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Stages in Life-Span Development
Stages of life
Developmental stages of life
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Special education students have a more difficult time transforming through the stages of the Life Span and Life Course Theories produced by Erik Erikson and Kohlberg, requiring extra help from teachers, parents, and volunteers who can provide the essential knowledge and positive examples. After knowing and understanding the theories produced by Kohlberg and Erikson researchers will have a better understanding of how humans develop and transform into new stages and what it takes for a person to move through stages in life. Through volunteering a researcher can learn first-hand how these theories apply in real life by spending time with special education students. Special needs students require help from teachers and guardians to aid in their transformations which make the developmental stages progress slower; but at the same time more noticeable. Transforming Life Stages Within Special Needs Students Introduction Cultural imperatives separate a group by who they believe meets the world’s criteria as being “normal.” Cultural imperatives set ethical values and moral standards that separate human race into different life stages which can relate to Kohlberg’s Moral Developmental Theory. When researching the Life stages and human development within a special education class room, cultural imperatives become cultural diversity. Developmental theories such as Erikson’s and Kohlberg’s take place in every human beings life transformation but researching this topic through special needs students allows researchers to better understand how these transformations take place in a child’s life where they are not completely able to understand like a “normal” child could. Literature Review Kohlberg and Erikson are founders of developmental... ... middle of paper ... ...he context of inclusive practices. Psychological science & education: 103-112. Retrieved from Academic Search Complete Database. Myers, D. (2010). Psychology ninth edition in modules: Adolescence. New York, NY. Worth custom publishing. Ruiji,N. (2012). Tyler & frances online. The presence of several students with special educational needs in inclusive education and the functioning of students with special educational needs. Retrieved from academic search complete database. Scott, J. (2011). Including children with intellectual disabilities/special educational needs into national child health surveys: a pilot study. Journal of applied research in intellectual disabilities 24.5:437-449. Retrieved from Academic Search Complete Database. Sherr, M. (2008). Life span theory and life course theory. Social Work with volunteers 39-42. Retrieved from Chicago: Lyceum Books.
Sands, D., Kozleski, E., & French, N. (2000). Inclusive education for the 21st century: A new
Peterson, J. Michael and Hittie, Marie Michael. Inclusive Teaching : Creating Effective Schools for All Learners. Pearson Publishing. (2003)
Odom, S. L., Buysee, V., & Soukakou, E. (2011). Inclusion for young children with disability: A
My personal philosophy on special education begins with this firm conviction, I believe all children are “uniquely and wonderfully” made, and regardless of their disability, posse unique gifts and talents. My philosophy of special education has developed, not from just being a general education teacher for many years, and a graduate student in special education, but also from being blessed to be a parent of a special needs child. I believe that every child deserves to have the best possible education, regardless of their disabilities or challenges. It is our responsibility, as special education teachers, to not focus on a student’s disabilities and challenges, but rather focus and develop their personal gifts and talents, in an environment
Downing, J. E., & Peckham-Hardin, K. D. (2007). Inclusive Education: What Makes It a Good Education for Students with Moderate to Severe Disabilities?. Research and Practice for Persons With Severe Disabilities (RPSD), 32(1), 16-30.
Sharpe, Michael and Maureen Hawes. “Collaboration Between General and Special Education: Making it Work.” Examining Current Challenges in Secondary Education and Transition. NCSET, July 2003. Publication of the National Center on Secondary Education and Transition. Web. 27 Nov. 2013.
Lynch, S., & Irvine , A. (2009). Inclusive education and best practice for children with
Klein, M. D., Cook, R. E., & Richardson-Gibbs, A. M. (2001). Strategies for Including Children with Special Needs in Early Childhood Settings. Albany, NY: Delmar.
Inclusion of all students in classrooms has been an ongoing issue for the past twenty-five years (Noll, 2013). The controversy is should special education students be placed in an inclusion setting or should they be placed in a special education classroom? If the answer is yes to all special education students being placed in inclusion, then how should the inclusion model look? Every students is to receive a free an appropriate education. According to the Individual Education Act (IDEA), all students should be placed in the Least Restrictive Learning Environment (Noll, 2013).
There are many individuals who contribute to the education of the student with special needs. Their roles and responsibilities are varied, and each play an important part in the education of the student with disabilities. In the early years of special education, individuals with disabilities were not educated in the traditional classroom. Many of the students were left at home to be taught by their parents, or, sent away to institutions if the families were unable to care for them. In addition, some were education in private schools at the cost of the families. It was not until the 1970’s that special education became acceptable in the public schools. The passing of legislation made it possible for all students to have a right to a free and public education, regardless of their disabilities. The individual with disabilities education act (IDEA) opened the door to education for all students and therefore a change in special education.
Shaffer, D., Kipp, K., Wood, E., & Willoughby, T. (2010). Developmental psychology childhood and adolescence. (3rd ed.). USA: Thomson Wadsworth
During the late 1980’s and 1990’s the number of children with learning disabilities receiving special education services grew rapidly, but during 1998 and 2007 the number of children classified as having a LD has declined by 7% (Cortiella, 2009). “In 2007, 59% of students with LD spent 80% or more of their in-school time in general education classrooms. In 2000, that figure was just 40%” (Cortiella, 2009). In addition, students with disabilities are spending more time with students in traditional classroom settings. According to the Department of Education, “approximately 6 million children (roughly 10 percent of all school-aged children) receive special education services” (Pardini, 2011).
In first being able to define inclusive education, it is necessary to understand the diversity of the student population. Disability comes in my varying forms and can be physical, sensory, intellectual, mental health and emotional, developmental, and non-visible (e.g. asthma). If disability was the only agent to consider in the diversity scenario things would be easier for teachers but there are a number of other classifications of students to consider: Gifted or talented; English as a second language (ESL); Indigenous students; and many other classifications which fall under the societal/family/personal heading (Ashman & Elkin, 2012).
Inclusion has become increasingly important in education in recent years, with the Education for Persons with Special Educational Needs Act being passed in 2004 to ensure equality in our system. In summary, inclusion is the idea of there being no child...
Over the last eight weeks this writer has learned a monument amount of knowledge in a short period of time. Each module and activity clearly defined each objective covered in the readings. Reflection plays a huge part in increasing one's self awareness, after having reflected on the course assignments writer is prepared to use the knowledge that they have attained. Having taken this course one feel comfortable utilizes the materials in the professional world successfully. Before taking this course many things about the laws and right guaranteed to students with disabilities were unclear. Knowledge is power and knowing has opened this writer up to understanding how a special educator a...