Educating Special Needs Students
A good dedicated passionate teacher is the one who thinks that all students can succeed. With this belief, teachers can inspire themselves to find any route possible to help the students in having a successful life in school and anywhere else. When it comes to special education, this belief really needs to be a true one because special education teachers will have to deal not only with behavioral students or students with high functioning disabilities but they will also be dealing with autistic students and students with severe intellectual disabilities (Grand Canyon University Course Material 2010). With the basic teaching principle "all students can learn", teachers will enable themselves to find ways to help the students in learning social and life skills, get prepared to be independent, get a job and to enjoy quality of life regardless of their disabilities (Grand Canyon University Course Material 2010). Individuals with disabilities can show their frustration with anger, they can feel hopelessness, helplessness and have a sensation of disgust, fear and pity. Many times advocates, educators and even professionals fail by misunderstanding individuals with disabilities by not properly identifying the intellectual disability. The American Association on Intellectual Developmental Disability (AAIDD, 2008) explains that Intellectual disability is defined as sub-average intellectual functioning but it also should include "resultant deficits in adaptive behaviors and its occurrence during the developmental period" (Grand Canyon University Course Material 2010). All three conditions must be present in order to determine that intellectual disability is present in the individual. Sub-average intellectual functioning refers to intelligence which is consider as a hypothetical construct difficult to define and is tested with a method called Intelligence Quotient or IQ which consists of several questions and problem solving that gives scores up to 100. Adaptive behavior refers as to the ability of the individual adaptation to the environment and the changes that may come with it. And the third characteristic is the occurrence of a traumatic event which happens to an individual during the developmental period which is before turning 18. IQ tests are considered a reliable source of information but according to IDEA 2004, "IQ scores can't be considered the determinant of intellectual disability. Individual personal characteristics and circumstances, cultural bias and low correlation between IQ tests remain issues; moreover a person's IQ changes over time and data over the test provides little and inaccurate information for instruction. Consequently, other definitions focus on individualized needs for supports". According to AIDD (2008) causes of intellectual disabilities which happens during the developmental period, may include maternal infections like rubella, syphilis and toxoplasmosis also because of intoxications like drugs, alcohol, environmental hazards and incompetent blood type transfusions. Chromosomal abnormalities like Down's syndrome. Among others (Grand Canyon University Course Material 2010). Protecting Workers with Developmental Disabilities PWDD (n.d.) say that People with mild disabilities can learn academics and vocational skills, those with moderate to severe disabilities can learn basic safe hygiene and self care skills along with social and communication skills and those with profound developmental skills can learn self care skills as well but they may need constant supervision and care". The majority of the persons with disabilities are capable of learning, develop and grow, and they can become great productive an full participative citizens of the community. With appropriate education and accommodated lesson plans all students should be able to learn. One way to teach students with intellectual disabilities is by...
References: (Grand Canyon University Course Material 2010).
Please join StudyMode to read the full document