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Higher-Incidence Disabilities Chapter 5 Summary

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In chapter five, it talks about higher-incidence disabilities. The definition of higher-incidence disabilities is someone who has mild to moderate disability. Students who have higher-incidence disabilities are students with mild learning disabilities, intellectual disabilities, and emotional or behavioral disabilities. Mild disabilities are disabilities that may not look serve, but they are still very serious. Also, students with speech and language impairments are a part of the higher-incidence disabilities. Most of the students receive their education in a general education classroom. Higher-incidence students are being put into a general education classroom with special educators. Students with high-incidence disabilities make up a large
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In the state of CA, California law (WIC 5150) allows police and certain other designated mental health professional to take an individual into custody if one or all of the following apply: 1) a danger to yourself, 2) a danger to other, and 3) gravely disabled. Gravely disabled refers to an individual who is not able to care for their basic needs and refuses necessary hospitalization. If any are present that person is taken to a psychiatric hospital for a 72-hour hold at which time they are evaluated. At the end of 72 hours three options are available they are: a) you (the individual) are released, b) you will be signed in as a voluntary patient, or c) you will have a 14 day involuntary hold. There is another type of civil commitment which is considered least restrictive because it is on an outpatient basis.

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This 1965 research showed that students with intellectual disabilities who were educated in a general education setting, “achieved more academically than those in special classes,” (Goldstein, Moss & Jordan).

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Why is it important that students with disabilities have access to the general education curriculum? What are some ways to help these students to access the general education curriculum? If students are limited to only a resource room for their educational experience they run the risk of receiving a narrowed curriculum reduced to practice of individual skills. Exclusion from general education classrooms may also result in lowered expectations because students are not exposed to peers with skills that they are working towards learning.

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This article contains information that is very pertinent to anyone in the education field or going into the educational field. This article is very detailed on both the federal policy along with how to link the grade level content with the general education curriculum to each disabled student. This article gives information that every teacher needs to know. This article gives you examples of how to link the general education curriculum with grade level content to the student with significant cognitive disabilities. This article gives a lot of information that I didn’t know about.

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Ingrid is a 45 year old Caucasian. She is a social worker, who works at a skilled nursing facility. Ingrid is a right hand dominant. She lives with her husband Tom and two children: a son, age 15, and a daughter, age 8 in a two-story colonial house in a suburban neighborhood. Before the accident, Ingrid was very active in her occupational performance.

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No person who is qualified as handicapped in the United States shall be excluded from participation, be denied benefits of or be discriminated under any program or activity receiving federal financial assistance by reason of his or her handicap. Nobody should be discriminated or excluded from benefiting under any program or activity funded by the federal just because they are handicapped. According to my understanding, diversity entails a state of differences in several ways and even the physical abilities and status of individuals. Diversity requires an understanding of this different ways and treating people equally regardless of these individual differences.

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THESIS STATEMENT Disability labels are used by many professionals as an important unit of the special education process. This is mainly in large regard to how it is conducted in the United States. However, the ordered mandate use of disability labels has been criticized by many parents, schools, and child advocacy groups around the country which have strong concerns due to the unintended, latent, negative repercussions that tend to come from disability labeling (Bernstein, 1976). Disability labeling identifies informative definitions which are used to determine eligibility requirements for education(Bradley, Danielson, Doolittle, ,2005).

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630 Words | 3 Pages

According to the article, the inadequacy of legal rights is the foundation of inequality in addition to social and cultural factors. One of the major concern areas of persons with disabilities is the disproportionate access to education. This results in higher rates of literacy due to lack of schooling.3 Marginalization at work is similarly a major concern area for persons with disabilities. As such, for instance, only 38.1% of the total employed populations in the United States are disabled4. Additionally, persons with disabilities face inadequate access to health services and experience violation of the civil rights.

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Module 2: Diagnosis and Characteristics of Students with Disabilities Disability / Learning Need; Acronyms: The acronym given for Developmental Delay by the IDEA is “DD”. The IDEA goes onto to identify this disability as a “Child with a disability… aged three through nine.. who is experiencing developmental delays as defined by the State and as measured by appropriate diagnostic instruments and procedures in one or more of the following areas: Physical development, cognitive development, communication development, social or emotional development, or adaptive development; and … thereof, needs special education and related services. [34 CFR §300.8(b)]” (parentcenterhub).

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This paper will talk about why children with dissabilites and who are put into speical educaiton for another reason are not being able to be challendged to their highest abiltiy of learnig. This will also talk about what they should learn about and what they face in special education than general education. Special Education Needs To Change Its Game When parents are faced with a child who has a disability in class, some are not comfortable with kids who have special needs, in an environment with their children. Some might feel that they will make their own child feel like they aren’t smart enough or some might say that those kids will act in a odd way as to speak. On the other hand, one person such as Jim Jeffords once stated that, “We

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Informative Speech Preparation Outline I. INTRODUCTION A. Gain the audience’s attention: Koch states in the article Special Education in 2000 that 1.7 million disabled children were not able to attend public schools until IDEA, the Individuals with Disabilities Education Act, was implemented (Koch, 2000). Transition to Thesis: A high school diploma is necessary in todays life, but many students with special needs are still facing challenges to receive theirs. B. Thesis: The environment where a student is taught has a major impact on their general education, their future educational experiences, and the likelihood of graduating and continuing their education. C. Credibility Statement: After extensive research on special education and background knowledge from a Children with Exceptionalities class, I have gained the knowledge and information to inform you of the impacts of teaching special education inside of the general education classroom.

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Conclusion After spending some time in both the general and special educational classrooms, I found there were similarities and differences between the two for example special needs students received more personalised care than their counterparts in both classrooms. A difference was that the special educational classroom was perhaps more effective at the students developing to their full potential whereas the general classroom would teach them better social and communication skills. In short, they are both great environments for the students to be in despite the differences.

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Now, I realize that a student needing special education does not automatically mean that they will need help with everything and have an extremely difficult time learning. Most of the students I observed did not seem any different than the students not in special education. They just needed extra help in certain subjects. They picked up on the material much more quickly than I had thought they would and were able to do more on their own than I had originally thought. Before this class and project, I also did not think about the fact that students with special needs often stay in the general education classroom as well as working in the special education

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1182 Words | 5 Pages

35). Nevertheless, the unwillingness of the higher education institution or their inability to provide the students with special needs with the required adjustment of the program tends to be an immense problem if an individual chooses the particular sphere. With respect to this, another influential problem is recognized by the scientific research. To a definite extent in connection with the problem of lacking adjustment opportunities, “Half of the students exiting special education enter postsecondary education indicating that they do not believe they have a disability” (Getzel, 2014, p. 382). In many cases, it is easier for them to hide their special needs and to get the education under the equal with other students conditions.

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733 Words | 3 Pages

Have you ever think about the similarities and differences between Regular Education and Special Education? Regular education is the term often used to describe the educational experience of typically developing children. By the other hand, Special Education programs are designed for those students who are mentally, physically, socially or emotionally delayed, which places them behind their peers. As you can see, these two provide an example of different types of education. We can find differences such as their educators, academic content and methods of teaching, but we can also find similarities in their academic content.

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