The Implementation of Unified Classes Statewide
A Unified Class is a class that allows students with learning disabilities to work with students that do not have any major disabilities. Unified Classes are not inclusion classes, Inclusion Classes are required by law, whereas Unified Classes are not. Most Unified Classes that exist are physical education and, more recently, theater classes. These classes are important for the lives of students with special needs since they help the students grow in many different ways. Unified Classes help make students with disabilities feel included and as if they belong somewhere.Unified Classes bring students with and without disabilities together and puts the thought of disabilities aside to focus on
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what can be done mentally and physically rather than what cannot be done. These classes prove that students with disabilities can go above and beyond the idea that students with special needs have multiple limitations physically, socially, and mentally. These students achieve the “impossible” by overcoming all stereotypes of students with disabilities. Unified Classes should exist in all Colorado schools because they help with the development of basic skills needed for everyday life, benefit children with disabilities by preparing them for the workforce, and allows them to interact with other children so they learn how to act in a school or work setting. Some schools do not have any form of unified classes for reasons such as, it is not required by law to have these classes, budget cuts, or not enough students with special needs attend the school.
Students with disabilities need Unified Classes to help with the development of basic skills. These basic skills can include eye contact, reaction, memorization, and articulation. The majority of these students have difficulty in social situations, whereas students that are deemed “normal” do not have difficulty with those basic social skills. In the article “Students with Disabilities: Transitioning from High School to Higher Education” mentions the types of skills students with disabilities need to strengthen. “Furthermore, they will need to develop or strengthen their self-advocacy skills” (Eckes et. al. Page 17). Without the development of the skills listed, students with disabilities would have no way of speaking for themselves. Self advocacy is an important skill, because it includes many of the basic social skills, listed above, used in everyday life. Researchers from the Journal of Intellectual Disability Research performed a study on how well students with multiple and severe disabilities improve their skills of alertness and communication in the classroom. They performed multiple tests involving voluntary participation of the students to help increase their alertness and communication, over a period of time. Their results showed that students with severe disabilities were able to improve their alertness and communication skills through classes with teachers and aides. Students build upon skills previously developed and make continuous progress throughout their schooling. This study helps prove that Unified Classes are excellent ways for students with disabilities to improve or develop social
skills. Social skills are some of the most important skills a person can have, without them they are not able to communicate effectively with others. In Journal of Vocational Rehabilitation, it talks about the importance of social skills and how these skills can affect the employment of a student with special needs. “Social skills have been suggested as an important factor for the long-term employment of youth entering the workplace” (Park et. al. Page 129). Students with disabilities need well developed social skills so that they can keep a job for a long time. Unified Classes help prepare students with special needs socially, by having these students talk to student aides and makes friends with these aides. Without these social skills these students would be at home all day for the rest of their lives, and that is not healthy for anyone. Also, many students cannot simply go into higher education classes or even the workforce without the development of their social skills. Preparing students for the workforce is an enormous task, especially when the proper skills are not developed. After high school many students with special needs will take a form of college courses to help prepare them for the work force. As of this year there are three colleges in Colorado that have these types of programs. In 2008 the HEOA (Higher Education Opportunity Act) was signed which reauthorizes the HEA of 1965 (Higher Education Act). According to an article in Community College Week, “Colorado was among the last four states to comply when the Legislature and Gov. John Hickenlooper this year approved $75,000 per year for four years for each of three schools — University of Colorado in Colorado Springs, University of Northern Colorado in Greeley and Arapahoe Community College in Littleton.” (Paragraph 2) Through this new program in those schools it will help students become more prepared for their new life endeavors. These training programs allow these students to enhance the skills they might have already learned in high school and they can apply them to their future jobs. Most of these students in the college programs will earn a certificate for their achievements. These certificates show all of the information that is needed to prove that they are ready for the workforce. If these students do not go through the college programs then they are at a higher risk for unemployment. The article in Community College Week also states, “Students with an intellectual disability who attend a college inclusion program have a 30 percent unemployment rate. Those who are segregated in high school and don’t go to college at all have a 75 percent unemployment rate.” (Paragraph 19) These college programs will help these students succeed in life after high school, but unified classes are needed to help them develop the skills they need for the workforce. Unified Classes are not only beneficial for the development of basic skills and preparation for the work force, but also set behavioral examples. By combining students with and without disabilities, the students deemed as “normal” can set examples of how to act inside and outside of class. Students that are considered “aides” in Unified Classes are not there to be mini teachers, but rather they are there to be friends and role models to those with disabilities. The students with disabilities look up to the “normal” students and naturally will mimic the way the “normal” students act. Montague states, “Job-related SST is focused on decreasing students’ dependency (i.e., reliance on others) and increasing appropriate social behaviors, problem solving, and self sufficiency in work settings” (Park et. al. Page 124) Unified Classes work on appropriate social behaviors, dependency, and problem solving. These classes help equip students with disabilities for life after high school. Unified Classes help students with disabilities, but are hard on many teachers that are unequipped to teach Unified Classes. Many teachers find it difficult to teach some students with disabilities, because the teachers have not been properly trained. Researchers from International Journal of Disability, Development and Education perform a study on the difference of teaching styles from around the world on the beliefs of teaching students with disabilities in physical education classes. The researchers state, “...daily challenges such as managing student disruptive behaviours and inadequate training on how best to individualise instruction within large classes may hinder a teacher’s sense of control to effectively include students with disabilities in class activities.” (Hodge et. al. Page 413) By having Unified Classes a teacher would not feel as if they are constantly reprimanding more difficult students. The students aides in the unified class are there as role models and they will help with behavior. Students with disabilities will mimic the behavior of the aides, thus making it easier for the teacher. For example, if the aides do not use inappropriate language or they listen to the teacher when they are talking then the students with special needs will also not use inappropriate language and listen to the teacher when they are talking. Unified classes help develop basic skills for everyday life, prepare them for the workforce, and teach them how to behave appropriately in public settings. Unified classes will give students with disabilities the social skill development they need so they can learn to become more independent. Also, these students will be prepared for their new job endeavors they will take on after high school. Unified classes help them develop the skills that are needed for the workforce and they will go through college training classes to help them prepare for their jobs as well. Also, the aides in unified classes are there to be friends with the students with disabilities and help them learn and know how to behave during school. Many times these aides become friends of these students which gives the students a role model to look up to. Unified classes break the barriers between “normal” students and students with disabilities. These classes not only benefit the students, but they benefit the teachers and aides by teaching them patience, kindness, and how to enjoy life. Unified classes put the student before the disability and continuously prove that they can achieve the “impossible.” Works Cited Eckes, Suzanne E., and Theresa A. Ochoa. "Students with Disabilities: Transitioning from High School to Higher Education." American Secondary Education 33.3 (2005): 6-20. Academic Search Premier. Web. 6 Mar. 2017. Foreman, P., M. Arthur-Kelly, D. Bennett, J. Neilands, and K. Colyvas. "Observed Changes in the Alertness and Communicative Involvement of Students with Multiple and Severe Disability following In-class Mentor Modelling for Staff in Segregated and General Education Classrooms." Journal of Intellectual Disability Research 58.8 (2014): 704-20. Academic Search Premier. Web. 6 Mar. 2017. Hodge, Samuel, Jonathan O. A. Ammah, Kevin M. Casebolt, Kathryn Lamaster, Bethany Hersman, Amaury Samalot-Rivera, and Takahiro Sato. "A Diversity of Voices: Physical Education Teachers' Beliefs about Inclusion and Teaching Students with Disabilities." International Journal of Disability, Development & Education 56.4 (2009): 401-19. Academic Search Premier. Web. 6 Mar. 2017. Park, Eun-Young, Joungmin Kim, and Sam-Sup Kim. "Meta-analysis of the Effect of Job-related Social Skill Training for Secondary Students with Disabilities." Journal of Vocational Rehabilitation 44.1 (2016): 123-33. Academic Search Premier. Web. 19 Mar. 2017. "State Among Last To Comply with 2008 HEOA." Community College Week 29.5 (2016): 4. MasterFILE Premier. Web. 6 Mar. 2017.
In the video presentation of How Difficult Can This Be? The F.A.T. City Workshop, Richard Lavoie is able to simulate several of the difficulties that a student with a learning disability has to face at school. Some of the difficulties experienced by the students are intrinsic to the disability itself, but many other difficulties are directly related with the emotions that the student experiences when attending a class, and as a result of his or her interactions with teachers and classmates. Both the United States law and the education system, have the opportunity to make a huge difference in the learning experience of every student with disability. Students with disabilities need to be guided to a path to education that is both feasible and accessible for them; with achievable goals, and by being provided what they need in order to succeed, and to be able to overcome any obstacles.
Meadan, H. M.-A. (2008). Collaboration to Promote Social Competance for Studnets with Mild Disabilities in the General Classroom: A Structure for Providing Social Support. Intervention in School and Clinic, 158-167.
The school system should educate the students about disability acceptance in the community by involving people with special needs on the school activities. III. Satisfaction A. Do buddy clubs. This will help start friendships and connections. Know disable people better.
...successful interactions between student with disabilities and their classmates because these interactions do not happen naturally. Students with disabilities need to engage socially with their classmates. The more interaction the general class has with these students the more comfortable they will be.
Students with disabilities who are in self-contained classrooms struggle with many issues pertaining to independence. In their classrooms they become more dependent on their teachers and classroom peers (Jones & Hensley, 2012). This is the opposite of what is needed for these students (Jones & Hensley, 2012). Learning is a full circle process, which encompasses more than academics. In order for students with disabilities to obtain a complete education, inclusion in social dynamics should be an integral part of their learning environment (Arnon, Shamai, & Ilatov, 2008).
Instruction. These two strategies are approaches that address classroom diversity in general education settings, and inclusion classroom settings. The idea of UDL is that instructional lessons, strategies, and assessments are planned with supports, which are more likely to be well-suited for students with special needs. The supports minimize the need for adaptations at a later time. Properly designed classrooms require fewer adaptations for students with special needs, is an ass...
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
“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...
Full inclusion is like communism. It looks good on paper and may even sound good, but does not actually work to benefit all involved. Full inclusion is the idea of including every student with a disability, regardless of severity, into the general classroom. While it sounds like a great idea, it would not benefit every student with disabilities, every time and could hinder the education of non-disabled students. Full inclusion is not feasible for all students with disabilities.
Inclusion in classrooms is defined as combining students with disabilities and students without disabilities together in an educational environment. It provides all students with a better sense of belonging. They will enable friendships and evolve feelings of being a member of a diverse community (Bronson, 1999). Inclusion benefits students without disabilities by developing a sense of helping others and respecting other diverse people. By this, the students will build up an appreciation that everyone has unique yet wonderful abilities and personalities (Bronson, 1999). This will enhance their communication skills later in life. Inclusive classrooms provide students with disabilities a better education on the same level as their peers. Since all students would be in the same educational environment, they would follow the same curriculum and not separate ones based on their disability. The main element to a successful inclusive classroom, is the teachers effort to plan the curriculum to fit all students needs. Teachers must make sure that they are making the material challenging enough for students without special needs and understandable to students with special needs. Inclusive classrooms are beneficial to students with and without special needs.
The idea of inclusion within a classroom tends to breed controversy from many people. Currently there is no clear consensus on a definition of inclusion (Heward, 2006). There are many different views on how students with disabilities should be handled. Those views ranged from students being fully included, partially included, or not included at all in mainstream schooling. Different descriptions of inclusion tend to reflect the person's own opinions towards it. People who feel students should not be included in the classroom focus on the negative characteristics of inclusion, such as the challenges of developing plans for students as well as the hard work it requires to incorporate those plans. However, studies show that full inclusion has many benefits to the students, for both students with disabilities as well as students without them. Inclusion has shown to improve the student's social skills, encourage communication, inspire laws and regulations, and improve the overall schooling experience (Gargiulo, 2012). Although it will take longer then some would like or have the patience for, full inclusion can be done in the classroom, with its benefits outweighing the hard work that it requires.
Students with learning disabilities in the regular classroom may have challenges that require special attention. If the teacher is able to identify the disabilities and the features associated with them then the teacher can tailor the lessons to meet the needs of the students. These may include differentiated instruction and facilitating an inclusive classroom which will see inclusive strategies employed that will cater to the needs of students with learning disabilities. These inclusive strategies can range from individualized learning programs to team and co-teaching. In some cases, the teacher can arrange for a special education teacher or arrange for a pull out program to assist students who have learning disabilities. Strategies that will also cater to learning disabilities may also include the use of technology. According to Ford 2013 ‘In some situations it may be best for students with LD to be taught in separate pull out classrooms with a teacher who can provide targeted skill instruction in areas where a student is struggling.’ ‘When provided appropriate support within this setting, many of these students can achieve academically and develop positive self-esteem and social skills. (American Speech-Language-Hearing Association 1991). They also recommend that schools should ‘require in-service programs for all school personnel to give them the knowledge and skills necessary to provide education for students with learning disabilities in the regular education classroom.’ Schools should include activities to help participants learn strategies to meet individual needs of students, foster attitudes conductive to educating students with learning disabilities in the regular education classroom, and promote
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...
Education is a profession which requires a teacher to be able to communicate with a multitude of students on a variety of levels. There is not a class, or student for that matter, that is identical. Therefore, teachers must be able to identify and help educate students from all different types of backgrounds and at different levels. Teaching a singular subject presents difficulties, but teaching students with disabilities should not be one. There are three main teaching areas that need to be focused on when teaching a student with a learning disability. Teachers need to focus on the strategies that will assist students with reading comprehension skills, writing skills, and maintaining appropriate behaviors in a classroom setting.