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Adhd Personal Statement

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In the realm of education, the idea of inclusivity is something that all educators strive to achieve. The act of crafting an inclusive classroom is not only important academically, but also important in the shaping of young children’s lives. Education is not the idealistic one-size-fits-all-all community. Instead, it is a community that exemplifies the diverse aspects of humanity through learning styles, socio-economic backgrounds, ethnicities, cultures, disabilities, and beyond. To be an effective educator, one must cater to the needs of each of these individual groups, as well as employ the willingness to learn from others. Each of our students will bring something different to our classroom and it is our job to nurture the needs of whatever …show more content…

As a student with exceptional needs, I have experienced the commitment that is needed from my teachers for me to succeed. Growing up with ADHD, learning was hard, and even harder when my teachers did not commit to me and my individual learning needs. As an emerging educator, my goal is to meet the needs of not only my students with ADHD, but all my students with exceptional learning needs. My job is to make a commitment to these students and to work to understand each of the unique challenges they may face and the strengths that they may bring into my classroom. According to the CDC, parents report that only one in three children with ADHD receive behavioral classroom management. To ensure that students like me receive adequate support, I will strive to create a classroom environment that minimizes distractions and promotes focus for my students. I can also use seating arrangements that minimize the chance of sensory overload and focus on time management tools to assist the students’ routines. By recognizing these individual needs, I can differentiate, support, and address each of the diverse needs of these students. Inclusive Classrooms Having an inclusive classroom provides my students with many benefits, especially for my students with exceptional learning needs. By doing so, I can promote diversity and acceptance, providing a sense of belonging and community to my students, despite their differences. Studies show that inclusive education provides short-term and long-term benefits for not only special education students but all students. Additionally, it has been shown that kids with special education needs have better attendance, develop stronger skills, and are more likely to pursue higher education when they are in an inclusive classroom environment (Osewalt). By opening the door for opportunities for my students, they have the chance to do bigger things in life due to the experiences they had in school. Not only does an inclusive

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Students with disabilities feel more at home in inclusive learning environments when cultural differences are acknowledged and valued. To provide a welcoming and respectful learning environment, educators must actively work to comprehend the various cultural practices, beliefs, and values. I completely agree with this idea because it is critical for educators to be aware of the cultural origins and identities of their students since this can have a beneficial effect on how well they learn. Bialka also emphasizes the necessity of cooperation between multicultural and special education. By combining these two disciplines, educators may address the confluence of culture and disability, ensuring that students with disabilities from all backgrounds receive the assistance and accommodations they need.

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In a society that is marked by systemic inequalities, it is important for education to expose students to a wide range of viewpoints and cultural backgrounds. This not only helps to broaden students' understanding of the world, but also challenges their own assumptions and biases. By promoting diversity and inclusion in the classroom, education can help to create a more equitable society by giving all students the opportunity to learn and succeed. In addition to promoting equity, education should also empower individuals to advocate for their own interests and those of their communities.

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Every child comes into this world as a selfish, manipulative, cruel and stubborn being. It is the parents and society that teaches children how to function in a civilized world, and societal laws that keeps them under control. William Golding wrote this novel in the early years of the cold war and the atomic age. In William Golding's classic novel Lord of the Flies, Golding uses Jack, a young savage who looks to lead a group of stranded kids on an island with no food, no rules, and no adults. The effect freedom has on Jack has turned him into a savage because he does not have to listen to anyone since there are no adults on the island.

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For instance, during a discussion with the Head of Faculty and a Learning Support Assistant (LSA), I learned that one of my students, Student A, has ADHD and was experiencing increased restlessness in class. Taking their views into consideration, I had a brief discussion with Student A to develop a strategy to address his emotional needs. This involved seating him away from potential distractions and allowing him to take short movement breaks outside the classroom. This proactive approach not only supports Student A, but also creates a more inclusive learning environment for all students. Furthermore, I incorporate strategies such as providing keywords for students with Special Educational Needs and Disabilities (SEND) and English as an Additional Language (EAL), carefully designing seating plans to promote inclusivity, and linking concepts learned previously to scaffold learning effectively.

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Some of the things teachers should receive to better their inclusive classrooms are teacher assistants (Wilkins and Nietfeld, 115). It is not the job of the teacher alone to watch out and make sure that all the students are accepted. By having these assistants, the teacher will be able to provide the best atmosphere and have help to make sure every student feels as though they belong. By the end of the year, the students in these classrooms will have a greater level of confidence in themselves than those in non inclusive classrooms (Wilkins and Nietfeld, 115). Inclusion helps to make everyone feel better about themselves as they are bettering themselves in becoming more acceptance and removing hatred from their systems.

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A quote I plan to use from this source includes “Programs in which children are matched with adult mentors on the basis of similar traits can lead to strong, supportive relationships that make positive difference in children’s lives” (Glomb et al. 34). This program uses outcome measures of minimal, moderate, and significant improvements as reported by teachers and parents. Glomb et al. informs us that in the age group of 9-12-year old’s significant progress were seen in homework as well as improved positive outlook concerning school (34). I plan to use this in my paper as supporting material in the need to work together to improve self confidence that individuals with ADHD typically lack.

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One such benefit of having disabled children placed within inclusive classrooms is the positive influence of their peers. By allowing pupils with disabilities and SEN to interact with their peers on a daily basis they will be exposed to a broad range of social and emotional abilities. This daily exposure will allow them to learn and develop appropriate social and emotional responses, and may have a stimulating effect on their development (Odom,

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I would like to be a leader in the field of psychology. My interest in psychology has been generated by my own personal experiences. I believe I can be of great assistance to the community. Having suffered from attention deficiency hyperactivity disorder, I believe I can inspire other students who suffer from similar or related disabilities to achieve their objectives and goals in life irrespective of their deficiencies. Furthering my education in psychology also provides me with a platform to acquire additional knowledge on problems affecting people.

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However, every student has the right to be included in an everyday classroom with non-special needs students. The following paper will present and explain inclusion’s purpose, its benefits for both special and non-special needs students, as well as its drawbacks. Literature Review This thesis paper will be carried out with the help of online research, and investigations as well as books. The Wisconsin Education Association Council (WEAC) defines inclusion as “a term which expresses commitment to educate each child, to the maximum extent appropriate, in the school and classroom he or she would otherwise attend.” Develop more this point

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The family’s visions of a typical life for their children can come true. All parents want their children to be accepted by their peers, have friends and live “regular” lives. Inclusive settings can make this vision a reality for many children with disabilities. Children develop a positive understanding of themselves and others. When they attend classes that reflect the similarities and differences of people in the real world, they learn to appreciate diversity.

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Special education is a discipline marked by a lot of controversy and which elicits a heated debate among education administrators, parents, and teachers. Full inclusion, which is the belief that disabled students should be incorporated into regular classrooms, regardless of whether they meet conventional curricular standards or not, is the major point of controversy. Full inclusion embraces the idea that disabled students should undertake regular education and only be excluded in a class when important services cannot be offered to them (Nelson, Palonsky, & McCarthy, 2010). This paper seeks to delve into the arguments surrounding full inclusion and establish their validity. It will achieve this by highlighting the arguments for and against

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INTRODUCTION Inclusion in education is the act of integrating and accommodating each student regardless of their learning difficulties, disabilities, or other special needs. That is why in our world today, parents, educators, and lawmakers are pushing for inclusion, for the right of each child with special needs to learn alongside their peers, to have the same access to opportunities and academic advantages, and to be able to take part and contribute in the community. In the field of education, inclusion has become a controversial topic, because of the ethical and legal issues that surrounds it. On one hand, it promotes equality and diversity among the student population and it is meant to accommodate each and every student despite their

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Henry Ford once said, “Coming together is a beginning; keeping together is progress. Working together is success” (Brainy Quote). From here, the concept of inclusive education, including students with and without learning disabilities as peers in the same classroom, originated. The aim of this type of education is to get students with learning disabilities involved in the society. Teachers and fellow students will also provide help for students with disabilities; in this way, students with learning disabilities will be motivated to study as they feel that they are a part of a group instead of being isolated in special places.

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The teachers need to understand the instructional designs and how to apply these. In executing this effectively the learning process should expose the utilization of theoretical frameworks, student centered learning, collaboration, culturally fit (diversity), awareness of different learning styles and reflective practices (Tuitt, 2003, p.251- 253). With this we can be sure that every child can learn every child must learn with inclusive pedagogy through accessibility of

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According to UNESCO, inclusive education is a process of addressing and responding to the diverse needs of all children by increasing participation in learning and reducing exclusion within and from education (Nguyet and Ha 2010). Inclusive education is a process of increasing the presence, participation and achievement of all learners (Booth and Ainscow 2002). The process involves mainstreaming children with special educational needs into regular classroom settings, allowing them to learn side by side with their peers without disabilities. Inclusive education implies that children with special educational needs have to attend mainstream schools they would have attended if they did not have a disability. Mainstreaming children with special needs education has a positive impact on both social and academic learning for children with and without special needs (Farrell 2000).

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