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What Are The Common Practices For Inclusion In Children With Learning Disabilities?

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As human beings, we are aware that everybody is different. From childhood, we have all heard the quote: “we are all special in our own ways.” Some are born with an artistic mind, some with an athletic drive, and some with different intellectual or physical qualities. Even though many have tried to prove different, those with special needs are just as gifted with the ability to do the same as an artistic or athletic. Many still believe that children with learning disorders are not as qualified for standard education as other children. This paper will explore prevalent practices for inclusion in children with learning disabilities. A generation ago, few classrooms in the United States allow students with disabilities to participate in regular …show more content…

The inclusion process dependence on the child needs, a advisory and support services aspect of the Local Education Authority (LEA) policy help children and their families set up to provide provision for the needs of the children with learning differences; they use an Individual Education Plan (IEP) team for example parents, teachers, and other school staff put strategies together for inclusion. According to the Learning Disabilities Association’s (LDA) the term learning disability is an umbrella used to describe 13 different types of disabilities with way to pin-point what type of learning disability a child may have now known as intellectual disability; Auditory Processing Disorder(APD); Dysgraphia has to do with a child cognitive ability when it comes to their writing skills; Dyslexia, is defined as trouble with reading comprehension which will then in turn affect their language-based processing skills; Language processing Disorder …show more content…

Every special need child should be able to experience a regular classroom in order to mature and socialize with other children; instead of feeling excluded because of their differences in learning and appearance. The main goal should be building their self-esteem and confidence to be successful in multiple ways. Learning will always be a life challenge, but being challenge within their academic setting is both motivating and rewarding in working along non- disable student; it can also be a challenge for non-disable students to accept and meet the needs of their disabled peers. These challenges are beneficial to both in terms of education and life skills. In March of 1997, The Educational Digest composed an article on Barak Stussman, she has mild cerebral palsy. She shared her story of how inclusion worked in her life. Barak retold how she felt deep sadness

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Through a quasi-experimental study was used to find answers. Two groups were observed for one year. When looking at the groups, one group has included a child with an intellectual disability and the other group had no children with special needs. The results concluded with there was no difference. This meant that including children with intellectual disabilities in the general classroom with support is not going to harm academic performance of the other students without disabilities.

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Special needs students often get treated as outsiders or they even get satirized/mocked. In ordinary schools or classrooms, they often need tutors or aides to help them with their studies. This is so they get a fair learning experience, or the same as what other students get. Yet, most other students don't get to have tutors or aides help them throughout the day. They also commonly have their own classrooms to study in so they don't get distracted by the other students.

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Although , there is a growing number of students with ASD, general education teachers are still unprepared to meet the many needs of students with ASD in an inclusive classroom. In their study (Able, 2014), teachers had to determine what they felt was important for inclusion of students with ASD to be a success. Based on their findings, they felt that their greatest need were that they need more knowledge of ASD, related training to ASD, and the use of individualization strategies .As one teacher stated, “We spent too much time reading about students with disabilities, but not on how to structure the classroom to be individually responsive to students’ needs( Able,2014).

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Firstly, all students with disabilities and special needs should receive a suitable education with other children. It encourages them to communicate and participate in other activities with other children. Students with disabilities and or special needs should still follow the same curriculum and participate in class activities without being excluded. Compared to being home schooled, an actual schooling institution provides a greater range of subjects

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The role of instructors is to reach, inspire and uplift their students academically and personally. Consequently, it is imperative that an exceptional student support system which could include family, teachers, and therapies comprehend the differences and similarities between a disability and a handicap. Like the famous saying goes “it takes a village to raise a child”, likewise it takes a village to educate a child. An exceptional student may have a variety of disability and/or handicaps; which could range from physical to intellectual. It is vital to comprehend that every exceptional student is unique, therefore, their needs will be distinctive as well.

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I observed for four full days at Taft school during the college’s spring break. In that time, I observed four different teacher’s classrooms, and they were all different levels of disability classrooms. Including two self-contain specialized for autism rooms and then two general inclusion

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I believe education is one of the most important tools a person can have in life. Every student deserves the best possible education, irrespective of needs and abilities. All students have gifts and talents as part of themselves. I believe that anyone working with a special needs student has the responsibility to identify those gifts that often go unnoticed. People too often focus on the deficiencies of students with special needs.

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Teaching Strategies for Students with Severe Disabilities Teachers are regarded as second parents when students are in school. As such, they do not only have a secondary authority over these children but they are also given the responsibility of making sure that students will become globally competent through the quality education they provide. Several teaching strategies and methods are used in order to ensure that students are able not just to comprehend but also retain the lessons they are taught in school. However, educating students nowadays also include those who are severely disabled. Like other normal students, the disabled ones should not be deprived of education too.

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Comfortable Classes By creating cool classes for students with disabilities, schools will be the second home to children with such deficiencies. An environment that is conducive for normal students may not be so for their counterparts with disabilities. A teacher can set a classroom so that it can accommodate everyone, especially children with autism. Children with autism are the most prepared to learn when their learning environment is conducive for them (Kluth, 2010).

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The article that I read was a study about teachers from normal classrooms and their experiences of inclusion for 143 children who have a disability. Children were tracked over 3 years, then the teachers rated the children of placement in the classroom from high to very high. During the early years of school, the experiences that children have in different classrooms vary. The transitions into school and classrooms are an important time to ensure children’s adjustment and wellbeing.

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Being an Educational Assistant, you are the one person that will spend more time with the student than any other members of the team and I will take that opportunity to help along with initial interactions between the student with special needs and his/her peers to help them understand differences that might make them confused and uncomfortable, this will give them the chance to learn how to accept and appreciate differences, and this will allow them to develop a positive

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Thesis statement “Inclusion Helps Special Needs Students by Allowing Them to Develop Interactional Skills Because of the Exposure to a Social Environment.” Inclusion in education is an approach to educate students with special needs in regular classrooms, rejecting the need of special schools. The aim of this paper will be to demonstrate that inclusion of special needs students in regular classrooms helps them not only by developing interactional skills but also by allowing them to grow in a more desirable way in school. However, inclusion is not completely beneficial. One must consider that special needs is an umbrella of several necessities that demand different approaches.

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Full inclusion leaves students with disabilities with low self-concept and self-esteem. Various students undertaking special education have claimed that life in full inclusion classrooms is characterized by frustration, fear, isolation, and ridicule. Inside regular classrooms, disabled students are exposed to activities that their peers can do easily, but they cannot. Subsequently, they are overwhelmed, subjected to depression, and in the end they feel

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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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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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