Hellen Keller Teaching Exceptional Children Summary

Examing the definition of disability, we find that it ecompasses a wide spectrum of medical conditions. Within that spectrum of medical conditions, we find various conditions such as behavioral, intelectual, and physical conditions that may have an effect on an individuals functioning. "Disability Ecompases a broad spectrumof medical conditions with diverse effects and appearance and functioning ( 42). " The two models offer thier own perspectives of addressing and individuals difference, and treatment of the named disability. This paper will focus on the the medical model vs the social constructivist model of disabilty, how each model defines disabilty, and the perspective approach each models

The medical model of disability started to dominate individuals views of disability within the 19th and the 20th century. It looks at a person and focuses on the impairment they may have caused them to be disabled, and therefore preventing them from getting access to services or being able to participate in a number of things within society. An example of what the medical model believes is that if an individual is deaf they cannot communicate with other individuals. Or if an individual was restricted to a wheelchair it would be the wheelchairs fault that they could not go places that may have stairs rather than the stairs in question. They believed that the only way in which they can solve these problems is by finding the “defect” and curing

Character cannot be developed in ease and quiet. Only through experience of trial and suffering can the soul be strengthened; vision cleared; ambition inspired, and success achieved- Helen Keller. The stage that reminds me of my experience at DSCC is stage 3, which is confrontation. Stage 3 offers great opportunity for growth. I can honestly say that working at the Division of Specialized Care for Children enlightened my perspective of core competencies and helped build me into the person that I am today.

Topic Inclusion for individuals with special needs has been a modern push since the Individuals with Disabilities Education Act (IDEA), when the concept of Least Restrictive Environment (LRE) was implemented. This mandated that students learn in the environment that is appropriate for their needs yet doesn’t restrict them from being educated with their non-disabled peers. As time has passed this concept of inclusion has continued onto the living arrangements once students with special needs transition from the education system. It wasn’t long ago that after individuals with special needs transitioned from schooling they were limited to only a hand full of options for life afterwards. Some went to state institutions, others privatized facilities if there was openings, and some remained in their homes with family until they could no longer.

The author provides the reader with a brief summary of what inclusion is. They then go into the benefits of inclusion. For every claim that is being made within the article, research findings are provided to back up the information. This article offers more information about the future of a child with Down syndrome. The article goes into detail about the importance of inclusion and employment outcomes.

As a teacher, working with exceptional scholars is a challenge in itself: we do not always understand their way of thinking, why they think that way, or even why they do what they do. While some exceptional scholars are affected less, others have more severe disorders and/or disabilities that greatly contribute to the classroom environment and the basis for instruction. One challenge that I might face as a teacher when working with exceptional scholars is a lack of parental support; therefore it is crucial that as the teacher, I am able to keep in frequent contact with my parents, specifically when concerned about an exceptional scholar. It’s pivotal that from the beginning of the school year, communication begins on a daily basis. This

Every student needs to learn the basic to perform in a world that is ever changing. Even though students feel the difference on the front lines, “many advocates (primarily parents) for those with learning disabilities also have significant concerns about the wholesale move toward inclusion. Their concerns stem from the fact that they have had to fight long and hard for appropriate services and programs for their children.” (AIR, 2015) Inclusion is not an easy pill to swallow for many people. Parents have to worry about services (IEP provided) and how their child will be treated once place inside a general education classroom by other

In this report I will discuss both the Social and Medical Models, define their pros and cons and give a short reflection on my own opinion of the two models in everyday use today. Both the medical and the social models of disability describe how they see disability and how they feel disabilities and those suffering should be treated. Both models have very different views on the causes of, how disabilities should be taken care of and by whom and both have their strengths and weaknesses when it comes to caring for those with disabilities. Medical Model

Assessment Strategies for Differentiated Learning 1. Differentiated Learning Differentiated learning is a technique that used in some classrooms that caters to the individual needs of each student. Teachers use several types of activities and methods in order to teach their classroom. Differentiated instruction gives students options on how to take in information, and ideas.

However, the term inclusion has long been associated with children with special educational needs (Kilburn & Mills, 2012). This association also requires clarification, as Ainscow et al. (2006) explains the difficulty of defining inclusion, by distinguishing between narrow and broad definitions; narrow referring to aspects of SEN, and the broad to all aspects of marginalisation and diversity. This contrasts the thoughts of Armstrong et al. (2010) who points out the key dangers in stating ‘the meaning of inclusion is by no means clear and perhaps conveniently blurs the edges of social policy with ‘feel-good’ rhetoric that no-one could be opposed to (cited Kilburn & Mills,

The medical model of disability, adopted by geographers such as Golledge (Cloke, Crang, Goodwin 2014) defines disability as an ‘individual medical tragedy’ (Shakespeare 1993 cited in Cloke Crang, Goodwin 2014) however this is seen as somewhat outdated through a contemporary eye and geographers such as Imrie (1996) adopt the view of the social model. The social model conveys a more emotive approach which encompasses a person’s identity and Imrie (1996) suggests “the assertion of ableist values is intertwined with the notion that disability is abnormal”. Disability is a social product of views that people with impairments do not conform to what is seen as the norm and can often feel out of place in society, showcasing how humans influence space, place and identities similarly to social class. Barriers such as urban infrastructure highlight how space and place control our identities, for example ATM’s often have steps instead of slopes and are not wheelchair height accessible (Imrie, 1996) nor offer braille functions and Walker (cited in Imrie, 1996) passionately suggests “we live under a system of architectural apartheid”.

Special education is a discipline marked by a lot of controversy and which elicits a heated debate among education administrators, parents, and teachers. Full inclusion, which is the belief that disabled students should be incorporated into regular classrooms, regardless of whether they meet conventional curricular standards or not, is the major point of controversy. Full inclusion embraces the idea that disabled students should undertake regular education and only be excluded in a class when important services cannot be offered to them (Nelson, Palonsky, & McCarthy, 2010). This paper seeks to delve into the arguments surrounding full inclusion and establish their validity. It will achieve this by highlighting the arguments for and against

Some of the most striking features of inclusive education are the challenges that children and teachers may confront. First at all, it was considered as a challenge the large class sizes, because, in some countries there are more than one hundred children in a class, as a consequence the negative among teachers may affect the teaching methods. Secondly, the inaccessibility to attend school is being also part of the challenges of this type of education; one instance could be that there are many children who must walk long distances to appear at school, because there exists a lack of transportation, poor quality roads, and economic aspects associated to families. After that, most of the children are suffering the challenges of inclusive education because of the inadequate infrastructure at schools, such as the lack of access to toilets and the non-implementation of ramps. The last but not the least challenge belongs to the fact that community and religion are not considering disabled children as they should, in other words, both social organizations are unaware of the necessities and potentialities of those disabled

According to UNESCO, inclusive education is a process of addressing and responding to the diverse needs of all children by increasing participation in learning and reducing exclusion within and from education (Nguyet and Ha 2010). Inclusive education is a process of increasing the presence, participation and achievement of all learners (Booth and Ainscow 2002). The process involves mainstreaming children with special educational needs into regular classroom settings, allowing them to learn side by side with their peers without disabilities. Inclusive education implies that children with special educational needs have to attend mainstream schools they would have attended if they did not have a disability. Mainstreaming children with special needs education has a positive impact on both social and academic learning for children with and without special needs (Farrell 2000).

Hammond & Ingalls (2003) compile several barriers to achieving inclusion, such as lack of training for mainstream teachers to work with children with disabilities, inability to collaborate among professionals to solve problem, lack of personnel support for mainstream teachers, difficulty to manage time to include all students in the classroom, teachers’ attitudes towards inclusion and lack of administrative support in giving appropriate planning time for teachers. They also mention that mainstream teachers in rural area face even bigger challenge due to the lack of access to teacher professional learning program that address concerns in inclusive