Teaching Students With Particular Learning Needs

Career and technical education (CTE) can provide significant benefits to students with disabilities. CTE teachers need to be aware of the rights of students with disabilities and of the planning process involved in meeting their needs. In addition, CTE teachers must know what role they play both in planning and in providing instruction. CTE teachers often need background information on the details of disabilities and the accommodations required. This Digest provides information on students with disabilities for secondary CTE teachers.

Barriers and challenges to disabled children and young people’s participation sit within three broad areas: training, support and resources; knowledge, understanding and attitudes; process, systems and structures. Identifying and recognizing the barriers and challenges provides a good basis for planning to further disabled children’s participation.

Sanson (2005, p. 3) believes that when it comes to accommodating students with disabilities, scientists, practitioners, and politicians are necessary to the process as a whole and communication between these individuals is essentia.

Students with special needs need deserve the same education general education students are presented with. The philosophy of “ Disability Inclusion” concentrates on creating a safe, loving, and effective learning environment for students who suffer from physical, learning, and behavioral disabilities. When a student with disabilities is placed in the same environment as a non-disabled student, the results show wonderful improvement. When we are able to discover the strength of the student we are able to see just how much the student can improve in an inclusion classroom. Disability Inclusion not only sets a new beginning for an equal education of special education students, but it allows for more interaction with the child, and a more hands-on assessment.

The teacher can encourage this inclusion by teaching the students, parents, and other community members about negative stereotypical attitudes about students with disabilities by avoiding negative words, such as “disabled”, or “crippled”, or “handicapped” and to promote positive ideas about disabilities into class work, the student’s play time and other activities. To further ensure that the classroom is promoting equality for the child with the disability, the teacher should incorporate an inclusive curriculum mindset, by adapting the lessons, learning materials and classroom to suit the needs of all the different types of learners including the child with the disability within the classroom.

Debbie Young a high school principal, who had served as a special education teacher and an assistant principal needed to decide if a student Jonathan would be able to attend her school. Jonathan is a severely disabled tenth-grade student, who has multiple disabilities requiring constant care by a specially trained nurse. Johnathan is profoundly mentally disabled, has spastic quadriplegia (cerebral palsy that affect all four limbs), and has a seizure disorder. With this information, Young refuses the parents request due to the expense and the view that this school is not the most appropriate placement for Jonathan. Hopefully, Young has some grounds as to why Jonathan would not do well in her high school, because his parents have rights under the Individuals with Disabilities Education Act to make sure he has

The idea of children with disabilities, whether they be mild or severe has been a very controversial and misunderstood topic. In the past inclusion has brought about huge changes for not only the students, but also the parents and families of these children, and staff at schools. Teachers and education professionals were the first to really feel the wrath and intimidation of this dramatic shift in education. There were several different factors that were coming about that made it very difficult for schools and teachers, the unorganized mandates were strict and didn’t allow much time for change. “President Gerald Ford signed the Education for All Handicapped Children Act (EAHCA) into law in 1975. Since the original passage of the EAHCA, the law has been amended four times and renamed the Individuals with Disabilities Education Act (IDEA)” (Conroy, Yell, Katsiyannis, & Collins, 2010, para.1).

Fortunately, an increasing percentage of secondary schools are integrating them into classrooms with their non-disabled counterparts, which at the same time, boosts their self-esteem. “Disabled students spent 80% or more of the school day in regular classrooms, up from about a third in 1990, according to the U.S. Department of Education” (Tomsho 2007). In many secondary schools, disabled students usually attend separate classes from their non-disabled counterpart, but administrators are recognizing the counter productivity of such structure. However, disabled students may still get excluded from obtaining certain “knowledge-based” courses, which will limit their opportunities to train for certain lucrative careers. “In high school, many students with disabilities are excluded from general science classrooms, making the transition from high school to college science courses more challenging” (Lamb 2004). Many teachers may not be qualified to handle such integration since handling disabled students require specialized skills, while not alienating their non-disabled students. Also, lower-income schools may not be able to afford hiring qualified teachers assistants that

The sooner the student is taught about this subject the sooner they will develop cultural sensitivity and positive attitudes towards the disabled community. I also think that the teaching strategies expressed in these articles will assist the disabled community because they help people understand the proper language, approach, laws and techniques when coming in contacted with individuals with disabilities. The articles not only spoke about students ,but it gave teacher’s recommendations about how to effectively teach this subject rather it’s through face to face interactions, supporting literature, curriculum or programs, it provides the teacher the essential tools and knowledge to reach students of all abilities, which would benefit everyone as a

The importance of education for all children, especially for those with disability and with limited social and economic opportunities, is indisputable. Indeed, the special education system allowed children with disability increased access to public education. Apart from that, the special education system has provided for them an effective framework for their education, and for the institutions involved to identify children with disability sooner. In turn, this promotes greater inclusion of children with disability alongside their nondisabled peers. In spite of these advances however, many obstacles remain, including delays in providing services for children with disability, as well as regulatory and

Children with special needs are slightly different from non-disabled kids, but they’re should not be a barrier between non-disabled children and children with disabilities. Special needs covers a wide range. Some children with physical disabilities use wheelchair, or cane while other children with learning disabilities such as, autism, or emotional disorder. Children with special needs are like all children they want to make friends. Non-disability children want respect, love, good education and job of their dream. Children with special needs can do the same things non-disabled kid do, but it can take them longer. It requires additional explanation or attention. Parents of children with special needs usually feel isolated and uncertain about their child 's future. Schools can help them find support that children are not alone and help is available. Teachers should meet with parents in order to get to know the children better, the specific of their children. Special teachers may come into the class to work one-on-one with the student, for individualized attention. Change begins with an honest examination of understandings, knowledge and belief. Children with special needs should spend more time with non-disabled kids. Children with special needs should study more at public school to learn from

This article, published in 2002 by Nancy Gadbow, examines some of the issues experienced by adult learners with special needs. The author asserts the concept of diversity should include special needs and differences in terms of disability, ethnicity, culture, language, age, gender, experience, and geography. Furthermore in order to give each person equal access to the curriculum a range of instructional approaches and technologies should be incorporated into the learning environment.

As educators, we need a foundation for why we want to teach, where students with different disabilities fit in that foundation, a rationale for how we teach, and a principle that keeps us striving to be the best educators we can be. The purpose of this essay is to point out what I believe the foundation, student location, rationale, and principle are for why I want to become a teacher.

For thousands of years individuals with exceptionalities have been present in all parts of society across the world, especially those with physical or sensory characteristics. However, the way that these individuals have been viewed has changed dramatically. Originally these individuals were seen as ‘imbeciles,’ ‘worthless,’ and ‘a burden on society’ and were often shut away from ‘normal’ society or simply left to die or abandoned to institutions. Society has, however, created a positive change and started to exhibit a more humanitarian view and protective nature and developed a concern for the welfare of individuals with exceptionalities. The steadily changing view of society has paved the way to where today these individuals are now considered a part of an all-inclusive society where every citizen has value, merit and is capable of making a contribution to society.

This article is about being able to find ways to best accommodate students with disability so that they are able to participate and do what the rest of the other students in the class are doing. This was a study that was conducted at the University of Virginia and was done with 25 participants who are all teachers. These teachers are either professors, adapted physical educators, or regular physical educators. The study that was done was called, “Delphi approach and Analytical Hierarchy Process” (pg1).This study was able to identify five major factors that would contribute to successful inclusion for teaching students with a disability. The article also ranks the five factors from 1 to 5 in how they would be most effective in different areas and situations. The five major factors are positive attitude, support, modification, peer tutoring, and lastly additional in-serviced training. In the article it is shown how these five major factors can help with teaching a students with a disability. Lastly at the end of the article they explain each of the five factors and some of it benefits. The benefits for the five are the following: additional in-service are training in practical skills in IEP, and dialogue with immediate feedback for APE. Positive attitude are early participation in IEP, and not heavy work load. Support are reduction of class size, and meeting for