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Teaching disabled students problems
What impact does parental involvement have on education
What impact does parental involvement have on education
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Recommended: Teaching disabled students problems
As a professional it is important to understand and recognize how a family with disabilities are affected by issues within a school. Our families of children with disabilities go through a rollercoaster of emotions, including; grief, guilt, anxiety and depression. The parents of these children can sometimes feel as though their child’s chance at a bright future is lost. As professionals, it is important to act in a professional manner while still being accepting and supportive. It is important to understand the diversity between each family and be aware that every family handles a disability in a different way. Teachers who have a student with disabilities needs to recognize the changes that will come to the families lives after discovering …show more content…
Creating a open environment where families feel welcomed and accepted is a key way to create and build positive relationships. It is important to support family involvement within the classroom. Family involvement enhances the student’s overall education experience. Teachers need to recognize that being involved can be different for every family. The mother who comes in and helps during class activities can be considered just as involved as a mother who works two jobs, but reads with her daughter every day. As a teacher, you need to recognize these differences and that families of students with disabilities will show their involvement in a variety of …show more content…
Parents are ultimately in-charge of their children and they make the decisions about their child. It is vital that you respect the families and their decisions, despite disagreeing with the parents point of view. It is essential to stay professional and attempt to build a positive relationship with their families. Along with respecting the parents decisions it is important to respect the different cultures of your classroom. Some cultures can view disabilities as something that needs to be fixed, while others accept it a part of life. Whichever viewpoint the families view their child’s disability as, teachers need to respect the culture and their way to act upon the disability. It is important to remember that the best source of information is the family themselves. It is also imperative that you respect the family’s privacy; as a teacher, oftentimes families will also open their doors up to you, keep their information that is non-essential to the school district private. This creates a trust level with the family and also creates a safe environment for the student. Having a student with special needs can, sometimes, weigh heavily on a family- how they are coping and dealing with their emotions and choosing to handle the situation, as long as it is appropriate, is not other people’s
Graziano’s article over the handling of his son’s disability in the classroom also involves issues that relate to teachers detecting signs of mental illness in the classrooms, how teachers identify a behavioral troubled child, and training school counselors on the Section 504 policy that are all happening in the world today. Realizing these issues can help parents with giving their child the best out of their education and can also help teachers understand the importance of their relationship with students. Everyone should have the opportunity for a brighter future and having a learning disability should not be the end of the road for any student.
Standard 1.1 discusses how special education teachers need to understand how language, culture, and family background influences the learning of students with exceptionalities. Standard 4.3 discusses how teachers should collaborate with other teachers and parents to use multiple types of assessment information in making decisions. Standard 5.5 discusses the transition plans they have to implement in collaboration with the students, families, and teachers. Standard 6.3 discusses how teachers understand that diversity is a part of families, cultures, and schools, and that they can interact with the delivery of special education services. Standard 7.0 discusses the collaborations that teachers need to start having with families, educators, and related service providers. 7.3 discusses the promotion of collaborations for the well-being of the individuals with exceptionalities. These standards show what the teacher is beginning to do with the families that have a child with
Disability can affect development in a variety of ways. It is important that every pupil feels valued and included. Diversity should be welcomed. Children should not be stereotyped because of
Students with disabilities are not the only students who can benefit from creative tasks, projects, and assessments. A positive and caring approach to dealing with all student regardless of culture, disability or any other thing that make then different from the norm is key to the success of all concerned.
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.
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
Living with a child with special needs can have profound effects on the entire family including the extended family members, siblings, parents, and the child with the special needs. It can affect all aspects of family functioning, since they have to be on the watch for the child. On the positive side, living with a child with special needs can expand horizons, develop family cohesion, increase the family members’ awareness of their inner strength, and promote connections to community groups. On the negative side, this child will need time, physical and emotional demands and financial cost in order to make the child’s life comfortable. However, the impacts will depend on the child’s condition, and its severity, as well as the emotional, physical, and the financial resources available to take care of the child.
In order to help students develop these meaningful relationships there must first be a base of communication and collaboration between teachers, parents and paraeducators who all share a stake in supporting and empowering students with and without disabilities. Downing and Peckham-Hardin found that both teachers and parents cited communication and working as a team were essential for truly inclusive education. Some of the most important components of this communication and team work ...
I have worked with many teachers in this line of work and have watched how they interact with the kids. I have worked with all kinds of kids with special needs, ranging from reading disabilities to severe mental retardation. Some of the teachers that I have worked with, I have not approved of their tactics on how they handled the kids, but you learn and you adapt. Eventually you will know what is right and what is wrong.
Palmer, D. S., Fuller, K., Arora, T., & Nelson, M. (2001). Taking Sides: Parent Views on Inclusion for Their Children with Severe Disabilities. Exceptional Children, 67(4), 467. Retrieved from:
Raising a child with a disability may have some difficulties and challenges but it will have a lot of rewards; just as having a normal child. A parent want their child to live a normal fulfilling life as any other normal child. This life style will take extra patience, time and adaptive equipment and a special person to do it. When accepting that your child has a disability it is good to get all the literature on that type of disability. This will help you understand your child’s disability. A parent involvement is needed to find support groups, so they can get some insight on things someone from the support group has done to get certain things accomplished.
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.
When teaching students with disabilities it is important to know and understand the needs of all the students in the classroom. Ultimately, the goal for any educator is to educate all of the students in the classroom and ensure that appropriate accommodations are being made for students with disabilities. By utilizing these skills in reading, writing, and classroom management, an educator will be able to help all students be successful.
In society today, there are many children and parents who face the diagnosis of having a developmental disability that would qualify them for special education and needs. This time can come with many questions for the parents when they realize the specialized care and education their child will need. Most often, questions arise about their schooling and how they will be included with other children, as well as what services are available to their child. How their disability impacts their life is a very valid concern because their education will be impacted. When a disability is discovered, it effects trickle down from the child to the parents, to the teachers and finally the medical and educational specialists.
For my observation experience I went to Southern High School in Harwood, MD. Southern High School has a special education department for the students with disabilities. The teacher that I met with for this classroom observation was Ms. West. In the classroom there were at least four assistant teachers that helped Ms. West throughout the school day. The assistant teachers helped Ms. West co- teach the class and were there to help the students if they needed extra help. The school also has a couple of student aides that come in to help the teachers and the students in the classroom. There were at least twelve students in the classroom. The students in the class had many different exceptionalities such as learning disabilities, Down syndrome,