Teaching Special Needs

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Teaching Special Needs

  1. 1. By: Hannah Wittig W200 Class 27992 Menu
  2. 2. Menu <ul><ul><li>Using Learning-Strategies Instruction With Students Who Are Gifted and Learning Disabled </li></ul></ul><ul><ul><li>Parents and Special Educators: Pre-Service Teachers’ Discussion Points </li></ul></ul><ul><ul><li>Treating Emotional and Behavioral </li></ul></ul><ul><ul><li>Disorders in Children and Adolescents </li></ul></ul>Summary Summary Reflection Reflection Summary Reflection Works Cited Conclusion
  3. 3. Using Learning-Strategies Instruction With Students Who Are Gifted and Learning Disabled Summary <ul><li>This article is about students who are both gifted, and yet have learning disabilities. Throughout the article it describes strategies to recognize these students, and how to teach them in a way that helps them reach their full potential whether its in the areas where they struggle or the areas in which they are gifted. </li></ul><ul><li>“… researchers have offered suggestions of how many gifted and learning-disabled students are present in the United States. Winner (1996) estimated that between 120,000 and 180,000 students with learning disabilities also have above - average intelligence quotients (IQ). Winner also noted that approximately 10% of high-IQ students read 2 or more years below grade level. Some researchers estimate that 2–10% of all students enrolled in gifted programs also have a learning disability (McEachern &Bornot, 2001), while others predict that the actual number is closer to 2–5% of the nation’s gifted population (Delisle &Galbraith, 2002).” </li></ul>Reflection Back to Menu
  4. 4. Using Learning-Strategies Instruction With Students Who Are Gifted and Learning Disabled Reflection <ul><li>I found this article to be particularly useful do to the fact that I plan to become an elementary teacher to students with special needs. It was also very interesting because I have always assumed that those who have special needs or those with learning disabilities always have a disadvantage and therefore cannot excel like the other students. This article taught me not to assume anything when it comes to students, and to never underestimate their potential. </li></ul><ul><li>Now I know how to notice when a student is both learning disabled and gifted. Also, I have an idea of some techniques that would help them overcome their disability and to excel in their area in which they are gifted. </li></ul>Back to Menu Next Article
  5. 5. Parents and Special Educators: Pre-Service Teachers’ Discussion Points Summary <ul><li>This article is a journal about an assignment given to aspiring special needs teacher who interviewed parents of special needs students and experienced special need teachers. The journal was an overview of the importance of teachers and parents working together for the common good on the child, and the ways to accomplish that task. </li></ul><ul><li>“ Research shows that student attendance is better, grades improve, enrollment in advanced classes increases, and high school graduation rates improve when parents are involved in the educational process by taking a greater responsibility towards their children’s education. Trust, respect, and empowerment are created among families and school personnel when schools actively involve parents (District Administration, 2003).” </li></ul>Back to Menu Reflection
  6. 6. Parents and Special Educators: Pre-Service Teachers’ Discussion Points Reflection <ul><li>I found this article to be very useful, for my chosen career path. I learned that the ability to build relationships with parents in order to improve the child's learning capability takes practice and experience. </li></ul><ul><li>I also learned that not only is this strategy effective, it is also mandated by the Individuals with Disabilities Education Act (IDEA, 2004). There are three ways to help bring teachers, parents, and students together: integration of family involvement with the curriculum, connection of family involvement and the diverse student population, teacher awareness of attitudes and values related to family involvement . </li></ul>Back to Menu Next Article
  7. 7. Treating Emotional and Behavioral Disorders in Children and Adolescents Summary <ul><li>This article was all about the struggles of parents trying to provide everything that their child with chronic emotional and behavioral disorders needs. Parents today with children who have chronic emotional or behavioral disabilities have a harder time not only affording the care that is required for their child, but they also have a hard time finding adequate care for them. </li></ul><ul><li>“ Compared with parents of children with other chronic conditions, parents of children with motional or behavioral disorders say they spend more time providing and coordinating care for their children, miss more hours of work, and are more likely to stop working because of their child’s condition.” </li></ul>Back to Menu Next Article
  8. 8. Treating Emotional and Behavioral Disorders in Children and Adolescents Reflection <ul><li>Now that I understand the amount of families that struggle at meeting all of the needs of their child with special needs, I understand the reason why it is such a growing field to work in. </li></ul><ul><li>I also now realize the struggles that families face with their child I can be more sympathetic and understanding towards their situation when I encounter one of these children. After reading this article I am egger to help these families and do my part for these students. However, I know that there is only so much that I can do, since a large part of why it is so hard for families to help their child is because of the lack of health care. </li></ul>Back to Menu Conclusion
  9. 9. Conclusions <ul><li>The following articles helped me learn about what to expect and what to do when I enter my chosen field of work. I learned that when one works with kids who have special needs or learning disabilities: </li></ul><ul><li>You should never underestimate their potential, just because they have a disability doesn’t mean they are not gifted in some way. </li></ul><ul><li>You must be a team with your students’ parents to help the lessons that you try to teach reach them beyond the classroom, and keep them involved in their child's progress. </li></ul><ul><li>You must realize that some parents have trouble finding appropriate care for their child, so you must be flexible in meeting each child's particular needs. </li></ul>Back to Menu Works Cited
  10. 10. Works Cited <ul><li>Blecker ,Norma & Mulholland, Rita. (2008). Parents and Special Educators: Pre-Service Teachers’ Discussion Points. International Journal of Special Education Vol 23 No 1, from http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/41/85/7c.pdf </li></ul><ul><li>Bisland, Amy. (2004) Using Learning Strategies Instruction With Students Who Are Gifted and Learning Disabled. Gifted Child Today from, http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/1c/32/55.pdf </li></ul><ul><li>Ireys, Henry, & Peterson, Stephanie, & Shulman, Shanna. (2006). Treating Emotional and Behavioral Disorders in Children and Adolescents. Quality Care for Special Kids. Update 3 from, http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/29/e4/e4.pdf </li></ul>Back to Menu

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