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There is little doubt that students with special needs require more support services, and the article referenced above adds clarity to that assertion. What also is true is that often students with disabilities are harassed, made fun of and even bullied because they are "different." An article in The Journal of Counseling & Development refers to emotional abuse that students (not necessarily students with disabilities but rather students that are "different" per se) are subjected to from teachers. This topic is not one that gets a lot of attention, the authors day, but in certain classrooms "…it can be a daily occurrence" (McEachern, et al., 2008, p. 3). Take Jason, he has had a fear of this one particular teacher and while he was "at the peak of his humiliation" because his second period teacher teased him in front of the class about the way he dressed, he finally got up the courage to visit his assigned school counselor, McEachern explains (p. 3).
And then there is Sarah with Down syndrome; she is in a general education class and on occasion her teacher "gets frustrated with her behavior" and will speak to Sarah in a tone that McEachern calls "curt" (p. 3). The teacher has even called her "slow Sarah" in front of the whole class, making Sarah feel very uncomfortable. This is certainly, in both cases, psychological and emotional abuse, and it is why school counselors are so vitally important -- especially if they are doing their jobs. Another study in Israel shockingly revealed...
The important issue here is how counselors behave in combating emotional abuse. "Counselors have a major responsibility to act as student advocates," McEachem continues. When there is emotional abuse reported to a counselor, that counselor has "a responsibility" to make the principal aware of the problem, and also the counselor has a duty -- legally and ethically -- to report this abuse to the child protection agencies, if necessary.
Works Cited
Elbaum, Batya, and Vaughn, Sharon. (2001). School-Based Interventions to Enhance the Self-
Concept of Students with Learning Disabilities: A Meta-Analysis. The Elementary School
Journal, 101(3), 303-329.
Letrello, Theresa M., and Miles, Dorothy D. (2003). The Transition from Middle School to High School: Students with and without Learning Disabilities Share Their Perceptions.
The Clearing House, 76(4), 212-214.
McEachern, Adriana G., Aluede, Oyaziwo, and Kenny, Maureen C. (2008). Emotional Abuse
In the Classroom: Implications and Interventions for Counselors. Journal of Counseling & Development, Vol. 83, 3-10.
Milsom, Amy, and Akos, Patrick. (2003). Preparing School Counselors to Work With Students
With Disabilities, Counselor…
Works Cited
Elbaum, Batya, and Vaughn, Sharon. (2001). School-Based Interventions to Enhance the Self-
Concept of Students with Learning Disabilities: A Meta-Analysis. The Elementary School
Journal, 101(3), 303-329.
Letrello, Theresa M., and Miles, Dorothy D. (2003). The Transition from Middle School to High School: Students with and without Learning Disabilities Share Their Perceptions.
Sexual Harrassment A description of sexual harassment behavior or conduct and three major examples of their intolerable effects in an organizational or educational setting. There are two main forms of sexual harassments that can occur in schools. These are Hostile environment harassment and Quid pro quo. Hostile environment harassment: This takes place when annoying sexual conducts occur in persistent, severe, or pervasive degree. Such form of sexual harassment keep the victim away from
The shift toward standardized testing has failed to result in a meaningful reduction of high school dropout rates, and students with disabilities continue to be marginalized by the culture of testing in public education (Dynarski et al., 2008). With that said, the needs of students with specific educational challenges are diverse and complex, and the solutions to their needs are not revealed in the results of standardized testing (Crawford &
The teacher is then given this goal oriented time specific goal development document to aide in supplementing or altering instruction to meet the needs of the specialized student in inclusion and seclusion. (Filler & Xu, 2006, p. 92) This document and its development are created whenever and individual child is observed and then designated to need such assistance based on his or her inability to meet age appropriate developmental
This is particularly true for students with learning disabilities. Secondary students' reading performance reaches a plateau during their high school years, and it is clear that the performance gap between their abilities and what they are expected to do widens (Mock, 2003). Adolescents who lack basic literacy skills need intensive, focused, sustained instruction to help them catch up with their peers. Conclusion Reading disabilities are life long; however, the effects may
In my view, it is clear that the parents' decision to include their son in mainstream high school classes was a wise one. Even with their reservations, it appears that educational professionals agreed with this view. The disagreements are evidently mainly the result of philosophical differences, with educators being reserved about inclusion while parents were clearly overwhelmingly positive. I think greater alignment could have been achieved from the beginning if the
Serving students with a full range of abilities and disabilities in the general education class room with appropriate in-class support is how Roach (1995) defines inclusion using this practice. Friend & Bursuck (1996) noted that children with disabilities are considered as full members of the classroom learning community in such setting with their special needs met there. Students with disabilities are helped to establish and maintain social networks and opportunities