Review of literature
You have students with disabilities in your classroom. How do you treat them? Should you change the classroom setting? Research to discover how to educate individuals with learning, social, and emotional disabilities is on the rise. Although all authors call for change, each imagines different implementation. While some claim that teachers should be more affectionate, others believe that they should be more precise in their methods. Nevertheless, dramatic change in the classroom is absolutely necessary. Our current education system neglects the needs of many young adults. We can only hope to improve by adopting new means of teaching that allow for all students to grow.
First, we must debunk the myth that students with disabilities bring down the performance of a classroom. Rachel Dessemontet claims that the presence of a disabled student makes no difference. They can be included in general education and shouldn’t be excluded by the fear that their disability is contagious. The real issue is how we create an environment in which students with disabilities can truly prosper. Hannah Kuper further argues that our expectations of disabled students being “less likely to attend school or access health care, [or are] more vulnerable to poverty” is simply wrong. We need to ensure that these students can reach their potential. In order to discuss special education, we must put the onus on ourselves to empower these students.
Many believe that this issue should be solved through emotional support. Some, like H. Goleniowska, claim that it is imperative that a student with a learning disability must feel valuable. She believes that a student must have self-esteem before classroom reform can help. With confidence, a student can then begin to make a difference for him or herself. Yet, Golenoiwska claims that it is the role of teachers and parents to inspire this in a student. Zheng furthers this notion with statistical evidence from China. Those with physical disabilities found their quality of life greatly increased by the quality of care that they received. In order to overcome a disability, a student needs to feel valued and able. This may be the first step. If the student doesn’t feel able, he or she won’t take advantage of aid.
The amount of training that teachers receive when expected to care for students with disabilities is incredibly limited. If teachers don’t understand how to work with disabled students, there is little chance for success. Statistically speaking, those who go to preschool tend to perform better throughout their life. Nevertheless, according Andrea McDonnel, there is a shortage of special educators at this level, and of those teachers without assistance, only 5.9% have any special education training. A student with a disability cannot hope to function in a classroom setting where his or her issues are ignored. Furthermore, this gives the student a poor start to the education process. Keesler furthers this argument, stating that even special educators may not be adequately informed of how to help a student with disabilities. Even into adulthood, these professionals have often been unable to help individuals suffering from trauma due to their disabilities. Without help through these problems, students will fall through the cracks and not seek out further education. Without able teachers in the classroom, students with disabilities cannot hope to flourish.
Many scholars today struggle to find meaningful ways to help students with disabilities in the classroom. Unfortunately, there is minimal agreement on how to bring this about. Matthew Marino argues that the Universal Design for Learning, a commonly held approach to teaching that should give disabled students an equal opportunity, doesn’t even work. After testing students’ progress, he found that, while students may have obtained more appreciation for the concepts due to this interesting approach, they didn’t perform any better than they would have if they were in a conventional classroom. Marino, however, does credit positive scores in the conventional classroom to the fact that the teacher prepares students for what is directly on the test. A combination of teaching methods, therefore, may actually make a difference. Abu Bakar shares this sentiment, claiming that a great deal of new attempts at learning aren’t helping either. Nevertheless, after testing each method, Bakar discovered that “nonverbal” and “matching” approaches made a difference. These two authors argue that classroom changes should be made conservatively.
Other scholars argue that academic correction should occur outside of the classroom. Students with social disabilities, according to Mi-seon Kim, improved through “Social stories”. This course, taken outside of the classroom, improved behavior of young adults with intellectual disabilities. Kim makes it obvious that a teacher cannot fully help disabled students within the classroom. However, she still proves that the school can promote programs like this to aid individuals. With this same spirit, Amy Lingo used high school students to tutor middle school students with disabilities. She found that students using “Great Leaps” readings were more successful with the help of a student peer. When organized by the school, these programs can be widely implemented and “improve oral reading fluency by the tutees”. In short, scholars are avidly exploring what to do outside of the classroom to make an effect on student’s capabilities in school.
The education of disabled students is a growing topic in academia. While there is no consensus, this debate has furthered knowledge of how to best educate children with disabilities. By combining these methods, educators can truly help these students.
Abu Bakar, Nurul Farhana, and Chen Ai-Hong. "Comparison On Testability Of Visual Acuity, Stereo Acuity And Colour Vision Tests
Between Children With Learning Disabilities And Children Without Learning Disabilities In Government Primary Schools." Indian
Journal Of Ophthalmology 62.2 (2014): 141-144. Academic Search Complete. Web. 15 Oct. 2014.
Goleniowska, H. (2014). The importance of developing confidence and self-esteem in children with a learning disability. Advances in
Mental Health and Intellectual Disabilities, 8(3), 188-191.
Keesler, J. M. (2014). Trauma through the lens of service coordinators: Exploring their awareness of adverse life events among
adults with intellectual disabilities. Advances in Mental Health and Intellectual Disabilities, 8(3), 151-164.
Kim, Mi-seon, Kwang-Sun Cho Blair, and Kyoung-won Lim. "Using Tablet Assisted Social Stories™ To Improve Classroom Behavior
For Adolescents With Intellectual Disabilities." Research In Developmental Disabilities 35.9 (2014): 2241-2251. Academic Search
Complete. Web. 15 Oct. 2014.
Kuper, Hannah, et al. "The Impact Of Disability On The Lives Of Children; Cross-Sectional Data Including 8,900 Children With
Disabilities And 898,834 Children Without Disabilities Across 30 Countries." Plos ONE 9.9 (2014): 1-11.Academic Search Complete.
Web. 13 Oct. 2014.
Lingo, Amy Shearer. "Tutoring Middle School Students With Disabilities By High School Students: Effects On Oral Reading
Fluency." Education & Treatment Of Children 37.1 (2014): 53-76.Academic Search Complete. Web. 15 Oct. 2014."
Marino, Matthew T., et al. "UDL In The Middle School Science Classroom: Can Video Games And Alternative Text Heighten
Engagement And Learning For Students With Learning Disabilities?." Learning Disability Quarterly 37.2 (2014): 87-99. Academic
Search Complete. Web. 15 Oct. 2014.
McDonnel, Andrea P., et al. "Emergent Literacy Practices And Support For Children With Disabilities: A National Survey."Education &
Treatment Of Children 37.3 (2014): 495-529.Academic Search Complete. Web. 15 Oct. 2014.
Qiao-Lan, Zheng, et al. "The Role Of Quality Of Care And Attitude Towards Disability In The Relationship Between Severity Of
Disability And Quality Of Life: Findings From A Crosssectional Survey Among People With Physical Disability In China." Health &
Quality Of Life Outcomes 12.1 (2014): 1-22. Academic Search Complete. Web. 13 Oct. 2014.
Sermier Dessemontet, Rachel, and Gérard Bless. "The Impact Of Including Children With Intellectual Disability In General Education
Classrooms On The Academic Achievement Of Their Low-, Average-, And High-Achieving Peers."Journal Of Intellectual &
Developmental Disability 38.1 (2013): 23-30. Academic Search Complete. Web. 15 Oct. 2014.
First, we must debunk the myth that students with disabilities bring down the performance of a classroom. Rachel Dessemontet claims that the presence of a disabled student makes no difference. They can be included in general education and shouldn’t be excluded by the fear that their disability is contagious. The real issue is how we create an environment in which students with disabilities can truly prosper. Hannah Kuper further argues that our expectations of disabled students being “less likely to attend school or access health care, [or are] more vulnerable to poverty” is simply wrong. We need to ensure that these students can reach their potential. In order to discuss special education, we must put the onus on ourselves to empower these students.
Many believe that this issue should be solved through emotional support. Some, like H. Goleniowska, claim that it is imperative that a student with a learning disability must feel valuable. She believes that a student must have self-esteem before classroom reform can help. With confidence, a student can then begin to make a difference for him or herself. Yet, Golenoiwska claims that it is the role of teachers and parents to inspire this in a student. Zheng furthers this notion with statistical evidence from China. Those with physical disabilities found their quality of life greatly increased by the quality of care that they received. In order to overcome a disability, a student needs to feel valued and able. This may be the first step. If the student doesn’t feel able, he or she won’t take advantage of aid.
The amount of training that teachers receive when expected to care for students with disabilities is incredibly limited. If teachers don’t understand how to work with disabled students, there is little chance for success. Statistically speaking, those who go to preschool tend to perform better throughout their life. Nevertheless, according Andrea McDonnel, there is a shortage of special educators at this level, and of those teachers without assistance, only 5.9% have any special education training. A student with a disability cannot hope to function in a classroom setting where his or her issues are ignored. Furthermore, this gives the student a poor start to the education process. Keesler furthers this argument, stating that even special educators may not be adequately informed of how to help a student with disabilities. Even into adulthood, these professionals have often been unable to help individuals suffering from trauma due to their disabilities. Without help through these problems, students will fall through the cracks and not seek out further education. Without able teachers in the classroom, students with disabilities cannot hope to flourish.
Many scholars today struggle to find meaningful ways to help students with disabilities in the classroom. Unfortunately, there is minimal agreement on how to bring this about. Matthew Marino argues that the Universal Design for Learning, a commonly held approach to teaching that should give disabled students an equal opportunity, doesn’t even work. After testing students’ progress, he found that, while students may have obtained more appreciation for the concepts due to this interesting approach, they didn’t perform any better than they would have if they were in a conventional classroom. Marino, however, does credit positive scores in the conventional classroom to the fact that the teacher prepares students for what is directly on the test. A combination of teaching methods, therefore, may actually make a difference. Abu Bakar shares this sentiment, claiming that a great deal of new attempts at learning aren’t helping either. Nevertheless, after testing each method, Bakar discovered that “nonverbal” and “matching” approaches made a difference. These two authors argue that classroom changes should be made conservatively.
Other scholars argue that academic correction should occur outside of the classroom. Students with social disabilities, according to Mi-seon Kim, improved through “Social stories”. This course, taken outside of the classroom, improved behavior of young adults with intellectual disabilities. Kim makes it obvious that a teacher cannot fully help disabled students within the classroom. However, she still proves that the school can promote programs like this to aid individuals. With this same spirit, Amy Lingo used high school students to tutor middle school students with disabilities. She found that students using “Great Leaps” readings were more successful with the help of a student peer. When organized by the school, these programs can be widely implemented and “improve oral reading fluency by the tutees”. In short, scholars are avidly exploring what to do outside of the classroom to make an effect on student’s capabilities in school.
The education of disabled students is a growing topic in academia. While there is no consensus, this debate has furthered knowledge of how to best educate children with disabilities. By combining these methods, educators can truly help these students.
Abu Bakar, Nurul Farhana, and Chen Ai-Hong. "Comparison On Testability Of Visual Acuity, Stereo Acuity And Colour Vision Tests
Between Children With Learning Disabilities And Children Without Learning Disabilities In Government Primary Schools." Indian
Journal Of Ophthalmology 62.2 (2014): 141-144. Academic Search Complete. Web. 15 Oct. 2014.
Goleniowska, H. (2014). The importance of developing confidence and self-esteem in children with a learning disability. Advances in
Mental Health and Intellectual Disabilities, 8(3), 188-191.
Keesler, J. M. (2014). Trauma through the lens of service coordinators: Exploring their awareness of adverse life events among
adults with intellectual disabilities. Advances in Mental Health and Intellectual Disabilities, 8(3), 151-164.
Kim, Mi-seon, Kwang-Sun Cho Blair, and Kyoung-won Lim. "Using Tablet Assisted Social Stories™ To Improve Classroom Behavior
For Adolescents With Intellectual Disabilities." Research In Developmental Disabilities 35.9 (2014): 2241-2251. Academic Search
Complete. Web. 15 Oct. 2014.
Kuper, Hannah, et al. "The Impact Of Disability On The Lives Of Children; Cross-Sectional Data Including 8,900 Children With
Disabilities And 898,834 Children Without Disabilities Across 30 Countries." Plos ONE 9.9 (2014): 1-11.Academic Search Complete.
Web. 13 Oct. 2014.
Lingo, Amy Shearer. "Tutoring Middle School Students With Disabilities By High School Students: Effects On Oral Reading
Fluency." Education & Treatment Of Children 37.1 (2014): 53-76.Academic Search Complete. Web. 15 Oct. 2014."
Marino, Matthew T., et al. "UDL In The Middle School Science Classroom: Can Video Games And Alternative Text Heighten
Engagement And Learning For Students With Learning Disabilities?." Learning Disability Quarterly 37.2 (2014): 87-99. Academic
Search Complete. Web. 15 Oct. 2014.
McDonnel, Andrea P., et al. "Emergent Literacy Practices And Support For Children With Disabilities: A National Survey."Education &
Treatment Of Children 37.3 (2014): 495-529.Academic Search Complete. Web. 15 Oct. 2014.
Qiao-Lan, Zheng, et al. "The Role Of Quality Of Care And Attitude Towards Disability In The Relationship Between Severity Of
Disability And Quality Of Life: Findings From A Crosssectional Survey Among People With Physical Disability In China." Health &
Quality Of Life Outcomes 12.1 (2014): 1-22. Academic Search Complete. Web. 13 Oct. 2014.
Sermier Dessemontet, Rachel, and Gérard Bless. "The Impact Of Including Children With Intellectual Disability In General Education
Classrooms On The Academic Achievement Of Their Low-, Average-, And High-Achieving Peers."Journal Of Intellectual &
Developmental Disability 38.1 (2013): 23-30. Academic Search Complete. Web. 15 Oct. 2014.