Children with Disabilities in American Schools - Article Example

Electronic Resource Book with high incidence disabilities are the most common among youth and children with disabilities inAmerican schools. These groups majorly include students that have learning disorders, LD, mild intellectual disability, MID, and emotional and behavioral disorders, E/BD (Kerry, 2013). However, there are students with various disabilities like attention-deficit hyperactivity disorder, high functioning autism, and language and speech impairment, which are currently being identified and rated as high rates disabilities, but they are categorized in the ‘other’ category of high- incidence disabilities category (Rynder, 2013). Little research has been carried out to identify the similarities and the differences between these categories of traditionally incidence group of LD, emotional disorder, and MID, and the students that grow in the ‘other’ category. This article broadly defines and states the causes and gathers information on the greatest high incidence disabilities that are stated (Fletcher, 2013). To examine these disabilities, various aspects of academic performance, extant database, behavioral performances, and cognitive ability are reviewed. Several findings indicate than apart from students that portray E/BD behavior has remarkably few differences that the ‘other’ category portrays. The policy implications were brought forward to aid in facilitating the intervention and inclusion practices for definition of the broadly define high incidence disabilities (Rynder, 2013). This document will gather information on the five outstanding high incidence disabilities. The disabilities include Language or Speech Impairment, Learning Disability, LD or SLD, Hyper Activity Disorder or Attention Deficit, Behavioral or Emotional Disorder, and Development and Intellectual Disorder. 1. Speech or Language Impairment (SLI) Disability definition Speech Language Impairment, SLI refers to a child whose speech or language development is below the age requirement or level with no apparent cause. A child with this disorder will not develop language and speech skills in the normal and expected way. There is no obvious reason for this difficulty in language and speech development (Shriver, 2013). A child with SLI can be bright, but he or she struggles to understand the basic language that is used in the classrooms. The child may have many ideas on various topics, but he cannot make sentences express the brilliant ideas they have and think. They do not have any condition that might be a hindrance or a cause to this problem (Jirotkul, 2013). Causes Children with SLI or language delay typically have normal nonverbal and hearing intelligence, and they do not have developmental disabilities, but they have evident difficulties in their expressive and receptive competencies. However, the children can score within the usual standardized and normal nonverbal intelligence tests. There are several limitation language characteristics that children with SLI exhibit (Jirotkul, 2013). They have difficulty in conversation; some of the SLI patients have limitations in their syntax, morphology, and grammar. The SLI patients have phonological disorders and impairments that affect their semantic developments. The SLI children have smaller vocabularies compared to the normal children. They have less complex sentences compared to the normal children, and their sentences contain high grammatical errors showing little syntactic (Kerry, 2013). Teachers have developed and implemented several ways and strategies that they use to teach the SLI students. The various strategies include: Tips for teachers 1. The teachers use teamwork to complete assignments giving every member of the group a responsibility, for example, they delegate duties as speaker, researcher, designer (Kerry, 2013). 2. The teachers produce an outline on the key concepts to be learnt. This enabled the students know what is expected of them (Jirotkul, 2013). 3. They use organizers as color coding, visual timetables, charts, pictorial labels, and sequences (Fletcher, 2013). 4. They reduce the complexity and the amount of materials whenever necessary; they break the information into achievable steps. 5. The teachers use various opportunities to practice new concepts and skills, for example, teaching the young child, and helping them on computer training (Shriver, 2013). 6. They teach the rest of the class on techniques and ways to communicate the SLI students. 7. The teachers incorporate other people, for example, peers and adults in teaching students. 8. They use the class meetings to allow rising of issues and use the forum as problem solving platform. This shows fairness in the classroom (Jirotkul, 2013). 9. The teachers teach the students on using language skills in developing their grammar, social language, and vocabulary (Jirotkul, 2013). 10. They orient the students on the topic to be discussed before starting the instructions. 11. They cue the SLI students to attend, to listen to the teacher in order to use clear communication. 12. The teacher helps the students to rehearse their presentation. This will strengthen their language. 13. The teacher provides students with scaffolds such as arrows, notes, and notes that are written on the paper margin to help in understanding of the instructions (Rynder, 2013). 2. Learning Disabilities (SLD or LD) Disability definition Learning disability, LD describes various kinds of learning disorders. LD disorder can lead and causes a person to develop learning difficulties and problems in using various skills. The skills that are affected by the LD condition are listening, reading, doing mathematics, and writing. LD varies from an individual to the next. A person with LD may experience troubles in reading while the other person may have trouble in writing (Jirotkul, 2013). Causes LD affects the way people interpret what they see and hear. They have trouble linking the information from the various brain parts. The difficulty can show up in various ways. The difficulty can be manifested through written or spoken language, self-control, coordination, and attention (Kerry, 2013). These difficulties affect their schoolwork, and they hinder the learning process because the students who experience the LD disorder have problems in reading, writing, and doing mathematics. This learning disability affects the brain. The brain cannot fully receive, process, respond to information, and store information. This condition affects the learning process of the students. However, teachers have developed various strategies that they use to help students with the LD condition (Fletcher, 2013). Tips for teachers 1. The teachers use mathematics manipulative that they use to represent numbers to assist in counting, multiplication, addition, division, and substations. 2. They use paper Mache that they create models that help the students in modeling. 3. They use sand trays, textured objects, finger paints, sensory putt, puzzles, and line paper to assist in motor skills (Jirotkul, 2013). 4. The teachers inform the students on the aim of using the given material, the goals of learning, and what is expected after the activity. 5. The teacher uses language and speech to state the intended expectations. They do not use words as ‘do quality or good work.’ They show the students on the right punctuation, points, and spelling (Kerry, 2013). 6. The teachers develop scoring guides, which they share with the students, and the model provides examples of the expected performance. 7. They do not use the work of the students as class examples. A poor work will demoralize a student and make him not own a home in the classroom (Jirotkul, 2013). 8. The teacher ensures that the student understand the instructions before they commence a task. The teachers check back on the student’s activities, and correct him before he presents the final copy of the work (Shriver, 2013). 9. The teacher defines the classroom expectation for behavior and work. They post them on various positions that will act as a guide in completing a task. 10. They create quality models and frameworks that act as a referencing work for the students (Rynder, 2013). 11. The instructions that the teachers use are clearly defined, and they show a systematic order of completion. 3. Attention Deficits/Hyper Activity Disorders (AD/HD) Disability definition Attention Deficits Hyperactivity Disorder, ADHD, refers to a neurobehavioral and mental disorder that is characterized by significant difficulties of hyperactivity, impulsiveness, and inattention. People with ADHD have difficulties in controlling their impulsive behavior, be extraordinarily active, or problems with paying attention (Jirotkul, 2013). ADHD cannot be cured, however: the condition can be managed and improve the life of the patients. Tips for teachers 1. Teachers have designed various ways to help the student with this condition to be successful in their daily classroom activities. The teachers use the following methods: 2. The teachers provide students with advance organizer that prepare students for the learning period. It summarizes the order of various activities (Jirotkul, 2013). 3. The teachers review classroom lessons. They remind the students on the previous instructions and activities. 4. The teachers set expectations for students. For example, when reading a book, the teacher expects students to identify new vocabulary (Fletcher, 2013). 5. The teacher set behavioral expectation that they want their student to achieve. For example, the teacher may request the students to talk quietly as they accomplish their seatwork. 6. The teacher use simplified instructions, schedule, and choices that enable the ADHD student comprehend and complete various tasks in a timely and productive way. 7. The teachers are predictable because they use well-structured and consistent rules. Students with ADHD do not require abrupt changes; therefore, adopting a predictable form will assist them in classroom work (Jirotkul, 2013). 8. The teacher develops strategies that help the child’s participation in the class. They teacher provide students with cues that help them stay on the task provided by their teacher. 9. The teacher uses audiovisual aspects and materials to demonstrate various classroom activities (Henry, 2013). 10. The teacher continuously checks the student’s performance. The teacher ask the student how they arrived at an answer. This helps in building the classroom activities of the ADHD student. 4. Students with Emotional/Behavioral Disorders (EBD) Disability definition Emotional and behavioral disorder is conditions that exhibits more than one emotional and behavioral difficulty for a long time and adversely affect an individual’s educational performance. This is an inability to learn, and it cannot get the best explanation by sensory, intellectual, or health factors (Jirotkul, 2013). A person with emotional and behavioral disorder cannot maintain a satisfactory relationship with his teachers and peers. The students with this disorder have difficulty in their schoolwork. However, teachers have designed ways that they assist the students be successful in their school activity. Tips for teachers 1. The teachers acknowledge their problem. The teachers understand that the student has an emotional problem. The first step to assist the students is by accepting their disorder, then helping them overcome the disability (Fletcher, 2013). 2. Create a tranquil zone for the students. The teacher sets a brisk zone that acts a cooling off zone. Whenever the students are, emotional they go to this private corner or a zone and they vent off their emotions (Shriver, 2013). 3. The teachers create a silent signal method that helps the teachers and other students communicate with the emotional student. This will help in controlling his emotions. 4. The teachers use journaling methods in that the emotional student is taught to get his emotions through journaling (Jirotkul, 2013). This prevents them from bursting when angry. 5. The teacher frequently rewards the student to control their behavior and emotions. When the student is rewarded for good control of their emotion, and will try to get the reward again by effectively learning to do the same on various occasions (Rynder, 2013). 6. The teacher includes the emotional student in the group of normal students. This will help the student with emotion learn to work with the other students. 7. The teachers develop a task design that is relevant to the emotional students. This will incorporate the students in the design assisting them manage their emotions (Jirotkul, 2013). 8. The teacher design and modifies schedules that coincide with the ability of emotional student. The design covers the developmental, motoric, and cognitive aspects of the student (Fletcher, 2013). 9. The teachers design tasks that the students can complete in the appropriate time. When the students finish the assignment in time, they will feel relaxed and controls their emotions and behavior. 10. The teacher designs tasks that are flexible, and this makes the students less frustrated than when the teachers use rigid tasks (Shriver, 2013). 5. Intellectual and Developmental Disorders Disability definition Intellectual and development disorder refer to a disability that is characterized by various significant limitations that affect the adaptive behavior and intellectual functioning. It covers the many practical and social and skills. The disorder originates in a person before the age of 18. The disorder makes a person has difficulties in thinking and reasoning (Jirotkul, 2013). The teachers adopt several methods in teaching students with the intellectual disability. Tips for teachers 1. The teacher breaks down the entire information into progressive steps. The student finishes one-step then progresses to the other. 2. The teacher groups the students in one-on-one grouping. This will assist students in working together and reminding one another on the activities (Henry, 2013). 3. The teacher provides various practice opportunities in many setting 4. The teacher uses various verbal and physical guides to aid students in remembering the activities (Fletcher, 2013). 5. The teacher gives the students immediate feedback. This will help the student remember much information on the activities. 6. The teacher uses much hand on jobs, for example, demonstrating gravity by falling objects. This helps the student memorize the activity (Rynder, 2013). 7. The teacher uses visual aids like charts and diagrams to demonstrate the various activities. 8. The teachers set expectations for students. For example, when reading a book, the teacher expects students to identify words (Jirotkul, 2013). 9. The teacher uses audiovisual aspects and materials to demonstrate various classroom activities. 10. The teacher provides students with scaffolds notes, and notes that are written on the paper margin to help in understanding of the instructions (Shriver, 2013). Part 2 Low Incidence Disabilities Disability definition Low incidence disabilities are found in half of 1% of a school population that has a disability. It is a fact that approximately 10% of the whole population of the globe has a disability. Research found out that Low Incidence Disability includes Deaf or hard hearing, Autism, traumatic brain injury, visual impairments, and orthopedic impairments (Kerry, 2013). The LID team provides consultative services, direct services, parent training, classroom consultation, supplemental programs, professional development trainings, and technical support. 1. Students with Autism Disability definition Autism is a complex developmental disability. Experts and researchers have found out that this condition presents itself in the initial three years, in life of an individual. This disorder is a result of a unique neurological disorder affecting the normal functioning of the human brain and its system and functioning (Jirotkul, 2013). The disorder affects a patient’s social interaction and communication skills. Patients have a problem with their non-verbal communications, activities that involve playing, and variety of social interactions. Causes The way a patient with autism interacts with a normal person is different. The symptoms of autism are not severe. The patient looks clumsy they are sometimes offensive in their comments, and the patient at times, do not feel interested in other people (Fletcher, 2013). They miss the variety of cues that are used to catch a person’s attention. They might not know when a person is talking to them. they lack the basic talking and playing skills. Teachers help students with autism by: Tips for teachers 1. Using task analysis, this provides tasks sequential order and provides instructions 2. The teachers keep their language concrete and simple. Expressing one’s self with simple and few words is effective (Jirotkul, 2013). 3. The teachers teach the students skills and social rules such as social distance and turn taking. 4. The teacher gives the student few choices to choose. For example, if the child is to pick a color, say red, give him an option of two colors because many colors confuses the child. 5. The teacher gives the child instructions on any problem in class, and the teacher rewards the student to act as a motivation (Henry, 2013). 6. The teacher avoid using sarcasm, for example, when the student does something wrong the teacher should avoid using sarcasm because the act might be repeated. 7. The teacher avoids using idioms, for example, zip your lips, the student might wonder how that can be done (Jirotkul, 2013). 8. The teacher gives clear choices, and they leave answering the question open ended. The student gives good responses. 9. The teacher repeat the questions and instructions to ensure that the student understand the instructions (Rynder, 2013). 10. The teacher addresses the student individually. The teacher will know the student personally 2. Students with Hearing Impairment Hearing impairment, also referred to as deafness, refers to the condition that a person gets when their hearing is affected. However, some people are born when they are already deaf. While other people develops deafness as they grow (Jirotkul, 2013). Research has found that many hearing loss occurs through hearing loud noises. Teachers have extra task in dealing with students who have hearing problems. Therefore, they design several strategies that help them make their students successful. Tips for teachers 1. The teacher should ensure that the student with the hearing problem has optimal listening and hearing environment. 2. The teacher should maintain a minimal distance between the teacher and student to facilitate lip reading (Jirotkul, 2013). 3. The teacher should face the student at all oral classes and communication. 4. The teacher must ensure that the classroom has sufficient lighting as it will aid the student during the visual classes (Shriver, 2013). 5. The teacher must ensure that they use many visual materials during the classes. It will aid students in auditory information. 6. The teacher must ensure that they do not exaggerate pronunciation because it will be a problem for students to lip reading (Shriver, 2013). 7. The classroom environment must have minimal noise because noise interferes with listening devices. 8. The teacher must ensure that the student’s listening devices are in their best condition and are working properly (Jirotkul, 2013). 9. They use organizers as color coding, visual timetables, charts, pictorial labels, and sequences. 10. The teachers assist other students to work in the same group with the student with a hearing problem. This promotes coordination in the classroom (Fletcher, 2013). Part 3 3. Students who are Culturally and Linguistically Diverse Disability definition These students have a various language and culture from the culture and language in the current environment they are. There are several ways schools create a favorable climate that welcomes these groups of students (Jirotkul, 2013). These ways promote the students’ pride in linguistics. Tips for teachers 1. The teachers reflect on the many cultural groups and use sign that direct the students in their respective places, in the classroom. 2. The teachers encourage students to communicate using their first language in and around the school environment (Shriver, 2013). 3. The teachers group the students in cooperative groups to foster relationship and the learning process. 4. The teacher incorporates peers and society to help the students work on their first language (Kerry, 2013). 5. The teachers use books that are written in their first language. 6. The teachers use visual aids that have translation from English to student’s the native language. 7. The teachers display objects and pictures of the many cultures that are represented in the school (Shriver, 2013). 8. The teacher encourages the students with diverse cultures to contribute in class using their own language. 9. The teachers encourage peers and society to help the students in the clubs, playground, and library. 10. The teacher designs tasks that are flexible, and this makes the students less frustrated than when the teachers use rigid tasks (Rynder, 2013). Resource websites Http://www.nrcld.org/ The National Research Center on Learning Disabilities lists learning disabilities that are related to learning. The NRCLD shows the concerns and treatment of the learning disorders giving list of resources for solving the disorders. Http://www.lifeworthliving.com The film shows how the disability groups are one of the minority groups in the United States. Life is worth living is a movie that traces the work and the development that have taken place that is required to change the globe and promote people to work together. The movie shows how disability groups have had legislative battles to improve the lives of millions of people with disorders. Http://theincluionclub.com The YouTube video shows the awareness that is created to make the people of the world responsible. The club is making the entire world responsible and that they ought to include the disabled persons in their daily activities. Disability is not a hindrance in achieving the goals that the world needs. The disabled can achieve and perform activities that a normal person can do. Http://www.nichcy.org/Pages/Home.aspx National dissemination Center for Children with Disabilities, NICHY, speaks and communicate with persons with disabilities. It is a considerable challenge for the young children that have speech disorders. Communication is a problem to them. This organization provides the community with strategies that they can use to help children with disabilities. www.bcf.nhs.uk/ This powerpoint presentation gives detailed iinformation on the disabilities. The Powerpoint explains that we should not discriminate agaist the persons with disorders. It explains that disability does not hinder the patients from achieving the desire that they need to work. Http://serge.ccsso.org/ Special Education Resources for General Education, SERGE, is a scientific and professional Association that support the speech and general education of children with a speech disability. The organization gives us an insight on how to adopt ways to help and contribute to the wellbeing of the disabled children. Read More