Disabilities Within an Educational Setting - Essay Example

Disabilities Within an Educational Setting Within an room setting, whether it be an inclusive setting or one specific to children with disabilities, there can be a myriad of challenges with appropriate accommodations designed for the individual student. In today’s classroom, it is paramount to conduct frequent assessments on students as individuals in order to develop an approach that will meet that student’s needs and requirements: “In schools, clinicians and teachers routinely must engage in diagnostic assessment. In an ideal world, teaching and development would be inextricably linked.” (Cioffi 1) Children facing disabilities such as delayed or impaired speech require hands on therapy by a licensed speech therapist. This type of “in classroom” therapy requires the speech therapist to maintain constant communication with other educators working with the same student. Other therapists may be included in the student’s education plan, such as occupational therapists, physical therapists and behavioral therapists. The involvement of these specialists allows the student’s specific educational plan to remain consistent and customized to provide the student with maximum results. In addition, frequent observation of the student by the educators and therapists will allow for the goals designed for that student to be more quickly reached, as well as to intervene when goals are not being reached. This will also allow the educators to design progress plans around that particular student’s specific capabilities and challenges. Observation and assessment also pinpoint delays or complications in the student’s learning and development. This type of assessment and observation can be done in an inclusive situation where the student is integrated into a regular classroom setting with his or her peers. This can also occur in a specialized and segregated setting where the student may be severely disabled and requires a more specialized classroom environment. Children suffering from spectrum disorders such as autism can be placed in inclusive classroom settings if their degree of autism is on the low end. If the student, however, suffers from a high degree of autism and perhaps requires more one on one teaching, the individual will most often need to be placed in a specialized classroom setting. Children with disabilities can certainly range from speech and learning disabilities to physical disabilities to spectrum disorders such as autism. It is important to note that regardless of the presence of a disability or not, all children have the right to an education. It is unlawful to not accommodate the learning needs of each and every student. At times this is a slippery slope as some schools have found that suspension of children with disabilities due to violence or aggression was considered in the past to be in violation of the Individuals with Disabilities Education Act (IDEA). Most schools have formed policies which remove students through suspension or expulsion that are instigating violence or carrying weapons or drugs. But in cases of disabled children who are posing threats, schools have gone lightly on punishments as to not violate the IDEA Act. The application of these immediate expulsion or suspension rules at one time was not applicable to children with disabilities, “Applying strict school removal policies to students with disabilities has been restricted by the Individuals with Disabilities Education Act’s (IDEA) fundamental requirement for the provision of a free, appropriate public education (FAPE)” (Telzrow 1)). Gang violence, drugs, and bullying are becoming more and more prevalent in today’s schools. The aspect of not removing students who pose a threat regardless of their disabilities has become critical. As a result, the American Federation of teachers has instituted a rule which says that “no disruptive, disorderly or dangerous student, whether disabled or not, should be allowed to remain where he or she can disturb or threaten other students. (Telzrow 1) It is not uncommon to see behavioral issues arise with disabled students. In fact, there are many reported instances yearly where students with disabilities act out in violence towards teachers or other students. Teachers’ unions and organizations have made multiple motions to simply treat all students equally. They feel that this is not only fair, but also is necessary to preserve a safe and effective learning environment for everyone. This would mean that if a non disabled student commits a violent or inappropriate act, they will face the same punishment as a disabled student and so on: “Says Michael Resnick , spokesman for the National School Board’s Association, ‘what we are asking is that disabled students be treated the same way as non disabled students—that all students be viewed as equal’” (Hehir 1) There are several factors to consider involving placing disabled children in a classroom setting with non disabled children. First of all, if a child with disabilities is not exposed to other children, disabled or non disabled, their abilities to interact in a real world situation are going to be greatly affected. Integrating with other children allows them to adapt to the world around them and prepares them for that world. Also, by placing disabled students in a regular classroom, they are afforded the same opportunities as other children. It should be noted that these standards apply to students with mild disabilities and cannot always extend to severely disabled children. Children with sever disabilities will most likely require a much more aggressive one on one approach from their educators as well as other accommodations specific to their individual needs. But as a rule, it is common practice to allow as few restrictions as possible for the student with disabilities. It can be argued, however, that students with mild mental retardation are victims of more bullying and rejection than children without disabilities. This can lead to emotional issues such as depression or loneliness in the disabled child: “A sense of loneliness reflects a discrepancy between an individual’s expectations of interpersonal relations and his or her social situation in reality” (Heiman 1). It is often important for children to feel that they fit in with their peers. When children with disabilities are placed in classrooms with children without disabilities, they are often marked by both teachers and students. It is critical for disabled children to receive the same treatment from their teachers as do the other members of the classroom as to not paint an environment of singling out. Educators can be just as guilty of isolating or singling out a disabled student as that student’s peers. Truly, the question is whether or not a student with disabilities is benefiting from full inclusion into a classroom setting with children that are not disabled. Again, it is important to note that children with special needs, such as extra reading help or hearing impaired children, may not be getting the amount of attention that they require in a regular classroom that is not specific to children with disabilities: “Ultimately the controversy around inclusion is dysfunctional and we need to shift from the value of inclusion as a practice to the successful implementation of inclusionary education that recognizes the full range of needs of the disability population.”(Hehir 1). More specifically, the educational needs of all students must be met, which heightens the demand for routine assessment and can also mean placing children with more limiting disabilities in a more conducive classroom setting, a setting which can provide educational structure that is more specific to their condition. It can also be said that severely impaired children may flourish in a more protected environment than in regular classroom where there challenges are more obvious. In the case of children with learning disabilities, it is notable that these children are more likely to be involved in drug use, alcohol consumption and illegal activity: “Learning disabled (LD) children tend to experience more stress during adolescence due to an increased rate of academic failure, a reduced sphere of social and emotional adjustment, a lessened degree of self esteem and higher levels of depression” (Heiman 1). Children or teens that are struggling in school due to a learning disability usually deal with feelings of isolation and depression, not to mention the defeat of doing poorly on school work which leads to a feeling of discouragement. Students with learning disabilities have also been reported to be more likely to participate in activities that are considered “prosocial” or activities that are taken part in to win the favor of their peers. In many cases, these individuals giving in to peer pressure do not even want to take part in the questionable activity but do to win peer favor. Unfortunately, many educators are not entirely familiar with different disabilities. In fact, many teachers are not clear on the term “learning disabled”. It is often not until an individual is already in a classroom setting that a learning disability is even detected: “More than thirty characteristics can be related to learning disability. Two of the most frequently listed are reversal of letters and numbers and illegible handwriting”( Hehir 1). Some characteristics of learning disorders may only be spotted at home such as a great deal of movement during sleep. Other symptoms of learning disabilities can include appearing obsessive in concentration, disorganization, inability to remember things, and so on. Certain individuals that possess learning disabilities may excel at athletics but suffer poor grades due to an LD. The fact that there are so many signs and types of learning disabilities makes it imperative for not only educators to be able to spot individuals with the need for extra help or a diagnosis but also for parents to be encouraged to watch for signs at home. Once a learning disability has been detected, testing can be established so that the student’s specialized curriculum can be set. Many school systems have turned to a “wraparound” program which provides a type of tutor to be placed in the classroom with disabled children to not only help them with their work but also help identify their strengths and weaknesses “ Resources are created and organized around the student, family and teacher. This collaborative process focuses on identifying the strengths of the student and his or her family and extended family” (Stevenson 1). This can greatly help a child with learning disabilities or even behavioral problems. The one on one interaction provides a sense of stability for the child as well as a liaison between the other educators and the child’s family. These “wraparound” programs are typically state funded through Individual Care Grants. Early Intervention is another state funded program that helps children that have physical, mental, or learning disabilities: “The goal is to ensure that every child is successful before the need for special education or remedial services arise” (Stevenson 1). Early Intervention programs essentially assess children that are at risk such as children with disabilities; these children are then able to receive state grants to be placed in the program. Specific learning plans are put together by specialists for each child so that every student’s needs are met. Certainly, it is more challenging for students with disabilities than it is for non disabled students to cope with social and academic issues. It is important for educators to be sensitive to this and to ensure that students within their classrooms that may be disabled are treated fairly and not labeled. Keeping everyone from the parents to therapists to teachers aids informed of the child’s educational plan is very important. It is just as important to consistently revise the plan as the student requires whether it be allowing the student a bit more time on a project if needed or applying more assignments to the student. An educational plan for each student is important especially students facing the challenge of a disability. Ultimately, the parents of the disabled child should initiate the educational plan for their disabled child, as well as work closely with educational staff in order to ensure the best possible educational scenario. It is then the educators’ responsibility to monitor closely the progress of the individual. If the disabled student has a disability that gets progressively worse as the child matures, there may need to be provisions made to either relocate the child to a more specialized environment or even a home tutoring situation. In cases of severely impaired children, this type is scenario is often the best route to take. It is also up to administrators to ensure that the staff of educators that makes up their staff, are fully capable of properly handling the needs of various children with disabilities that may enter their classroom. In addition, these educators must be trained to spot signs and symptoms of not yet diagnosed disabilities from learning disabilities to developmental delays and so on. Finally, it is important to create a classroom environment of acceptance for all individuals receiving an education as well as no tolerance for any acts of violence or illegal activity from any student whether disabled or not. If educators, administration, and families work closely to ensure the accomplishment of the same goals for disabled students, those students are certain to receive the best education possible with accommodations for their special needs. Works Cited Cioffi, Grant; Carney, John J. (1997) Dynamic assesment of composing abilities in children with learning disabilities. Educational Assesment, vol. 4. Goode, Stephen (1995) Classroom disruption: the federal individuals with disabilities act, up for renewal, adds to schoolhouse violence. Insight on the News, vol. 11, September 11. Hehir, Thomas (2003) Beyond inclusion: educators’ ‘ableist’ assumptions about students with disabilities compromise the quality of instruction. School Administrator, vol. 60, March. Heiman, Tali; Margalit, Malka (1998) Loneliness, depression, and social skills with mild mental retardation in different educational settings. Journal of Special Education. Stevenson, Rita A. (2003) Wraparound services: a community approach to keep even severely disabled children in local schools. School Administrator, vol. 60, March. Telzrow, Cathy F. (2001) Interim alternative educational settings school district implementation of IDEA 1997 requirements. Education & Treatment of Children, vol. 24. Wong, Eugene H. (1998) Adolescent high risk behavior: a look at regular education, learning disabled, and continuation high school students. Education. Read More