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MORAL DILEMMA Students with leaning disabilities often need modifications in their assignments in order to minimize the impact of their disabilities and to facilitate their success. Kevin's IEP, for example, includes extended time on exams, no penalty for spelling errors on essays written in class, and ability to use the computer for extensive written work. You are Kevin's high school English teacher, and one of your students has protested that giving these accommodations to Kevin is not fair. The protest is growing, and now several students have voiced their resentment of Kevin's special treatment.
Blog about:
A. How will you handle this?
I will inform the rest of the students that Kevin needs this extra help, and it's not just an easy way out for him; he still has to work hard. Also, I would remind the students that I always offer extra help either in the morning before classes or afterschool if they ever have trouble with any of the assignments.
B. What are your personal beliefs about this issue, and how will your beliefs affect your professional decisions?
I feel that there are exceptions for students needing extra help, and there is no excuse for a student to say that they never were offered any help from their teacher. I'm not saying every teacher has the time every day after school to help their students, but there should be other teachers willing to help explain any material to students in a way they would understand. For my own students I will make and plan extra time for my students to get help if needed; this could be done during recess, lunch, or after school.
C. What does “fair” mean in the educational context for individuals with special learning needs?
Students with special needs are still given assignments related to and similar to assignments done by the rest of their classmates; however, they are given extra help. All of the children, with or without a learning disability need to realize that they will not have everything handed to them; they will need to learn responsibility and earn people's respect by how they treat others and what they learn throughout life, especially in their education.
Sunday, September 27, 2009
Wednesday, September 16, 2009
Entry #3
The pieces can never fit together unless EVERYONE makes it work, and has the same goal in mind for each child.
In what ways has social bias affected the achievement of girls with gifts?
- Some characteristics of a gifted child include independent, assertive, aware of their full potential, and highly intelligent compared to other children their own age or older.
- When a girl is pronounced gifted, this goes against the typical characteristcs of a gifted child because girls are taught to take on the "feminine" role. This includes being passive, dependent, etc,.
- These stereotypes may cause girls to hide their gifts for fear of going against what society teaches them.
- Also, gifted female students when they get older may not be taken as seriously as male students would be. They would both get the same level of academic encouraging in grade school, but as they age, views on these children will change.
Define and discuss the concept of twice exceptional.
- Twice exceptional is when a child may have a disablity and be gifted at the same time.
- Just because you may have a disability does not mean that you are not intellectually gifted; it could be just hidden.
- In some cases, children who are diagnosed with autism may be highly intellegent although most autistic children tend to have average or below-average intelligence.
- These amazing children may have high intelligence, but they could also have poor social skills, which comes to the fact that these children need help in that area of their life.
- Children need help with social skills, regardless of their academic intelligence.
Entry #2
PL94-142 was aimed primarily at the school-age population. Describe four major pieces of legislation that extended rights to children with disabilities.
- By 1982, the federal government sought to spend up to $3 billion in aiding the states which had previously been supported to providing services for children with disabilities.
- In 1990, the government was still spending about $1 billion a year in aiding these states; however in return for the aid, these states were required to evidence that they were providing services for these children in need.
- These laws put pressure on the public school systems in demanding more assessment, parental contract, and student evaluation. Many teachers and educational staff have protested about the laws, but that had done no good.
- This change showed how the federal government went from hardly being involved in the special education programs to becoming a huge impact on the future of aid for special education students.
Introduction to Special Education-Public Policy
Identify and briefly explain the six key principles of PL 94-142, the
Education for All Handicapped Children Act.
- Zero reject - It is mandatory that every child with a disability will be provided a free and appropriate public education.
- Nondiscriminatory evaluation - A full individualized examination will be given to every student before being placed in a special ed. program. This consists of appropriate tests which apply to each child's cultural and linguistic background.
- Individualized education program - Also known as IEP; it is a program given to each student with a disability who receives special education. It describes the child's present performance and goals for the upcoming school year, the services needed, and the schedule used to accomplish the student's goals.
- Least restrictive environment - Children with disabilities must not be educated with children who do not have disabilities/not handicapped.
- Due process - Rules made to ensure accountability between educational staff and parents in making decisions about the child/student.
- Parental participation - Parents must be invovled in their child's IEP development, and they have the right to their child's education records.
Monday, September 14, 2009
Entry #1
How do parents and siblings respond to the presence of a child with
disabilities in the family?
Parents face two problems: "the symbolic death of the child who was to be" and the feeling of shock, "denial, guilt, anger, and sadness"(Kirk, 16). First, every parent prays for a happy and healthy baby, but whenever that expectation is not fulfilled, the parents have to learn to accept the child that is born. This takes humility and love for the child, even if they are born with a disability. Secondly, parents begin to feel as if it is their fault for the child's health. Some parents may "react with severe depression" (Kirk, 16). There are a number of support groups open to parents with children who have disabilities. In addition to these problems faced by parents, they also face financial issues when caring for their children. Both parents and siblings must make it a priority to care for the well-being of the child with a disability, as they need daily care, and some of these children may not even be able to feed or clothe themselves. This task cannot be handled by just the parents, but only as a family. They all need to stick together to encourage and love one another, accepting them for who they are, not what they can or cannot do.
NYSCEC
GEC: The Guild for Exceptional Children
How does cultural diversity affect the future of exceptional children?
When a child has a disability, they have a hard time understanding school related material, and it becomes even harder when there is so much diversity in a classroom. Students come from different backgrounds or environments, which create misunderstandings for both students and teachers. If a teacher is from the United States and a student is from India or another foreign country, there may be both a language or religion barrier. The teacher needs to be aware of each student's background, and in this way, the teacher will be more apt to know how to reach each individual in a way that's easier for the student to learn. In addition, with all the changing technology, it is important for teachers to introduce this to exceptional children. Technology is a great learning tool to being with, such as using a computer or television to show a visual of a book that may have been read in class. This engages the students into a discussion, and will keep their attention more than if they student was just handed an assignment. When invovling the entire classroom in a group activity, students are more apt to remember what was discussed.
Cultural Diversity in the Classroom
Linguistic and Cultural Diversity
disabilities in the family?
Parents face two problems: "the symbolic death of the child who was to be" and the feeling of shock, "denial, guilt, anger, and sadness"(Kirk, 16). First, every parent prays for a happy and healthy baby, but whenever that expectation is not fulfilled, the parents have to learn to accept the child that is born. This takes humility and love for the child, even if they are born with a disability. Secondly, parents begin to feel as if it is their fault for the child's health. Some parents may "react with severe depression" (Kirk, 16). There are a number of support groups open to parents with children who have disabilities. In addition to these problems faced by parents, they also face financial issues when caring for their children. Both parents and siblings must make it a priority to care for the well-being of the child with a disability, as they need daily care, and some of these children may not even be able to feed or clothe themselves. This task cannot be handled by just the parents, but only as a family. They all need to stick together to encourage and love one another, accepting them for who they are, not what they can or cannot do.
NYSCEC
GEC: The Guild for Exceptional Children
How does cultural diversity affect the future of exceptional children?
When a child has a disability, they have a hard time understanding school related material, and it becomes even harder when there is so much diversity in a classroom. Students come from different backgrounds or environments, which create misunderstandings for both students and teachers. If a teacher is from the United States and a student is from India or another foreign country, there may be both a language or religion barrier. The teacher needs to be aware of each student's background, and in this way, the teacher will be more apt to know how to reach each individual in a way that's easier for the student to learn. In addition, with all the changing technology, it is important for teachers to introduce this to exceptional children. Technology is a great learning tool to being with, such as using a computer or television to show a visual of a book that may have been read in class. This engages the students into a discussion, and will keep their attention more than if they student was just handed an assignment. When invovling the entire classroom in a group activity, students are more apt to remember what was discussed.
Cultural Diversity in the Classroom
Linguistic and Cultural Diversity
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