Disability And Special Education Needs

The key points from this week’s text reading discussed issues that special educations teachers need to know relating to vocabulary, law and identification of intellectual disabilities (ID). We learned about how ID characteristics impact education, social attitudes and academic needs of students, their families and the communities they live. The reading from the assigned from our textbook and the websites gave my an excellent base understanding of intellectual disabilities.

Mental health issues ranging from the doubts and uncertainties have become a part of daily routine, towards serious long term situation which can be very complex for managing and having a diversifying impact on the overall live of the people. The usual child health leads to contribute towards overall development (Watson & Le Couteur, 2011). Therefore it is important to take special care of people with complex disability as they turn out to be sensitive enough about the situation and environment they are living in.

World Health Organization (WHO) has defined disability as an umbrella term for impairments. Disability is an individual with a health condition such as Down syndrome cerebral palsy and depression, body functioning or structure on activity limitation. WHO, (2016) supported that people with learning difficulties they deserve privacy and dignity like everyone

Disability affects development and learning because disability affects children's development in different ways. That can be physically and sensory, social, emotional and behavioural and learning or cognitive.

Disability - A person with disability has a physical or impairment that limits one or more of the major life activities of that person. A person is also considered disabled if they have had a record of such an impairment or are regarded as being impaired (U.S. Equal Employment Opportunity Commission, 2008).

Thesis: To master the job of a Special Education teacher, it is important to have the right skills such as teaching, communicating, and patience.

Norm-referenced tests are created by professionals, researched and published. They are used to compare a student with others that are similar to them. These comparable students are a norm reference group that is compose of those with similar culture, background, ethnicity, sex and other characteristics. Furthermore, students with disabilities should be included in this sample of student so that it will be a valid comparison for disabled students, too. Norm groups provide standard scores used to determine if a student is average, above average or below average, which allows for determining if a student is at the appropriate level, above or below it. Also, these tests must be shown to be valid or test the areas they are designed to measure.

The categories of disabilities are; autism, deaf/blind, deafness, hearing impaired, mental retardation, multiple disabilities, orthopedic impairment, serious emotional disturbance, specific learning disabilities, speech or language impairment, traumatic brain injury, visual impairment including blindness, and other health impairment. To be eligible, a student must have a disability that adversely affects her or his educational performance and must need special education in order to receive an appropriate education.

The issue the author presents in chapter nine focuses on who should receive special education services and how should educators identify which students are to receive special education services.

Not all students with disabilities are eligible for special education and related services under federal and state special education laws. “In order to be eligible for special education and related services under federal and state law, a student must qualify under one of the thirteen eligibility categories found in the Individuals with Disabilities Education Act (IDEA). Among the categories is emotional disturbance (ED), which is defined

Progression have been crafting disability solutions for organisations for over 14 years. During this time natural patterns have emerged. This brought about an evolution in Progression’s integration processes, which have since been analysed and developed into a holistic Disability Integration Model. The various solutions offered by Progression have been split into three different stages within the model. The Progression Assessment Centre was established as a dedicated part of the business to enable Disability Equity strategies to be fully assessed in an inclusive manner. The model follows a cyclical approach, which can be implemented at any stage in the employment process.

According to Ripley, S. (1998), traditionally, special education teachers worked with students in a self-contained environment as well as the general education teachers worked in a room alone. However, overtime, learning disabled students more and more are being included in regular education classes. Therefore, the need for collaboration between the regular education teacher and the special education teacher continues to grow. Today, many schools are setting up cooperative teaching programs that team a special education teacher with a team of regular education teachers in order to reach all students and have them all benefit from the same lesson plans. The special added exception is that the learning-disabled students have the extra benefit of having someone who specializes in

There are 110-190 million disable people on the work which is 15% of the world`s population.

I am ashamed. I am ashamed of my education. I am ashamed of the teachers who taught me. Why? Because when it came to educating me about disability not one teacher I encountered endeavoured to help me understand how the disabled feel. I am ashamed to have grown up in a world in which disabled people are treated like an exception, as if their life itself is an inconvenience and penalty. And I am afraid that this nefarious act will continue to be passed on to the next generation by us, and thus that generation will keep educating their children the same, erroneous concept, over and over again. So, I am here to change this education and the inequitable views of disabled. I am here to break your walls of stereotype towards the disabled. Fellow students, please listen carefully.

It was the day that I’ve been waiting for over 3 years. A day that would finally let me be normal like everyone else and have the choices as other people without being ridiculed by the teachers that saw me as unqualified to be taught in a standard way. Thanks to my mom thinking that it would be a marvelous idea to have me be placed in special education due to my lack of effort taking reading comprehension test. I was placed in special education at the end of 5th grade, and sought to see the end of it. That day would eventually come on early April of 2015, where I was called upon to the office during class in 8th grade.