All teachers dream of the classroom filled with fifteen tranquil, enthusiastic students, all with their note books out and pencils prompt for note taking. This is the classroom where everyone works together, at the same pace, and without any interruptions or distractions. This is the ideal classroom setting. The only problem with this picture is that it does not exist. Students are all different. Kids all learn different ways, and at varying paces. Both Physical and Learning Disabilities can hinder a child’s learning speed and hold them back from the rest of the class. It can be very difficult to identify a child with a learning disability because students can often be misunderstood and labeled as unmotivated and lazy. These students are often ignored and not given enough individual attention, and therefore they experience difficulty and frustration all throughout their education. Teaching students with learning disabilities takes a knowledgeable and understanding teacher and often requires adaptation of the curriculum. The education of these students often needs so much “constant attention and fine tuning if they are to succeed,” (Mather, 3) that they hold the rest of the class back. It is these cases that students should seek an adaptive classroom program and individual attention to work on their problematic areas. The bottom line is these students cannot be allowed to fall through the cracks of our educational system. They need positive reinforcement and individual attention so that they are confident in class and productive when they do their work. The spectrum of learning disabilities is huge, and because there are so many varying degrees of these diseases all children respond differently to them. It take... ... middle of paper ... ... Perceptions of a First-Year Teacher.” The Journal of Special Education. 33.2 (2001): 92-99. Hardin, Brent and Hardin, Marie. “Into the Mainstream: Practical Strategies for Teaching in Inclusive Environments.” The Clearing House. 75.4 (2002): 175. Mather, Nancy and Goldstein, Sam. Learning Disabilities and Challenging Behaviors. Paul H. Brooks Publishing Company, Baltimore, MD. 2001. “Teaching Children with Attention Deficit Disorder.” Kid Source Online, www.kidsource.com/kidsource/content2/add.html (5 October 2003). *Wallace, Gerald. Teaching Children with Learning Problems. Charles E. Merrill Publishing Co. Columbus, OH. 1973. Wedell, Klaus. “All Teachers Should be teachers for Special Needs – But is it Possible?” British Journal of Special Education. 29.3 (2002): 151. * Works used but not cited
Skinner, B.F. A Brief Survey of Operant Behavior. Cambridge, MA: B. F. Skinner Foundation. 1938
...bers and Indians to achieve parity in the system is to overthrow the system and demand equal treatment and opportunities.
Childhood onset overweight and obesity and its’ associated health consequences are quickly becoming major significant public health issues facing America today. Centers for Disease Control and Prevention (CDC) define overweight as a body mass index (BMI) between the 85th and 95th percentile while obese is defined as BMI above the 95th percentile for children of the same age and sex . The prevalence of overweight children, defined based on 2009 CDC’s National Center for Health Statistics data, has more than tripled in the past 30 years. Between 1980 and 2006, the incidence of overweight among children aged 6 to 11 years increased from 6.5% to 17.0% while overweight levels for adolescents aged 12 to 19 years increased from 5.0% to 17.6% . Not only has prevalence of child and adolescent overweight and obesity increased dramatically over the last several decades, but being an overweight or obese child puts one at a heightened risk for adult overweight and obesity .
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.
Learning about learning disabilities has been an eye opening experience. I have worked with children who had home life issues that they struggled with at school. But to see and realize that these children cannot change how their brain operates is difficult to watch. My case study is a typical young boy who really doesn’t want to be in school. He would rather be with his dad hunting with guns in the woods. I know now that he probably dislikes school because he struggles with completing the tasks and assignments given to him. Hopefully, this study will provide me with more insight into ways that I could help him and others like him once I become a certified teacher.
Goddard, M. J. (2012). ON CERTAIN SIMILARITIES BETWEEN MAINSTREAM PSYCHOLOGY AND THE WRITINGS OF B. F. SKINNER. The Psychological Record, 62(3), 563-575. Retrieved from http://search.proquest.com/docview/1030424426?accountid=458
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...
Like some other psychologist, B.F. Skinner has criticized cognitive psychology in reviewed articles, providing examples and reasoning’s to justify his belief that cognitive psychology
Mazurek, K. & Winzer, M.A. (Eds.). (1994). Comparative Studies in Special Education. Washington, DC: Gallaudet University Press.
Over the years we have been fighting with the issue of obesity among children in the United States. Nearly one in three kids and adolescents are overweight or obese in the United States. Obesity in children has more than tripled from 1971 to 2011and is the number one cause for concern amongst parents in the United States. It is important to prevent obesity during childhood because habits that are formed during youth usually carry on into adulthood. Being obese describes children with a body mass index at or above the 95th percentile for their age and gender. An overweight child would be described as having a body mass index at or above the 85th percentile but below the 95th percentile. Children
In today’s educational environment, all students expect to receive the same level of instruction from schools and all students must meet the same set of standards. Expectations for students with learning disabilities are the same as students without any learning difficulties. It is now unacceptable for schools or teachers to expect less from one segment of students because they have physical disabilities, learning disabilities, discipline problems, or come from poor backgrounds. Standardize testing has resulted in making every student count as much as their peers and the most positive impact has been seen with the lowest ability students. Schools have developed new approaches to reach these previously underserved students while maintaining passing scores for the whole student body. To ensure academic success, teachers employ a multi-strategy approach to develop students of differing abilities and backgrounds. Every student is different in what skills and experiences they bring to the classroom; their personality, background, and interests are as varied as the ways in which teachers can choose to instruct them. Differentiated instruction has been an effective method in which teachers can engage students of various backgrounds and achieve whole-class success. When using differentiated instruction, teachers develop lesson strategies for each student or groups of students that provide different avenues of learning but all avenues arrive at the same learning goal.
As of 2012, “more than one third of children and adolescents were overweight or obese” (Childhood Obesity Facts). The amount of children that are obese in the US is greater than ever before, doubling in the last 30 years. Obesity in children can be caused by lack of exercise, lack of access to healthy foods, and lack of education about health and wellness. Obesity can cause a wide range of both physical and mental health complications. Childhood obesity is major issue leading to multiple health issues but education and access to resources can help reduce the problem.
Obesity is ordinary, serious and costly. More than 78 million of U.S. population are obese. Among obese adults, female obesity rates are higher than male obesity rates. This is also seen among adults that are critically and morbidly obese. Meanwhile, boys and girls ages 2 to 19 have similar obesity rates. However preschool boys have a higher obesity rate than preschool girls. The reverse is true among ages 6 to 11 where girls' obesity rates more than double to 17.9 percent and the rates among boys increase to 16.4 percent. Likewise, childhood obesity has serious psychosocial effect, such as low self-regard, lower quality of life, and discouragement.
Personal examples of a behaviorist style of instruction are based on the widely renowned theory by B.F. Skinner, which in the classroom can be summarized by reinf...
Initially we begin by using pre-linguistic communication, but, babbling and other expressive language will soon follow. Skinners learning theory approach ties into the education of the language skills for children. By shaping them into seeing a correlation between their words and the world around them, they will soon be able to form sentences and use new language skills. At a basic level, language is broken down into morphemes and phonemes, different sounds and elements that form each word. When the child learns to combine them into cohesive units, they can combine this into other domains like the social domain. The social domain often requires certain language skills to interact and observe using correct pragmatics, showing the necessity of proper