Encounters with Disability: Low VisionLow vision is a specific designation to describe people who have a clinically significant loss of visual acuity but who still have some degree of vision. This vision is not correctable even with strong glasses or contact lenses and requires accommodations such as higher levels of lighting or enlarged print (How are the terms, 2022). Low vision can either take the form of nearsightedness (myopia) or farsightedness (hyperopic), much like less severe forms of vision limitation (How are the terms, 2022). A persons vision limitations can also be classified according to levels of visual acuity, from partially sighted to legally blind to total blindness.Partially sighted students or employees can be accommodated with larger print or visual aids. Legally blind individuals have 20/200 vision (or worse) in their better eye, or a limited field of vision less than 20 degrees at its widest point, and may require…...
Lieberman, L. J., Ericson, K., Lepore-Stevens, M., & Wolffe, K. (2021). The expanded core curriculum areas experienced by campers during camp abilities: A qualitative study. Journal of Visual Impairment & Blindness, 115(1), 28–41. https://doi.org/10.1177/0145482X20987021
children in the United States suffer from learning disabilities and disabilities that impair their ability to socialize properly with others. Social skill interventions are designed to help students with specific disabilities like autism understand how to learn and adapt while in a social setting like a classroom or school trip. One such project, the HANDS project, developed a way to support students with autism spectrum disorder learn important social and life skills. "The HANDS project has developed a mobile cognitive support application for smartphones, based on the principles of persuasive technology design, which supports children with ASD with social and life skills functioning -- areas of ability which tend to be impaired in this population" (Mintz, Branch, March, & Lerman, 2012, p. 53).
This kind of technology is not only easy to access, but easy to use making it feasible for any parent or teacher looking to help a student.…...
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References
MacFarlane, K. & Woolfson, L. (2013). Teacher attitudes and behavior toward the inclusion of children with social, emotional and behavioral difficulties in mainstream schools: An application of the theory of planned behavior. Teaching and Teacher Education, 29, 46-52. http://dx.doi.org/10.1016/j.tate.2012.08.006
Mintz, J., Branch, C., March, C., & Lerman, S. (2012). Key factors mediating the use of a mobile technology tool designed to develop social and life skills in children with Autistic Spectrum Disorders. Computers & Education, 58(1), 53-62. http://dx.doi.org/10.1016/j.compedu.2011.07.013
Walton, K. & Ingersoll, B. (2012). Improving Social Skills in Adolescents and Adults with Autism and Severe to Profound Intellectual Disability: A Review of the Literature. J Autism Dev Disord, 43(3), 594-615. http://dx.doi.org/10.1007/s10803-012-1601-1
Teaching Students ith Disabilities
hat are the most important skills and requirements for teachers of students with emotional or behavioral disorders?
The Concordia University list of skills includes keeping the rules and guidelines "simple and clear." That means if a lengthy list of "complicated rules and demands" are made, that will lead to an evitable struggle with difficult students (i.e., students with behavioral and emotional problems). Keep classroom rules very simple and broad, in fact the Concordia University suggestion is that no more than 3 to 5 "main" rules should be enforced in a classroom with these students. Suggestions for those main rules include: a) be on time; b) try your best; c) be polite; and d) respect one another (Concordia University).
Also, Concordia suggests rewarding positive behaviors; certainly there will be moments when discipline is necessary; and in fact many students exhibiting emotional and behavioral disorders (EBD) take discipline "as a personal…...
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Works Cited
Concordia University (2010). 5 Tips for Handling EBD Kids (Emotional Behavior Disorder)
National Center for Special Education Research. (2010). The Post-High School Outcomes of Young Adults with Disabilities up to Six Years After High School: Key Findings From
The National Longitudinal Transition Study-2 (NLTS2). Retrieved June 6, 2015, from http://ies.ed.gov .
ADA & Section 504
The author of this report is to answer two main questions when it comes to the law and its application. The first broad question relates to how IDEA, IDEIA, Section 504 and the ADA overlap to a fairly significant to degree. However, less focus is placed on Section 504 and the ADA a lot of the time and the author has been asked to highlight areas of those two laws and regulations that are significant as compared to IDEA. Second, there will be the description of two significant issues that relate to case law and overall court proceedings. The gist is that oen must ask which students are protected. egardless, there are concerns about things like placement, planning issues, evaluations, litigation and regulatory enforcement. While the enforcement of disability-related laws may seem cut and dry, there are some perceived gray areas and situations and there needs to…...
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 goals, in large part based on standardized developmental scales that designate age appropriate ranges for physical and cognitive skill development and though they have been around almost since the inception of IDEA and the LE they were not always developed or used to their fullest extent for any given child. (Filler & Xu, 2006, p. 92) Filler & Xu also stress that inclusion is not successful if a child with special needs is simply placed in a classroom with average…...
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References
Filler, J., & Xu, Y. (2006). Including Children with Disabilities in Early Childhood Education Programs: Individualizing Developmentally Appropriate Practices. Childhood Education, 83 (2), 93-102.
Kavale, K., & Forness, S. (2000). History, Rhetoric and Reality. Remedial Special Education, 21 (5), 279-291.
Health and PE literacy is essential for today's students, especially as obesity and the potential for developing diabetes later in life spreads across the globe like an epidemic. Understanding issues related to health and physical exercise and how the two go together is something that students must take part in. One way to do that is to have them read available and relevant literature on what it means to be active, healthy and enjoy a healthy diet.
Educators can help students to be healthier by incorporating health literature into their curriculum. As an educator, I can utilize the information on Shapeamerica.org to help my ESL students learn both how to read and how to be healthy. Articles form journals such as the American Journal of Health Education provides great insight for teachers and students about ways to incorporate healthy and physically fit exercises into one's life.
Learning Disabled
During the course of a child's school years they will learn to define themselves as a person and shape their personality, sense of self-concept and perception of their potential for achievement for life (Persaud, 2000). Thus the early educational years may be considered one of the most impacting and important with regard to emotional, social and cognitive development for students of all disabilities. Labeling is a common by-product of educational institutions, one that has been hotly debated with regard to its benefits and consequences by educators and administrators over time. There are proponents of labeling and those that suggest that labeling may be damaging to students in some manner.
Students who are labeled at the elementary and middle school level as learning disabled may face greater difficulties achieving their true potential in part due to a decreased sense of self-esteem, self-concept and personal achievement (Persaud, 2000). The intent of this…...
Clark, M. (1997). "Teacher response to learning disability: A test of attributional principles." The Journals of Learning Disabilities, 30 (1), 69-79. Retrieved Oct 4, 2004 from LDOnline. Available:
Instructional strategies for transitioning students with disabilities from high school to post-High school vocational programs.
Like all young people, students with disabilities want to go out in life and make a career and learn skills, which are necessary for their future use. Some students with disabilities have a strong desire to attend college or a vocational school and some want to operate independently in the community. Most of these students with disabilities work either in paid or subsidized jobs and this is the reason they need to learn, especially in the high school to be prepared for his or her adult life. Transition services are thus services, which help the students to prepare for their future work and devise strategies and learning skills to cope up with the coming challenges. These services allow the students to identify and increase the scope of their skills as they will need to pursue in…...
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D.W., Grossi, T., & Keul, P. A functional analysis of the acquisition and maintenance of janitorial skills in a competitive work setting. Journal of The Association for Persons with Severe Handicaps, 1988, 13(1).
Sharon Lesar Judge. Computer Applications in Programs for Young Children With Disabilities: Current Status and Future Directions JSET E. Journal, Volume 16, Number 1, Winter 2001.
Katherine J. Inge, Stacy Dymond, Paul Wehman, Curtis Sutphin, Christopher Johnston, Marguerite Faina, Community-Based Vocational Preparation for Students with Severe Disabilities: Designing the process. Vocational Options Project: Chapter 1 Accessed on 8-4-2003 at www.vcu.edu/rrtcweb/techlink/iandr/voproj/chap1/chapter1.htmlhttp://www.vcu.edu/rrtcweb/techlink/iandr/voproj/chap1/chapter1.html
Federal legislation requires students with disabilities to participate in state assessments, partly because such assessments are important components of educational accountability. These assessments are used to classify students according to their educational needs, provide information regarding the progress of students with disabilities, and identify the extent to which students are attaining state academic standards. The large majority of classified students are classified under the Individuals with Disabilities Education Act (IDEA). But classification is highly inconsistent, which should raise concerns about over-, under-, and misclassifying certain types of disabilities. Misclassification can result from failing to identify students with disabilities, from classifying students with disabilities they do not have, and from delaying classifying disabilities in students. Some of this inconsistency is accounted for by teachers and schools (McDonnell, McLaughlin, & Morison, 1997); however, when contrasting state classification data there are striking differences that indicate that state guidelines vary and lead to the…...
Jimerson, S.R., Burns, M.K., & VanDerHeyden, AM. (2007). Response to intervention at school: The science and practice of assessment and intervention. In S.R. Jimerson, M.K. Burns, & A.M. VanDerHeyden, Handbook of Response to Intervention: The Science and Practice of Assessment and Intervention. New York: Springer.
Harry B. & Klinger, J.K. (2006). Why are so many minority students in special education?: Understanding race & disability in schools. New York: Teachers College Press.
McDonnell, L., McLaughlin, M., & Morison, P. (Eds.). (1997). Educating one and all:
It also lists goals and objectives, which are used to measure a student's progress and determine whether the program and placement are appropriate" ("The IEP Cycle," DREF, 2007). Each student's IEP must be developed by a team of people who are knowledgeable and concerned about the student and must be at least reviewed annually. The team may include the child's teacher, the parents, the child, and agency representatives. "If parents disagree with the proposed IEP, they can request a due process hearing and a review from the State educational agency if applicable in that state" ("Guide to Disability Rights Laws," U.S. Dept. Of Justice, 2005).
IDEA lists 13 categories under which a student can qualify for special education services, including autism, deaf-blindness, deafness, hearing impairment, mental retardation, multiple disabilities, orthopedic impairment, other health impairment, serious emotional disturbance, specific learning disability, speech or, language impairment, traumatic brain Injury and visual impairment,…...
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Works Cited
Guide to Disability Rights Laws." U.S. Dept. Of Justice. (Sept 2005). Retrieved 18 Jun
One trend that needs to be altered is the development of perceptions that stress the ways in which the environment of the classroom and school can be improved to better accommodate and support LD students, which will likely in turn assist all students with self-efficacy and self-perception. This should be done to alter the historical challenges that LD students face with regard to the perception that all LD students are alike or that they are all in need of self-development in order to fit into the mold of general education, rather than the reverse. Educator understanding of the individual and specific LD diagnosis will likely help a great deal as will advanced training for general educators with regard to these specific abilities and needs.
eferences
Bear, G.G., Kortering, L.J., & Braziel, P. (2006). School Completers and Noncompleters with Learning Disabilities: Similarities in Academic Achievement and Perceptions of Self and Teachers. emedial…...
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References
Bear, G.G., Kortering, L.J., & Braziel, P. (2006). School Completers and Noncompleters with Learning Disabilities: Similarities in Academic Achievement and Perceptions of Self and Teachers. Remedial and Special Education, 27(5), 293.
Busch, T.W., Pederson, K., Espin, C.A., & Weissenburger, J.W. (2001). Teaching Students with Learning Disabilities: Perceptions of a First-Year Teacher. Journal of Special Education, 35(2), 92.
Gerber, P.J. (1992). Being Learning Disabled and a Beginning Teacher and Teaching a Class of Students with Learning Disabilities. Exceptionality, 3(4), 213-231.
Houston-Wilson, C., & Lieberman, L.J. (1999). The Individualized Education Program in Physical Education: A Guide for Regular Physical Educators. JOPERD -- the Journal of Physical Education, Recreation & Dance, 70(3), 60.
(Thompson, Morse, Sharpe and Hall, 2005, p.40)
The work of Vaughn, Levy, Coleman and os (2002) entitled: "Reading Instruction for Students with LD and ED" published in the Journal of Special Education repots a synthesis of "previous observation studies conducted during reading with students with learning disabilities (LD) and emotional/behavioral disorders (ED)." (p.1) a systematic process of review of research conducted between 1975 and 2000 is stated to have "yielded a total of 16 studies 11 independent samples) that met all preestablished criteria." (Vaughn, Levy, Coleman and os, 2002, p. 1) Finding from the study include: (1) There was substantial time allocated for reading instruction, though the time varied based on whether students were in special education or general education or both; (2) students were provided more individual and group instruction in special education; (3) the quality of reading instruction was low, overall, with excessive time allocated to waiting and…...
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Bibliography
Fletcher, Jack M. (2002) Researchers support early intervention for all children
Drummond, Kathryn (2005) About Reading Disabilities, Learning Disabilities, and Reading Difficulties. Reading Rockets. 2005. Online available at http://www.readingrockets.org/article/639
Mastropieri, Margo and Graetz, Janet (2003) Implementing Research-Based Reading Interventions to Improve Access to the General Education Curriculum
Lazarus, Belinda Davis and Callahan, Thomas (2000) Attitudes Toward Reading Expressed by Elementary School Students Diagnosed with Learning Disabilities. Reading Psychology 21: 281-282. Copyright 2002 Taylor & Francis. Online available at http://www.usm.maine.edu/~amoroso/edu621/4050957.pdf
Pedagogic Model for Teaching of Technology to Special Education Students
Almost thirty years ago, the American federal government passed an act mandating the availability of a free and appropriate public education for all handicapped children. In 1990, this act was updated and reformed as the Individuals with Disabilities Education Act, which itself was reformed in 1997. At each step, the goal was to make education more equitable and more accessible to those with special educational needs. During the last presidential term, the "No Child Left Behind" Act attempted to assure that individuals with disabilities were increasingly mainstreamed and assured of high educational results. All of these legislative mandates were aimed at insuring that children with disabilities were not defrauded of the public education which has become the birthright of all American children. The latest reforms to IDEA, for example, provided sweeping reforms which not only expanded the classification of special needs…...
Stigma and Disability
The self-sufficiency of any person or group largely depends on the capacity to maintain a certain level of financial stability. As a group, people with disabilities are among those with the highest poverty rates and lowest educational levels despite typically having some of the highest out-of-pocket expenses of all other groups. Educational level is strongly related to financial status and independence in most of the studies performed on these variables. Despite regulations to attempt to provide an equal and fair education to students identified as having disabilities, the research indicates that the majority of these individuals do not reach the educational levels and financial status of their non-disabled peers. The limitations of a failed system of assistance for these individuals that creates a double-edged sword in the form of stigmatizing these students has resulted in it being next to impossible for this group to obtain even an "average"…...
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References
Artiles, A., Kozleski, E., Trent, S., Osher, D., & Ortiz, A. (2010). Justifying and explaining disproportionality, 1968-2008: A critique of underlying views of culture. Exceptional Children, 76, 279-299
Bjelland, M.J., Burkhauser, R.V., von Schrader, S., & Houtenville, A.J. (2011). 2010 progress report on the economic well-being of working-age people with disabilities. Retrieved on July 10, 2012 from ct&seiredir=1&referer=http%3A%2F%2Fscholar.google.com%2Fscholar%3Fhl%3Den %26q%3Ddisabilities%2Band%2Bpoverty%26as_sdt%3D0%252C23%26as_ylo%3D20 10%26as_vis%3D1#search=%22disabilities%20poverty%22.http://digitalcommons.ilr.cornell.edu/cgi/viewcontent.cgi?article=1284&context=edicolle
Brown v. Board of Education, 347 U.S. 483 (1954)"
Burkhauser, R.V. & Houtenville, A.J. (2006). A guide to disability statistics from the current population survey - annual social and economic supplement (March CPS). In Rehabilitation research and training center on disability demographics and statistics, Cornell University, Ithaca, NY. Retrieved on July 10, 2012 from http://digitalcommons.ilr.cornell.edu/edicollect/1233/
Special Education
Since the introduction of PL-142 the Special education system has received both praise and criticism. Special Education Programs are an essential component to our educational system. The current special education system has aided many people but improvements are desperately needed as rates of enrollment increase and the number of special education teachers' decrease. The growth in the number of special education students is the topic of conversation among educators all across the country.
The purpose of this investigation is to discuss the increase in the American special education population. We will discuss the factors that have contributed to the increase including; the effect of PL-142 on the growth of the special education population early identification of special needs, the additional conditions that qualify students for special education, the placement of low achieving students in special education programs, accountability reforms, pressure from parents, the disproportionate amount of minorities that are…...
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References
Digest of Education Statistics. (2001) U.S. Department of Education.
A www.questia.com/PM.qst?action=openPageViewer&docId=5001314786
Educators Should Require Evidence. (1999). Phi Delta Kappan, 81(2), 132. Retrieved May 30, 2003, from Questia database, http://www.questia.com .
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