Working with Students with Disabilities: Perceptions, Legal Framework, Teaching Approaches, and Goals

 As an educator, I firmly believe that children with disabilities are unique individuals who should be supported throughout their lives. It is our responsibility to provide the necessary assistance and accommodations so that they can succeed despite their limitations. While these children may face certain challenges, it is important to note that they are not defined by their disabilities. Instead, they should be seen as individuals with their strengths and limitations. It is essential, to adopt a strengths-based approach in working with these students, rather than focusing on their disabilities. This mindset can greatly impact their academic and personal development.

Special education has been protected by laws since 1975, which aimed to combat discrimination against individuals with disabilities in public schools. According to statistics, approximately 13% of public school students require special education services. The Education for All Handicapped Children Act, signed in 1975, ensured that all students, regardless of their special needs, received equal opportunities for education in public schools. This law also mandated that schools receiving federal funding provide free meals for students in need. In 1990, the Individuals with Disabilities Education Act (IDEA) was passed, which further strengthened the EFA Act by guaranteeing that children with special needs receive free public education in the least restrictive environment possible. This means that students with disabilities can participate in the same activities as their peers, with the necessary support and accommodations. The No Child Left Behind Act, established in 2001, emphasized the importance of holding all students accountable for their academic performance. This law required states to develop standardized assessments to measure student achievement. Students with disabilities are also included in this accountability system and may receive additional support if needed. Another important legislation is the Americans with Disabilities Act (ADA), which ensures that individuals with disabilities are not discriminated against in any public institution, including elementary, middle, and high schools. This law extends to postsecondary institutions, where students with disabilities are entitled to equal opportunities and appropriate accommodations.

Some questions that I may have when it comes to teaching students with disabilities revolve around finding ways to effectively engage and accommodate them in the classroom. I may also have questions about how to manage behaviour and facilitate inclusive learning environments for students with disabilities. Additionally, I may be curious about the appropriate use of resources and strategies to support their academic and personal growth.

As an educator, I strive to inspire and motivate my students to develop a love for learning. I believe that teachers should not only focus on academic achievement but also on creating a positive and nurturing learning environment. I aim to be a flexible, compassionate, and patient teacher who is dedicated to individualizing education for each student. My ultimate goal in participating in this class is to gain a deeper understanding of teaching students with disabilities and to enhance my skills and knowledge in supporting their academic and personal growth. I hope to learn effective strategies and techniques that will help me create a more inclusive and equitable classroom for all my students.



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