Special Education Issues - Essay Example

?Running head: SPECIAL EDUCATION Special Education [Your [Your and Special Education 6 The definition of other health impairment in ‘Project Ideal’ goes like this: ‘Other health impairment’ exists as an umbrella term encircling hundreds of types of impairments that may result in a chronic condition restraining the individual's ability to efficiently access the educational environment. Basically, this category is determined by restrictions in the three areas of vitality, strength and alertness, and these individuals may be cognitively intact. 3 major classifications under other health impairment include asthma, diabetes and epilepsy (Anonymous, 2008). Nonetheless, other health impairments is the sub category of AD/HD (Attention-deficit/Hyperactivity disorder) and DSM-IV defined the AD/HD as a “persistent pattern of inattention’ or ‘hyperactivity-impulsivity’ that is more often displayed and severe than is usually observed in individuals at a comparable level of deployment.” (Anonymous, 2008) So in simple words, Other Health Impairment is a class of disability that includes in the Individuals with Disabilities Education Act (IDEA) and it refers to the causes such as condition, disease, injury or disorder which substantially affects vitality, alertness or strength. When any of these causes make an impact on the educational life of a person, it gets into the other health impairment disability. 6.2. Causes of Health impairment Allergies e.g. Hepatitis Heredity e.g. Hemophilia Accidents e.g. seizure disorders Multiple factors e.g. Epilepsy Unknown 6.3. Definition: AD/HD is a common behavioral disorder which effects on 8-10% of school age children as per the estimations. It is also reported the boys are three times more probable to be diagnosed with AD/HD compared to the girls. There are 3 defined types of AD/HD impairment types which are Hyperactive-Impulsive, Inattentive and Combined. Characteristics of Hyperactive-Impulsive students are as following: Hyperactive-Impulsive- Individuals who have symptoms of this type usually express hyperactivity differently. Hyperactive individuals (especially children) may run around in circles until they drop down with dizziness. Individuals having this category of disorder will find themselves in situations where they won’t be able to wait in lines, traffics and etc. Also, the common problem which is faced in these individuals is that they act without thinking and are hyperactive. Also, they find themselves having a hard time with focusing on even very easy tasks. Thus, it’s really difficult to handle these individuals and critical situations and that’s why certain guidelines are made which should be followed to control them and get them to the path of betterment. 6.4. One day in life (Fictional Story) The school gate is so near now. It’s the gate of my school which other kids cross to learn new things in life whether they are about the academic life or the social life, schools are made to teach kids. For me, though it is a totally different place. When I walk through that door, my miseries start and don’t end before the time I leave the school for home. I am a kid with other health impairment. When somebody says something to me, I cannot hear it and reply right away. My mind responds in the normal way, but my hearing has deficiencies. When I hear something I quickly try to respond but I cannot speak in a normal speed. I talk slowly, and I can’t help me. I am not like other kids (as this is what people say, otherwise I think I am totally like them with normal height, physique and everything) so they make fun of me. They call me by different names which I can’t even tell as by even telling those words will hurt me just as much as they hurt me when I am being called all of that. Why I didn’t go to a special school? Because my parents thought I was normal, so did I think till I didn’t join my school and spend time there being a target for everybody’s taunts, jokes and physical assaults. They all are somewhere around my age, but I am afraid of them because they can hurt me real bad. I can never forget how one of the kids from my school came to me and humiliated me in front of everybody. This kid’s name was Mike. He was not as bad with everybody as he was with me. It happened when one day he came to me during a break and told me to answer a question within a second. And if I won’t answer to his question rapidly, he will take it as a disrespecting behavior. He asked me a very simple question which I could answer real easily, but I couldn’t reply quickly because of my impairment. When I didn’t reply within a second and two, he kicked me in the groin and I fell down. I was screaming and crying with pain and the entire school was laughing at me. Mike left by saying; “if you can cry normally, you should talk normally too, loser”. Nobody came for my help and even more to it, for that and many more days after that, every other kid looked at me in a weird way and ignored me like I was some disgrace for them. I have no courage to tell me parents what I have going through each and every day of my life. Also I am unable to prove to the kids at my school that I am not abnormal, I can hear everything, I understand everything, and even I can talk everything, the only problem is that I have other health impairment disability which is not accepted by the people who are at the other side of that school gate. And here I enter the gate… 7.1. As mentioned by Ehrenreich, et. al, in the book BEYOND REASON the death penalty and offenders with mental retardation; Mental retardation is a state that is present from childhood. Mental retardation can be caused by any condition which impairs growth of the brain before, during, or after birth. The causes for the retardation are several: hereditary factors; genetic abnormalities (down’s syndrome), infections during pregnancy, inadequate prenatal care, illness during infancy, abnormal delivery, toxic substances (Alcohol intake by pregnant mother), physical abuse, malnutrition, exposure of the child to lead, mercury or other environmental toxins, among others (2001). As mentioned by Palfrey, Dr. Phil Porter said something really significant and which should be made a rule of all the special education services; "It's just a matter of where you park your car; if you want to find kids and serve them, you need to put the services where they are--and where they are is in schools.” (p. 55) This statement means that if the special education providers really want to make a change by helping out the effected patients, they need to come out from their institutes and reach out these individuals at their schools and colleges. This way effected people will find help and there life will be changed for good. So, it becomes clear that the need for supports can be filled by bringing health monitoring teams to the mentally retard individuals. Most of the mentally retarded individuals whose condition was affected by the Down’s syndrome or fatal alcohol syndrome have classifiable facial features. However, many can’t be identified only by their physical appearances, unless their cognitive impairment is remarkably severe (for instance. And I.Q level below 40). 7.2. Self-determination theory (SDT) is a theory that is empirical based of human motivation, progress, and wellness. SDT also analyzes people’s life goals or aspirations that show derivative relations of intrinsic versus extrinsic life goals to feat and psychological health. As a macro theory of human motivation, self-determination theory (SDT) addresses such basic issues as self-regulation, personality development, universal psychological needs, energy and vitality, life goals and aspirations, nonconscious processes, the relations of culture to motivation and the impact of social environments on behavior, motivation, affect and wellbeing (Edward, et. al, 2008). Furthermore, the theory has been applied to the consequences within a wide array of life domains. The facts are based on the years of research on intrinsic motivation and internalization that allowed us to find that an acceptable account of the various empirical results required the hypothesis that there is a set of cosmopolitan psychological needs which must be fulfilled for effective execution and psychological health. (Edward, et. al, 2008) In an effort to increase self-determination awareness among individuals through contracts, (Wakeman,n.d) conducted research to check if a contract would help students with behavioral and emotional problems regulate their plans, work, evaluate, and adjust to educational work challenges. The study was consisted of three phases. In the 1st phase, teachers introduced the self-determination contracts with nominal instruction. The 2nd phase gave students chance to record bonus points in the teacher’s grade book for completion. In the last phase, the teacher explained in detail how students would complete the adjustment section of the contract. The study showed that the combination of simple instruction, the use of bonus points for contract completion, and detailed adjustments to instruction taught students to use their contracts to regulate their behaviors and make the decisions about life-changing demands. Thus, Teachers have to utilize the two activities of ‘bonus points for contract completion’ and ‘detailed adjustments to instruction’ to teach students to use their contracts to control their behaviors and make the determinations about life-altering demands which will also help secondary-aged student in setting goals, learn about their disability, and learn strategies that can help them attain their dreams. Teachers should make programs of all students which would promote the skills needed to, as mentioned below; Set personal goals Self-modulate and self-manage day-to-day activities Resolve problems that act as roadblocks to achieving these goals Make appropriate choices based on personal preferences and interests Participate in decisions that impact the quality of their lives Create action plans to achieve goals Advocate for themselves 7.3. The AAMR Definition of Mental Retardation goes like this: ‘Mental retardation’ is a disability that is characterized by noteworthy limitations both in intellectual functioning and in adaptive behavior as articulated in social, conceptual and practical adaptive skills. When a team is diagnosing Mental Retardation the Team Must: 1. Measure the limitations in present functioning within the context of the Age, culture and peers of the individual 2. take into consideration the person’s linguistic and cultural differences as well as sensory, motor, communication and behavioral factors; 3. Be acquainted with that within an individual’s limitations often coexist with strengths; 4. Measure limitations so that an individuated plan of required supports can be developed; and 5. Grant fitting personalized supports to make the functioning better of an individual with mental retardation. According to the Hope Enterprises’ report on Mental retardation, following are the Human Development Activities that which according to AAMR should be provided for the best results: Providing development opportunities which are cognitive that would be about using words and images to represent the worlds and analysis logically about tangible events. Providing opportunities that are about physical development including eye-hand coordination, motor skills, and gross motor activities. Providing emotional developmental activities that are social and cultivate trust, initiative and autono. In my opinion, the above given activities are better enough to help the mentally disabled students and should be followed strictly without any more additions (Anonymous, n.d). 7.4. I have seen many mentally retarded individuals in my life at different stages. What I have always felt is that all these individuals have something special about them or in other words, they can do something better than others who are normal. Just for an example, I know a 17 year old boy who looks like 13 years old but he has tremendous skills in computers and electronics. Most of his neighbors comes to ask for his help whenever they find difficulty with their electronically devices. Even I have taken help from him once when my computer’s operating system crashed and I could not re install it for certain reasons. This kid came and solved my issue within minutes. I was amazed on his skills and his understanding in the particular field. So I think the best job option for any mentally retarded individual is for him to go for what he finds interest in. It can be sports related, computer related, and entertainment related jobs. If we talk generally, then packing jobs in factories, Handy crafts and related jobs are good for these individuals and they can perform really well in them. However, proper trainings will be required. 8.3. The Mechanisms of Injury hold the highest causes of brain surgeries such as open head/close head injuries, Hypoxia, Tumors, Deceleration Injuries, Chemical/Toxic, Stroke and Infections. 1. Open Head Injury examples dispersion of the skull Outcome from bullet wounds, etc. Largely focal damage Effects can be just as staid as closed brain injury 2. Closed Head Injury Resulting from motor vehicle crashes or simple slip and fall, etc. Effects be inclined to broaden up (diffuse) crucial damage and disperse damage to axons No access to the skull 3. Deceleration Injuries (Diffuse Axonal Injury) This type of injury occurs when the brain is slammed back and forth inside the head and thus it is alternately compressed and extended because of the stability that is gelatinous.  ‘Shaken baby syndrome’ (SBS) is a collective term for the internal head injuries that occur to an infant or young child from being ferociously shaken. 8.4. According to www.shakenbaby.net, Shaken baby syndrome is defined as below; What is it Shaken baby syndrome? Shaken baby syndrome (SBS) is a medical term which depicts the brain damage that can be resulted from the fierce shaking of a child. The Bad News about it Around 1200 children are hospitalized or killed in America due to the shaking. For the reason that an infant’s head is larger than its body in proportion; the neck muscles are fragile. 25-30% shaken babies die. The Good news about it The good news is that the Shaken baby syndrome is totally avoidable. However there are number of steps that we would need to take in order to save our children from getting the shaken baby syndrome and destroy their entire lives. How prevalent is it? As mentioned above 1200 times this syndrome occurs annually so it is really prevalent among the children and there should be proper awareness which should be made through various campaigns and programs. Variety of damaging effects it can have Shaken baby can suffer its entire life in the consequences because shaking baby has long life consequences ranging from subtle to severe. Variety of damages are done when a baby is shaken which include the learning and speech disabilities, mental and developmental retardation along with behavioral problems, blindness, seizures, paralysis, hydrocephalous, cerebral palsy, epilepsy and permanent vegetative state. Lastly, as mentioned above is; death. How it can be prevented? In order to prevent this dangerous syndrome that is caused by our own mistake, there are some steps which should be taken. Below are some of the major things that we always keep in mind while handling our babies: 1. Feed the infant slowly, burping more often 2. Offer the infant a pacifier 3. Hold the baby securely against your chest while walking or rocking the baby 4. Check its diaper every once in a while and change it whenever it’s needed. 5. Leave the baby in a quiet and safe place and come out of the room. Only get back to the room once you gain your composure back. 6. Call a neighbor, friend or parenting service and ask for help. 7. Play or sing soft music to sooth the baby 8. Take the baby for a ride in a stroller or car 9.1. As I explained in one of the earlier answers that I have experienced those mentally disabled individuals have some strong attributes that make then superior among other disabled people or sometime even among the normal individuals who can’t perform as good as these disabled people do. Similar is the case with engineering and developments areas of rehabilitation where these individuals can do really well in terms or performing good but getting better day by day mentally and physically. It is widely seen that mentally challenged people are mostly into computer based activities and thus they perform really well. They can type letters, design art and so on. It all shows that these individuals are disabled in one way but have something really significant to balance that gap. 9.2. The question; How do physical disabilities differ from health impairments, Holds significant worth within. However if you have to clearly depict it in a lucid manner, we can understand it as; the physical disabilities are those disabilities that are totally related to the physical organs of an individual such as non-working hands, fingers or eyes, while at the other hand the health impairments are totally related to the brain related malfunctions. The brain related misfunctions or disabilities are; hearing, speaking, and walking difficulties. Also hyperactivity and ego boost are some of the other disabilities that are related to the health impairments. 10.1. The difference between a speech disorder and a language disorder is quite simple. The Speech disorder- it usually occurs with intelligibility issues when an i9ndividual finds himself having hard time producing certain sounds. As a result, it becomes difficult for others to understand what he is saying. The Language disorder- this disorder depicts that an individual has hard time with either understanding what is being said by others, which is known as receptive language, or communicating his own feelings and viewpoints which is known as expressive language. An individual can have good articulation e.g. pronouncing words properly, but poor language e.g. inability to put words together to comprehend what is being said to him. Speech and language disorders can happen separately, or an individual may have both the speech and language disorders. 10.2. Speech and language impairments have a huge impact on a learner’s academic, social, and emotional development in many ways. As explained in the fiction story that I wrote in one of the earlier question ‘one day in life’, I briefly explained how one’s life can be totally jeopardized when he has a speech or language impairment. Older people would easily understand the mental states of these individuals but younger people would be more likely to reject the people with speech and language impairments and would treat them badly. As a consequence, that disabled individual’s entire personality will be shattered and he will consider himself a loser who will not have any courage and self respect to survive. However, if a child with health impairments is taken to the health centers where it can be treated well by the trained professionals, there are huge chances that the individual can get to a normal life and can hold all those attributes that are considered ‘normal’ among people. 10.2. The Activity As directed, I, with two of my class mates sat down at a local restaurant and started the activity. First we tried to communicate by hand gestures for half an hour and then we used the writer manner. For the reason that we never talked like this before, everybody noticed that we are doing this for the first time. I found many people who stopped by to see what exactly we were doing. Some people laughed on our actions as they thought we were just having fun, while others just walked away being offended. They thought we are making fun of the disabled people. We couldn’t stop and tell them that what we were doing was an educational activity so we continued our communication. Even there were some people who thought that we were really disabled with hearing and speaking powers, so they just gave a pity gestures and moved on. We actually had quite great fun because we had to make a lot of faces and hand gestures to make each other understand what we wanted them to understand. At the other hand, all three of us felt really sad for the individuals who can’t speak or listen well. We learned and realized how difficult it is to be a disabled person and gave thanks to God for making us normal with all our body organs intact and working totally fine. 12.4. This course holds a great worth in my educational, personal and social life. I always wanted to study about health impairments and disabilities so I can one day do something for the individuals who are in some way disable or not considered normal. The individuals with disabilities whether they are the have AD/HD impairment or any other mental problems, they all are special in one way or another and I believe that each one of them has something significant that can play a great role in their lives. During the theoretical and practical practices and studies that I performed, I learned a lot about the special individuals including their feelings, life style, activities, and problems and so on. Throughout these papers, I had a real hard time with answering the questions because writing the answers down is not easy when one has to back the claims up with certified sources, and that’s what made me skip many things that I could include to this paper to make it more informative and substantial. However, for the reason that I have through understanding about the subject of special education and all of its components I tried to put my viewpoints on the paper and then back them up with references. I am positive that all of this will help me out in my life, specially the fact about how the disabled individuals suffer because of other sensitive people around them. I will try to make a change in the world by spreading the word and educating people about the facts and figures of this study in both physically and via the powerful source of internet. References Anonymous. (2008). Other Health Impairments.Project Ideal database. Retrieved from: http://www.projectidealonline.org/healthImpairments.php Anonymous. Introduction to mental retardation. (n.d). Retrieved from: http://www.scribd.com/doc/37199029/Introduction-to-Mental-Retarda Butler, Ruth . Parr, Hester. Mind and Body Spaces: Geographies of Illness, Impairment, and Disability. (1999). Retrieved from: Questia database. Deci, Edward L. M, Richard. & Ryan. (2008). Self-Determination Theory: A Macrotheory of Human Motivation, Development, and Health. (pp. 182-183). Canadian Psychological Association. Ehrenreich, Rosa. Fellner, Jamie. Caldera, Michelle. (2001). Beyond reason the death penalty and offenders with mental retardation. (p. 11).Retrieved from: Google Books database. Gersten, Russell . Schiller, Ellen P. Vaughn, Sharon. Contemporary Special Education Research Syntheses of the Knowledge Base on Critical Instructional Issues. (2000). Retrieved from: Questia database. Palfrey, Judith. S. (1994). Community child health: An action plan for today. (pp. 55-56). Retrieved from Questia Database. Palfrey, Judith. S. (1994). Community child health: An action plan for today. (pp. 55). Westport, CT: Praeger. Retrieved from: Questia database. Sus, Elaine. When the hearing gets hard: winning the battle against hearing impairment. (1993). Retrieved from: Questia database. Wakeman, Shawnee. (n.d). Teachers’ Perceptions of Utilizing Self-determination Skills to Aid in the Process of Student-led Individualized Education Plan/Transition Planning. (pp. 5-6). Retrieved from: Google books database. Read More