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An essay on the history of mathematics
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Helen Keller was once quoted as saying “Although the world is full of suffering, it is full also of the overcoming of it.” This is the problem that students with special needs face everyday as they encounter many challenges. Math has typically been one of the more difficult areas for a student with special needs to master. Often one of the main problems associated with a disability has to do with math, such is the case for a child with a Learning Disability who will have imperfect abilities in many areas, including math. So what hope does a child with special needs have? Are these students unable to learn math and thus should be put in different classes as to not get in the way of progress of the main stream students? I would like to respond to these statements with a resounding no; there is not only hope for these children, but a bright future ahead of them. Even though students with special needs can struggle with math and other academics, students can have success in a balanced mathematics curriculum given the right opportunities, such as doing hands on activities, assigning an appropriate number of problems, making things relevant to them, and many more effective strategies.
First I believe it is necessary to see what is going on in the field of mathematics today in the United States. According to recent test results U.S. teenagers were average in reading and science, their scores were below average in math, compared to 64 other countries and economies that participated in the 2012. (Layton 2013) What is important to note is that these are not just children with special needs scores, but rather the entire country. So problems in mathematics are not limited to Special Education. I believe the United States could look to tak...
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...connect with their student on some level. Even though students with special needs can struggle with math and other academics, students can have success in a balanced mathematics curriculum given the right opportunities, such as doing hands on activities, assigning an appropriate number of problems, making things relevant to them, and many more effective strategies.
Sources (APA)
Works Cited
Jody, M. (2009). The General Educators Guide to Special Education. Corwin.
Layton, L. (2013, December 2nd). Education. Retrieved January 15, 2014, from The Washington post: http://www.washingtonpost.com/local/education/us-students-lag-around-average-on-international-science-math-and-reading-test/2013/12/02/2e510f26-5b92-11e3-a49b-90a0e156254b_story.html
Sousa, D. (2007). How the Special Needs Brain Learns. Thousand Oaks: Corwin.
United States. National Center for Education Statistics. Long-Term Trends in Student Science Performance. Sep. 1998. Web. 2 May 2009. .
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.
Donovan, M. Suzanne and Christopher T. Cross (2002, August). Minority Students in Special and Gifted Education. Retrieved from http://site.ebrary.com.ezproxy2.library.drexel.edu/lib/drexel/-docDetail.action?docID=10032383.
The education system is arguably the most beneficial system in the world; however, it also contains many controversial practices. Proper funding, discrimination, and curriculum are just some of the problems in today’s education system. Everyone has a different opinion about what is best for our children and it is impossible to please everyone. As long as the educational system is in tact, then there will be confusion and debate within the system and its’ administrators. The only thing that can be done is attempting to make it so that everyone will benefit equally, but this is much more difficult than one would assume. I will focus on the aspect of discrimination on minorities within special education and more specifically the following questions: Does the special education system discriminate against minorities? If so, how? What can be done, if anything, to correct or improve this system?
One obstacle that I believe many special needs students and families will face is understanding and dealing with the disability itself. Speaking from experience, this process can take time to understand and accept. This is where a special education teacher plays a significant role, assisting the student and family with information and support for understanding the student’s disability, facilitating education programs, and most importantly hope and progress for a bright future. Another obstacles that students with disabilities may face, is social interaction and acceptance. It is vital that all special education teachers and programs, try to incorporate strong social connections with their regular education peers and other community members and
For decades the focus of special education has been to “fit” students with disabilities into a program that has not provided them the tools necessary to further succeed in life. Educational standards for students in special education programs are often lowered, and students are not challenged to think critically and expand their knowledge above and beyond these lowered expectations. The implementation of the Individuals with Disabilities Education Act (IDEA) began to challenge this standard and demanded free and appropriate public education in the least restrictive environment for students with disabilities (Sands, Kozleski, & French, 2000).
Chappell, Bill. (3 December 2013). U.S. Students Slide In Global Ranking On Math, Reading, Science. National Public Radio. Retrieved from http://www.npr.org/blogs/thetwo-way/2013/12/03/248329823/u-s-high-school-students-slide-in-math-reading-science
Popham, W. James. “Standardized Achievement Tests: Misnamed and Misleading.” Education Week. September 2001. Web. 28 June 2015.
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.
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.
gApproximately 5.9 % of students are identified with a math disability, a number similar to those with a reading disability (Fuchs, Fuchs, Powell, Seethaler, Cirino, & Fletcher, 2008)h (Rothman, R., & Lavin, C. (n.d.). The Impact of Dyslexia on Mathematics. Retrieved October 16, 2014, from http://www.interdys.org/DC_Impact_of_Dyslexia_on_Math.htm). Difficulties in directionality, rote memorization, reading, and sequencing can make the following math tasks troublesome; addition and subtraction facts may be difficult to grasp, memorizing multiplication tables may be difficult, the sequencing of steps in long division may be difficult to remember, word problems are often difficult because it involves words, numbers and organization, copying an answer form one place to another may be an issue, when asked to show their work, students aren 't able to, and doing math problems quickly is often difficult. (What is Dyslexia? (n.d.). Retrieved October 18, 2014, from
In the 1980’s a report called “A Nation At Risk” stated that American children had fallen behind in such subjects as math and science. Thus came the advent of education’s increased focus on literacy and numeracy, accountability and academic standards. These high standards, according to Dumas (2000), are the most significant trend in schools today.
However, it still met with inconsistent criticism due to the myth that “positive intervention” doesn’t work and draining resources of regular courses. However, evidences shown prove the opposite effect. Special education is constant need of more funding – especially when it constantly gets budget cuts from congress and thus, schools are unable to keep up with the afford to provide the necessary need of special education (Wall 2014). So the myth of special education draining resources is the no way the truth. How could they be able to drained resources from other students if the programs themselves are in limited supply? Lack of understanding and easy to become a scapegoat for the blame of overall score of a school being poor is quite easy to pit the blame. Another reasoning is due to socialization—the label of being placed in special education is rather an unfortunate burden that could follow the child (Huerta 2015). Often times, stereotypes are attached and are considered inferior to other students, potentially adding onto potential fears. In order to improve any form of education for special education, funding a provided them resources should be considered the first thing to look
Really, special education is a about teaching, and finding the appropriate ways to teach those students who may need additional help or who may not be able to learn in a traditional classroom setting. 6.4 million children with disabilities between the ages of 3-21 receive special education services, so there is a real need for great special education teachers in schools. One thing I was really unaware of before taking this course is how many different types of students need special education, and I had a very narrow view of what a disability was. I am now aware that students who receive special education may have speech/language impairments, autism, intellectual disabilities, hearing or vision impairments, emotional disturbances, and many more. You cannot just categorize all students in special education into one category, they are individuals who have individual disabilities and obstacles to