Do you think people’s perceptions of others play a role in the success of students with disabilities? Why or why not? Choose one law covered in Chapter 1. These include IDEA, NCLB, Section 504 and ADA. How does your chosen law protect students with disabilities from negative perceptions and beliefs? Week 1 discussion 1 and 2 I believe that people’s perception does play a role in the success of students with disabilities. It is human nature to stare, fear or ridicule people who appear or act different from what we consider to be normal.
For students with physical handicaps or limitations, their self-image is very important to them. They get upset and sometimes depress because they can’t do certain things as other children can because they need the help of other people. These kids are aware that of the fact that they are physically different that most others and that there are certain things they cannot do. What people think of them does affect their self-esteem. Children with disabilities want to succeed and participate as much as they can and this needs to be encouraged and fostered by the teachers and by their family members.
The focus needs to be on what the child can do not can’t do. The law I chose is the “No Child Left Behind” (NCLB). The law emphasizes assessment and accountability, and requires states to show adequate yearly progress in raising student’s achievements. The aim is to improve reading and mathematics for all children including children with disabilities. The law gives children with disabilities a fair chance for a good education. Since not all disable children are capable of taking the same test as other students in their grade.
The law provides some allowance and accommodations for special needs children such as large print test, booklets, extended test periods, small groups or a one on one testing session, helping students write their answers using Braille, sign language translators and computers. “Standards-based reform: a process that identifies the academic content (reading, mathematics, science, etc. )” (Turnbull, Turnbull, ;amp; Wehmeyer, p. 34 , 2010). The goal to challenge the students with academic content that cultivates all students and results in achievement.
This helps students individually by setting standards and making assessments based on the curriculum that they are teaching to the sdtudents. This in turn shows accountability to the students, families, and the community (Turnbull, Turnbull, ;amp; Wehmeyer, p. 35, 2010). Depending on the disability, their are alternate standards that mark progress if needed, so that it can help the individual student meet the standards of the certain state that the student is in.
It also helps the individual by teaming up with the Individualized Education Program to the general curriculum to make sure that the child is getting specific curriculum taught to them that is making sure that they are advancing in their learning in school and society. “The IEPs of students with all types and significance of disabilities should reflect general education standards. No student should be denied the opportunity to participate in academic life of the school community.
At the same time, some students may require additional goals (such as independent living or vocational goals) not necessarily referenced to academic standards” (www. fcsn. org). Discussion 2 Choose one of the following concepts to elaborate on: Supplementary Aids and Services, Standards-Based Reform Movement, or Individualized Education Program. Provide a brief description of your chosen component. How does this component support individual student progress? Cite one source, in addition to the class text, to substantiate your response
The Individual Education Program (IEP) is designed to meet the special educational needs of one child, who may have a disability, as defined by federal regulations. The IEP is intended to help children reach educational goals more easily than they otherwise would. IEP is meant to ensure that students receive an appropriate placement, not “only” special education classrooms or special schools. It is meant to give the student a chance to participate in “normal” school culture and academics as much as is possible for that individual student.
In this way, the student is able to have specialized assistance only when such assistance is absolutely necessary, and otherwise maintains the freedom to interact with and participate in the activities of his or her more general school peers. This program is very helpful for students because parents can work together with teachers to develop a plan, to help the student do better in school and to success in school. The IEP describes the goals the team sets for a child during the school year, as well as any special support needed to help achieve them.
As a parent, you can decide whether to have your child assessed. If you choose to do so, you’ll be asked to sign a permission form that will detail who is involved in the process and the types of tests they use. These tests might include measures of specific school skills, such as reading or math, as well as more general developmental skills, such as speech and language. Testing does not necessarily mean that a child will receive services.
Once the team members complete their individual assessments, they develop a comprehensive evaluation report (CER) that compiles their findings, offers an educational classification, and outlines the skills and support the child will need. The parents then have a chance to review the report before the IEP is developed. Some parents will disagree with the report, and they will have the opportunity to work together with the school to come up with a plan that best meets the child’s needs. http://www2. ed. gov/parents/needs/speced/iepguide/index. html A Guide to the Individualized Education Program U. S. Department of Education July 2000