Children with Disabilities in the Classroom :: Education School Essays

Children with Disabilities in the ClassroomA recent feature of dim-witted cultivates is the more frequent inclusion of children with disabilities. Regular classrooms now include children whose somatogenic and mental disabilities would at peerless time have relegated them to special classrooms (Cooper & Ryan 1998, pp. 98). thither ar numerous issues that arise when it comes to educating exceptional students. Since, science is an important school subject we need to have special adaptations to meet all in all of the students needs. Students with exceptional educational needs are best served in regular classrooms in their neighborhood schools (Koch 1999, p. 16). While we interviewed Mark Bertram, a kindergarten instructor at Homer Elementary school, Janie Hughes, Special Education Teachers Aide in Mark Bertrams classroom, we asked them the question What does inclusion misbegotten to you and how does it affect your classroom? They stated that having inclusion in the classroom fro m the generator of schooling allows children to come into contact with students unlike themselves and become comfortable with their differences. We in any case asked teachers, How do the students respond to having a child with special needs in the classroom? They stated that the children respond in a positive agency by being very caring and helpful to the students. In one of the classrooms there is a child with Cerebal Palsy. She enjoys reading books and the children are always aflame to help her by holding the books, reading slowly and loudly with her. In the other classroom there is a student with Autism. When she has an episode during a lesson instead of a teacher taking out the time to settle her down, a student will rock with her until she relaxes while they are politic following along with the lesson.In 1975, Public Law 94-142 was passed which means all children who have been identified as having a disability are guaranteed the ripe to a free and appropriate education i n the least confining environment (LRE) (Biklen, et al 1987). We saw examples of this in the classroom when exceptional students were move in normal classroom activities with average students. For example, one of the classrooms realised an ABC depression book by forming their bodies around the special needs child to create the letters of the alphabet. Teachers will create developmentally appropriate lessons for all students which are grounded in mathematics and science and which can be applied in the design activities of technology (NY State Education Department 2000).