Despite having a licensed special needs teacher and a near-full-time aide, there were simply too many students needing attention and instruction for the two severely visually impaired students in the classroom to receive the level of individualized attention and instruction that was truly necessary. There was an assortment of materials, including a wide array of books in Braille and one Braille writing machine for each of the two students (the books were very well used; the machines were new and, I subsequently learned, had been purchased by the parents and in fact belonged to the students privately -- this was deemed for efficient and cost effective for all concerned). Group instruction, however, often found these two students only half paying attention. The teacher and aide both made an obvious effort to include the two students as much as possible, but there were certain activities that were so visually based that it was simply impossible to expect true engagement on the part of the severely visually impaired. One group activity the class engaged in was identifying shapes from large flashcards, and inclusion of the students with visual impairments was attempted by counting the number of sides, in order...
Students were prone to shout out answers when they knew them, however, and the visually impaired students were quite obviously left out of such spontaneity. Arithmetic, too, provided no small amount of difficulty, as having a visual reference for the numbers one was working with was a primary part of the learning process for the other students in the class. The visually impaired students were given solid objects (small blocks) to assist them in a similar process, but it was quite clear that the teacher lacked confidence in this substitute as a sufficient means of imparting the same lesson.
Visual Impairment on the Family The incidence of visual impairment among young and old people alike is on the rise, and is expected to increase in the future. The purpose of the paper is to provide an overview of the problems that typically confront families when one or more of their family members has a visual impairment. The background of the problem is followed by a discussion of how visual
Serving students with a full range of abilities and disabilities in the general education class room with appropriate in-class support is how Roach (1995) defines inclusion using this practice. Friend & Bursuck (1996) noted that children with disabilities are considered as full members of the classroom learning community in such setting with their special needs met there. Students with disabilities are helped to establish and maintain social networks and opportunities
This means that all teachers will be familiar with disability categories instead of specializing in only one or two. Practice teaching is inclusive in practically al degree programs at universities. Degree requirements differ from state to state. Some states require or recommend a masters degree while others have different requirements in educational attainment. There are many states that require teachers of special education to be both generally as well
" While there were students of color in the community, their race was rarely, if ever, a source of conflict. The unfortunate outcome, however is that in being "Color Blind," and believed that everyone is being treated the same. In reality, the outcome does not celebrate the uniqueness of those same ethnic groups. The bigger implication in my work will be the study of the blending of economic classes. Prior to
Special Education Teachers Special Education Vacancies Recruitment, Hiring, and Retention Barriers to Hiring Barriers to retaining special education personnel. Incentives used to improve retention. Recommendations to Improve Recruitment and Retention Adequate Supply of Special Education Professionals Resources Teachers today are subject to more stress than ever. Increasing certification requirements, re-certification, assessments, federal standards, demanding children, apathetic parents and an unsupportive administration are just the tip of the iceberg. Special education teachers have special circumstances. While other schoolteachers have
memory on Learning Disabilities. I believe that there is a strong correlation between the two and that short-term memory is directly affected by Learning Disabilities. Participants in this first study (Mastropieri, Scruggs, Hamilton, Wolfe, Whedon & Canevaro, 1996) included 29 students identified by their schools as having Learning Disabilities (LD) and were attending seventh- and eighth-grade special education classes in both urban and rural or small-town schools in a Midwestern
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