Understanding the social exclusion and stalled welfare of citizens with learning disabilities. Disability and Society, 23(4): 489-501.
The answer can be found in the academic and extracurricular activities I have participated in. Since joining high school I have participated in a number of activities including band, STEMS Club, Culinary Club, National Honors Society, and Future Business Leaders of America to name a few. Having taken part in such a variety of organizations has allowed me to embrace the diversity of the population. Since no two of the above organizations are the same, they have helped me communicate with a number of diverse students at my high school. Learning how the different social groups felt and acted forced me to adjust to each of them and really understand the truth that everyone is
Disproportionate identification of minority students in special education is a major concern in schools today. This paper describes the issues in the assessment process with minority students and how we have arrived at a situation where minorities are being misdiagnosed into special education programs. Additionally, several legal cases are mentioned which show numerous actions and rulings that have tried to correct the disproportionate identification in special education. Some of the legal cases discussed include Larry P. v Riles, Diana v. State Board of Education, and Guadalupe v. Tempe Elementary School, which all significantly impacted special education today. Additionally, the Individual with Disabilities Education Act has enforced that minority groups must receive an equal education in the least restrictive environment possible. It is our duty as teachers and citizens to abide by these laws and find different ways to assess and correct the disproportionality of minority groups that exists today.
“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.
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...
Every day, we wonder if students who have disabilities are getting treating with fairness. Do they get same treatment as students who do not have disabilities when it comes to education, life, resources and everything in general? For me, it depends on the level of the student’s with disabilities. How severity is the disabilities of the students? If students who has language impaired and visual impaired might be able to feel fit in but students who have autism to cerebral palsy then they might not be able to feel fit in. In this essay I will be talking about what is my definition and thoughts of fairness for students with disabilities and the ways that I would promote fairness for students with disabilities.
From how people with disabilities want to be seen to how people without disabilities see persons without disabilities, it seems there are modifications being made. According to Tugli, et al, The World Health Organization (WHO) developed the International Classification of Functioning, Disability, and Health for application to various aspects of health, to better explain disability in a universally accepted context (2014). This classification system helps to make clear of impairments, activity limitations, participation restrictions, and barriers. Since there is a push for an increase of students with disabilities participating in educational institutions (Weedon et al., 2008,) it is important that institutions follow in WHO 's footsteps and treat each student 's disability individually. "Social Model of Disability seeks for adaptation of society and its organizational and environmental designs to accommodate all forms of human diversity including disabilities" (Tugli et al., 2014). Under The Social Model of Disability, people with disabilities are a significant part of our society, which is why eliminating barriers both in education and everyday life are
The world is currently undergoing a cultural change, and we live in an increasingly diverse society. This change is not only affect the people in the community but also affect the way education is viewed. Teaching diversity in the classroom and focusing multicultural activities in the programs can help improve positive social behavior in children. There is no question that the education must be prepared to embrace the diversity and to teach an increasingly diverse population of young children.
In middle school I was diagnosed with a disability with the way I expressed myself through writing. Ever since, I have gained multiple values and learned several lessons about self confidence. I was taught to push past my limits, in order to be successful in reaching my goals along with my dreams. Today I am a senior in high school who was once thought to struggle, but was able to succeed beyond expectations. To some, a disability may seem like a setback from achieving goals, but to me I used it as a challenge for myself. I accepted myself for who I was and looked at my disability as a unique trait of mine. I was able to provide a message to others that anything you set your mind to is possible with dedication and hard work. It might take
To be truly inclusive teachers, we need to first know the student and identify the real reasons for any individual to be classified as having a learning disability.
To begin with, full inclusion in the education system for people with disabilities should be the first of many steps that are needed to correct the social injustices that people with disabilities currently face. Students with disabilities are far too frequently isolated and separated in 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 p...