This case study identifies a student named “Bryanna”. She is an eight-year Caucasian female in the third grade that has a relative weakness in reading and mathematics. Bryanna is currently in a regular education classroom amongst her peers. In this environment she shows adequate social and behavioral skills; however, indications of attention and learning problems are present. After reviewing her reading and mathematics assessment data, Bryanna’s scores suggests that she needs to be evaluated for special services.
The problem is not John having a disability; it's the school not having a plan in place for inclusive education. When John was preparing to matriculate from Elementary to Middle, some type of matriculation activity that encouraged collaboration between students in the general population with students who will be participating in inclusive education should have been done to make the transition smoother for John and his peers. Elementary school was safe and familiar to John. Transitioning to Middle school is a scary and unfamiliar thing.
Of course, we are not talking here about students whose comprehension is severely impaired, because they are usually schooled individually and have a special grading system, adjusted to their needs and abilities. But in the classrooms there are often students with less obvious disabilities, which, although less severe, can also create academic challenges. Some of them, such as dyslexia or dyscalculia, are directly related to learning and may affect the speed at which students acquire the material. Others, such as anxiety or ADHD may not only disrupt learning, but also are very likely to cause discrepancies between the students’ subject knowledge and their exam and assignment results.
With unavailable resources, students with learning disabilities may not have the support they need to succeed. Due to the lack of resources they may also get discouraged, leading them to transfer from a charter school to a traditional public school.
These eleven strategies are other ways to help teach children with disabilities. These strategies are; Accentuate the positive, Use appropriate assessment, Use concrete examples and materials, Develop and use multisensory approaches to learning, Model what children are do to, Make the learning environment a pleasant, rewarding place to be, Create a dependable classroom schedule, Encourage parents to volunteer at school ad to read to their children at home, Identify appropriate tasks children can accomplish on their own, Use cooperative learning, and develop a peer buddy system. An example of accentuate the positive would be when the teacher walked around and said to the children who weren't playing together, "Oh, we play together with our friends, do you three want to play together?"
The brain and central nervous system problems, with a child on the spectrum, will include issues such as: poor coordination, balance, memory, attention, processing speed, reasoning, intellect, judgment, mood regulation, and difficulties with hyperactivity. Even though this list of challenges is long, it is important to know that there are just as many social and behavioral problems as well. Children with FAS tend to have difficulty in school. Their ability to stay on task and set goals, such as research papers present a large challenge to children with FAS. They also have poor social skills, causing trouble getting along with others.
Prater, Mary Anne. " Learning Disabilities In Children's And Adolescent Literature: How Are Characters Portrayed?. " Learning Disability Quarterly 26.1 (2003): 47-62. ERIC.
1.2 What are the typical impacts of these on children and young people? Majority of the disable people may lead to experience the adulthood transition differently towards the non-disabled peers. It is true that with possible restriction imposed on their routine schedule; especially the ones that are disabled in childhood might be more insulated from peer effects and less towards getting engage in risky actions (Kirk, 2008).
Kids with learning disabilities need to have a fair chance at grade promotion. Now, imagine your child walking down the halls of her school with confidence, not having to stress about her standardized test. That is a world we want to live
ADHD affects behaviour and social development in that they get easily frustated, which could be the same children with Autism this affects there Emotional and social development. Dyslexia is a condition that affects learning literacy so what they think they are reading may not be what is actually there so they get stuck with understand letters they may
Explain the relationship between disability and special educational needs. Explain the nature of the particular disabilities and/or special educational needs of children and young people with whom they work. Explain the special provision required by children and young people with whom they work. Explain the expected pattern of development for disabled children and young people and those with special educational needs with whom they work People often confuse Disability for Special Educational needs and the Special Educational needs for a Disability.
Hardships of having a Disability As a young kid everyone imagines life will be easy not worry about much just being good and going to school and enjoying everything about their youth. I would hope the same would be for me but instead I grew up being called names or being pushed around by older kids, I hated going to school had no one to tell about my situation i tried so hard to no sign of weakness ,but the emotions of loneliness and sadness would take over me i constantly thought “why me why couldn’t I be born a normal person” but as i grew older I came to realize that this is my life and that there’s nothing i can do to change it. I thought that by middle school my situation would get better but unfortunately it didn’t every time I walked
The transition from primary to post-primary education is one of the most drastic of those changes, and schools need to be equipped to accommodate that transition. For special educational needs, many steps need to be taken in order to familiarize both parties with the conditions they live with and how success can be met. In order for students to feel comfortable and make the transition as smooth as possible, there are many things that schools can do to ensure this success. In order for special education pupils to succeed, schools need to create inclusion in the classrooms and with peers, so that SEN pupils can interact with other students and experience real world classroom time. For students with disabilities, schools need to take some necessary steps in order for a beneficial transition to take place.
Thus, they will achieve higher grades. Moreover, they will be greatly engaged in the society as they are building bridges with their peers from several backgrounds. On the long run, teachers, parents, and the society as a whole would develop. Students with learning disabilities should be included in the “normal” classroom because it improves their academic performance, social behavior, and communication language. One reason why students with learning disabilities should be in the normal classroom is that inclusion improves their academic performance.
I spent my fifteen hours observing two special education classrooms at Sulphur Intermediate School. One focused on math and the other on reading, though many of the children I observed worked in both classrooms. The students were in the third, fourth, and fifth grades. Most of the students had mild to moderate disabilities and simply needed extra help in reading, math, or both subjects. They did not stay for the entire day, but rather came for certain periods.
