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If your child has a disability, special education can help your child learn. Special education addresses the individual differences and needs of each child. When planning on what school to attend you should also remember what disabilities they have and talk to the counselor or principle of the school. It is also important to find a qualified teacher, your kids still deserve to learn and grow just like the rest. A lot of people might not know what a learning disability is. Many people suffer from a learning disability and may not know it. Learning disabilities (LD) are neurological disorders

that can make it difficult to acquire certain academic and social skills. They are not the result of poor intelligence or laziness. Knowledge about LD will allow you and your child to advocate for success in learning and in life. (“Types of Learning Disabilities | Learning Disorders”) On the other hand, some think learning disabilities are myths. Learning disabilities are disorders that affect the ability to understand or use spoken or written language, do mathematical calculations, coordinate movements, or direct attention. Although learning disabilities occur in very young children, the disorders are usually not recognized until the child reaches school age.

Research shows that 8 to 10 percent of American children under 18 years of age have some type of learning disability. (“NINDS Learning Disabilities Information Page”) Special needs or people that have a learning disability have individual needs. The individualization of instruction is an important part of special education. Instruction and schoolwork are tailored to the needs of the child. Sometimes a student may need to have changes made in class work or routines because of his or her disability.

(“Students With and At Risk for Emotional and Behavioral Disorders: Meeting Their Social and Academic Needs”) Teaching children with developmental disabilities, it can be a struggle. When working with children with developmental disabilities, teachers can accomplish a great deal by managing the learning environment proactively to prevent behavior problems and promote learning. But identified students may also experience behavior or learning problems because they lack key skills (e. g. , capacity to interact with other children in socially appropriate ways).

Children with developmental disabilities should therefore have explicit skills training in deficit areas as a central component in their curriculum. (“Teaching Children With Developmental Disabilities: Classroom Ideas”) Remedial instruction aims to improve a skill or ability in each student. Using various techniques, such a more practice or explanation, repeating the information and devoting more time to working on the skills, the teachers guide each student through the educational process.

A student that might, for example, have a low reading level might be given remediation on a one on one basis, phonic instruction and practice reading text aloud. (“Educating Children with Special Needs”) Special-needs children pose a vast range of challenges to educators looking for effective teaching strategies for the special education classroom. This is one of those good for all but essential for some strategies for direct teaching. Direct teaching means being very specific in everything you do to ensure student learning occurs. All too many times we hear “Well I taught it, I don’t know why they don’t get it”.

The emphasis needs to shift from teaching to learning, when this shift happens, the result is improved student learning. (“Direct Teaching for Children with Special Needs, What Is Direct Teaching”) Working with Short Attention Spans, Set clear expectations for all students. Break assignments into smaller pieces to work on in short time periods. Space breaks between assignments so students can refocus on their tasks. (“Effective Teaching Strategies for Special Education”) Some people have issues with special needs students in public schools. One of the reasons we know that reported disability rates lack credibility is that they vary dramatically from state to state.

In New Jersey, for example, 18 percent of all students are classified as disabled, but in California the rate is only 10. 5 percent. There is no medical reason why students in New Jersey should be 71 percent more likely to be placed into special education than students in California. (“Jay P. Greene – The Problems with Special Ed”) Congress should deauthorize modified assessments and reauthorize alternate assessments but without a cap. Research indicates that very few students have the most severe cognitive disabilities. Due to natural variation, there are undoubtedly some schools where the percentage of students with severe disabilities is greater than 1%. (N. p. , n. d. Web. )

The No Child Left Behind Act of 2001 (NCLB) is a United States Act of Congress that is a reauthorization of the Elementary and Secondary Education Act, which included Title I, the government’s flagship aid program for disadvantaged students. On January 8, 2002, U. S. President George W. Bush signed the No Child Left Behind (NCLB) Act of 2001, which applies to the education in public schools. The act reauthorizes the Elementary and Secondary Education Act of 1965.

President Barack Obama in 2007 proposed two major changes to the Act – one concerning the way assessments are made and the other focused on an enhanced accountability scheme. According to Obama’s administration, there should be additional funding for states so that they can implement a broader range of assessments to evaluate skills like a student’s ability to use technology, conduct research or scientific investigation, solve problems and defend his or her ideas. (“No Child Left Behind Act (NCLB)”) A special school is a school catering for students who have special educational needs due to severe learning disabilities, physical disabilities or behavioral problems.

Special schools may be specifically designed, staffed and resourced to provide appropriate special education for children with additional needs. Students attending special schools generally do not attend any classes in mainstream schools. Just Right Academy Inc. is a nonprofit private elementary, middle school, and high school for kindergarten through 11th, geared to children who need structure, consistency, positive reinforcement, more movement, reduced stress, both remediation and challenge along with a multi-sensory way of learning. Students receive direct small group and/or

individual instruction in reading, math and language arts, along with integrated social studies, science, art, music, and drama. In some areas a student may need intense remediation, while in others he or she may need to be challenged. Social skills are directly taught and constantly reinforced. Learning to serve is an important value and there are daily opportunities for this along with occasional service days. Movement breaks and physical activities are built into the schedule. (“Just Right Academy”) Testing and assessment is ongoing with children in special education programs.

Educational Assessment (conducted by an Educational Diagnostician or Special Education Teacher) – This is an assessment that compares a student’s academic functioning with other students of the same age. The test usually focuses on Reading, Writing, Math, and Oral Language. It looks at several areas within each major area. This test focuses on broad skills that a student should know, rather than testing exactly what is taught in class. The parents are interviewed to obtain information regarding the student that may be pertinent to eligibility. (“Special Education Testing”) A lot of the Special needs have social and emotional problems.

Social skills are the specific reactions, responses, techniques and strategies that a student uses in social situations. While it is true that some social skills are more easily taught than others, and that over time, established patterns and routines can compensate for difficulties in social and emotional learning and behavior, these types of problems don’t just go away. They can have a profound impact upon students (e. g. stress, feeling of self-worth) and are linked to all sorts of everyday activities.

Social and emotional skills are critical to activities such as personal interactions (“meeting and greeting”) and talking on the phone or via the Internet, and are directly associated with problem-solving, decision-making, self-management and initiating and maintaining positive social relationships with peers and others. Different schools have different rules for special needs students.

After the great success of our first venture into Special Educational Needs at Kirunguru School, we have moved on to purpose build a second school in a place called Kambiti on the road between Thika and Embu. Kirunguru showed us just how much demand there was for schools for children with mental and physical disabilities.

Many of the children who joined Kirunguru were hidden away and kept secret from the world before they were given the opportunity to join this school. Originally, the unit was simply a corner of a classroom in the mainstream primary school with a teacher dedicated to a handful of children. (“Percy Davies Special Needs School – Kambiti”) Down syndrome is a common disability occurring. Down Syndrome is a chromosomal abnormality and probably the most common genetic condition, occurs in approximately one in every eight hundred to one thousand live births or accounts for approximately 5-6 per cent of intellectual retardation.

Although, most students with Down’s syndrome are between the mild to moderate range of mental retardation. (“Best Practices for Teaching Down’s Syndrome Students”) The physical features and medical problems associated with Down syndrome can vary widely from child to child. While some kids with DS need a lot of medical attention, others lead healthy lives. Though Down syndrome can’t be prevented, it can be detected before a child is born.

The health problems that may go along with DS can be treated, and many resources are available to help kids and their families who are living with the condition. (s48) Autism spectrum disorder (ASD) and autism are both general terms for a group of complex disorders of brain development.

These disorders are characterized, in varying degrees, by difficulties in social interaction, verbal and nonverbal communication and repetitive behaviors. ASD can be associated with intellectual disability, difficulties in motor coordination and attention and physical health issues such as sleep and gastrointestinal disturbances. Some persons with ASD excel in visual skills, music, math and art.

(“What Is Autism? “) NORTH CAROLINA HAS A DIFFERENT SET OF RULES JUST LIKE EVERYONE ELSE. THE WAKE COUNTY Public School System provides special education and related services according to the federal mandates of the Individual with Disabilities Act and the regulations of the North Carolina Public SCHOOL LAW, ARTICLE 9. THE PUBLIC SCHOOLS OF NORTH CAROLINA, EXCEPTIONAL CHILDREN DIVISION provides local units with detailed procedures for the delivery of special education services. These rules and regulations are detailed in Policies Governing Services For Children With Disabilities.


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