Encounters with Disability: Low VisionLow vision is a specific designation to describe people who have a clinically significant loss of visual acuity but who still have some degree of vision. This vision is not correctable even with strong glasses or contact lenses and requires accommodations such as higher levels of lighting or enlarged print (How are the terms, 2022). Low vision can either take the form of nearsightedness (myopia) or farsightedness (hyperopic), much like less severe forms of vision limitation (How are the terms, 2022). A persons vision limitations can also be classified according to levels of visual acuity, from partially sighted to legally blind to total blindness.Partially sighted students or employees can be accommodated with larger print or visual aids. Legally blind individuals have 20/200 vision (or worse) in their better eye, or a limited field of vision less than 20 degrees at its widest point, and may require…...

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References

How are the terms low vision, visually impaired, and blind defined? (2022, May 24). DO-IT: Disabilities, Opportunities, Internetworking, and Technology.  https://www.washington.edu/doit/how-are-terms-low-vision-visually-impaired-and-blind-defined 

Lieberman, L. J., Ericson, K., Lepore-Stevens, M., & Wolffe, K. (2021). The expanded core curriculum areas experienced by campers during camp abilities: A qualitative study. Journal of Visual Impairment & Blindness, 115(1), 28–41. https://doi.org/10.1177/0145482X20987021

Rosbach, M. & Logan, S. (2022, February 24). Fewer than half of K-12 PE teachers use high-quality instruction with disabled students, study finds. Oregon State Today.  https://today.oregonstate.edu/news/fewer-half-k-12-pe-teachers-use-high-quality-instruction-disabled-students-study-finds

Health and PE literacy is essential for today's students, especially as obesity and the potential for developing diabetes later in life spreads across the globe like an epidemic. Understanding issues related to health and physical exercise and how the two go together is something that students must take part in. One way to do that is to have them read available and relevant literature on what it means to be active, healthy and enjoy a healthy diet.
Educators can help students to be healthier by incorporating health literature into their curriculum. As an educator, I can utilize the information on Shapeamerica.org to help my ESL students learn both how to read and how to be healthy. Articles form journals such as the American Journal of Health Education provides great insight for teachers and students about ways to incorporate healthy and physically fit exercises into one's life.

One way that I can incorporate…...

children in the United States suffer from learning disabilities and disabilities that impair their ability to socialize properly with others. Social skill interventions are designed to help students with specific disabilities like autism understand how to learn and adapt while in a social setting like a classroom or school trip. One such project, the HANDS project, developed a way to support students with autism spectrum disorder learn important social and life skills. "The HANDS project has developed a mobile cognitive support application for smartphones, based on the principles of persuasive technology design, which supports children with ASD with social and life skills functioning -- areas of ability which tend to be impaired in this population" (Mintz, Branch, March, & Lerman, 2012, p. 53).
This kind of technology is not only easy to access, but easy to use making it feasible for any parent or teacher looking to help a student.…...

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References

MacFarlane, K. & Woolfson, L. (2013). Teacher attitudes and behavior toward the inclusion of children with social, emotional and behavioral difficulties in mainstream schools: An application of the theory of planned behavior. Teaching and Teacher Education, 29, 46-52.  http://dx.doi.org/10.1016/j.tate.2012.08.006 

Mintz, J., Branch, C., March, C., & Lerman, S. (2012). Key factors mediating the use of a mobile technology tool designed to develop social and life skills in children with Autistic Spectrum Disorders. Computers & Education, 58(1), 53-62.  http://dx.doi.org/10.1016/j.compedu.2011.07.013 

Walton, K. & Ingersoll, B. (2012). Improving Social Skills in Adolescents and Adults with Autism and Severe to Profound Intellectual Disability: A Review of the Literature. J Autism Dev Disord, 43(3), 594-615.  http://dx.doi.org/10.1007/s10803-012-1601-1

ADA Compliance
Factual Summary

A disabled student, majoring in Music, is attending a State University and uses a wheelchair to get to where he needs to go. The campus Music building is a 200-year-old, historical, structure with tall steps and does not have ramps for wheelchairs. The college argues that due to the significance of the historical architecture of the building it would cost over $1 million to add the ramps for the ADA compliance.

Does the college have legal obligation to provide accommodations for disabled individuals regardless of costs?

Legal Concepts

The American Disabilities Act relates to this scenario because the student is a disabled individual and the college is a state owned entity. "ADA Title II requires state and local governments give people with disabilities an equal opportunity to benefit from all their programs, services, and activities (example, public education, employment, transportation, recreation, health care, social services, courts, voting, and town meetings)." (A…...

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Bibliography

Rehabilitation Act. (1973). Retrieved from ED.gov: http://www.2.ed.gov/policy/speced/reg/narrative.html

A Guide to Disability Right Laws. (1990). Retrieved from Department of Justice: http://www.ada.gov/cguide.pdf

Teaching Students ith Disabilities
hat are the most important skills and requirements for teachers of students with emotional or behavioral disorders?

The Concordia University list of skills includes keeping the rules and guidelines "simple and clear." That means if a lengthy list of "complicated rules and demands" are made, that will lead to an evitable struggle with difficult students (i.e., students with behavioral and emotional problems). Keep classroom rules very simple and broad, in fact the Concordia University suggestion is that no more than 3 to 5 "main" rules should be enforced in a classroom with these students. Suggestions for those main rules include: a) be on time; b) try your best; c) be polite; and d) respect one another (Concordia University).

Also, Concordia suggests rewarding positive behaviors; certainly there will be moments when discipline is necessary; and in fact many students exhibiting emotional and behavioral disorders (EBD) take discipline "as a personal…...

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Works Cited

Concordia University (2010). 5 Tips for Handling EBD Kids (Emotional Behavior Disorder)

in an Inclusive Classroom. Retrieved June 6, 2015, from  http://education.cu-portland.edu .

National Center for Special Education Research. (2010). The Post-High School Outcomes of Young Adults with Disabilities up to Six Years After High School: Key Findings From

The National Longitudinal Transition Study-2 (NLTS2). Retrieved June 6, 2015, from  http://ies.ed.gov .

ADA & Section 504
The author of this report is to answer two main questions when it comes to the law and its application. The first broad question relates to how IDEA, IDEIA, Section 504 and the ADA overlap to a fairly significant to degree. However, less focus is placed on Section 504 and the ADA a lot of the time and the author has been asked to highlight areas of those two laws and regulations that are significant as compared to IDEA. Second, there will be the description of two significant issues that relate to case law and overall court proceedings. The gist is that oen must ask which students are protected. egardless, there are concerns about things like placement, planning issues, evaluations, litigation and regulatory enforcement. While the enforcement of disability-related laws may seem cut and dry, there are some perceived gray areas and situations and there needs to…...

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References

ADA. (2015). 2010 ADA regulations. ADA.gov. Retrieved 1 November 2015, from http://www.ada.gov/2010_regs.htm

A-Data. (2015). Peanut allergy at center of federal civil rights lawsuit for Michigan elementary student -- ADA National Network. Adata.org. Retrieved 1 November 2015, from https://adata.org/news/peanut-allergy-center-federal-civil-rights-lawsuit-michigan-elementary-student

Durheim, M. (2015). A parent's guide to Section 504 in public schools. GreatKids. Retrieved 1 November 2015, from  http://www.greatschools.org/gk/articles/section-504-2/ 

IDEA. (2015). IDEA - Building The Legacy of IDEA 2004. Idea.ed.gov. Retrieved 1 November 2015, from  http://idea.ed.gov/

10. What was the decision of the U.S. Supreme Court in Honig v. Doe?

In this case, the Supreme Court was of the opinion that free and appropriate public education also applied to children having behavioral difficulties. Further, the Supreme Court also concluded that when a student's misbehavior has a definite connection to his or her disability, such a student should not be excluded from school.

11. Explain when a school must hold a "manifestation determination hearing"

A manifestation determination hearing is held when as a result of a disabled student's inappropriate or wrongful behavior, the school deems it fit to have the student removed. Amongst other things, the said hearing is held to determine whether there is a connection between the student's disability and his or her faulty behavior.

12. Explain when a school must develop a "behavior intervention plan" (BIP) for a student

A school must develop the above plan for a student…...

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References

Merrell, K.W., Ervin, R.A., & Peacock, G.G. (2011). School Psychology for the 21st Century: Foundations and Practices (2nd ed.). New York, NY: Guilford Press.

New York State Education Department. (2011, May). Behavioral Intervention Plans. Retrieved from  http://www.p12.nysed.gov/specialed/publications/topicalbriefs/BIP.htm 

Odom, S.L., Horner, R.H. & Snell, M.E. (Eds.). (2009). Handbook of Developmental Disabilities. New York, NY: Guilford Press.

Oyez. (2013). Schaffer v. Weast. Retrieved from  http://www.oyez.org/cases/2000-2009/2005/2005_04_698

Systems and Success of Students
American higher education is unique in its construction of student body as it is highly diverse today with students from various ethnic, social and racial backgrounds forming an integral part of the college environment. But apart from ethnicity and race, what makes higher education student body even more diverse is the presence of older students, students with disabilities and greater participation of women in educational pursuit. This has given a unique flavor and color to student body in American higher education institutions and hence also rendered it a complex mix of challenges, opportunities and excitement. This complexity also spurred the growth of support units on college campuses that would help students make an easy transition to the college life. With the passage of time, a new department of student affairs or student services emerged to handle all problems, opportunities and challenges related to a student's…...

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References

Biscaro, M. (2004, December). Self-efficacy, alcohol expectancy and problem solving appraisal as predictors of alcohol use in college students. College Student Journal, 38 (4), 541 -- 551.

Fisher, S. (1992). From margin to mainstream: the social progress of Black Americans (2nd ed.). Lanham, MD: Rowan & Littlefield.

Luquis, R.R., Garcia, E., & Ashford, D. (2003, Spring/Summer). A qualitative assessment of college students' perceptions of health behaviors. American Journal of Health Studies, 18 (2/3), 156 -- 164.

National Association of Student Personnel Administrators. (1989).

The teacher is then given this goal oriented time specific goal development document to aide in supplementing or altering instruction to meet the needs of the specialized student in inclusion and seclusion. (Filler & Xu, 2006, p. 92) This document and its development are created whenever and individual child is observed and then designated to need such assistance based on his or her inability to meet age appropriate developmental goals, in large part based on standardized developmental scales that designate age appropriate ranges for physical and cognitive skill development and though they have been around almost since the inception of IDEA and the LE they were not always developed or used to their fullest extent for any given child. (Filler & Xu, 2006, p. 92) Filler & Xu also stress that inclusion is not successful if a child with special needs is simply placed in a classroom with average…...

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References

Filler, J., & Xu, Y. (2006). Including Children with Disabilities in Early Childhood Education Programs: Individualizing Developmentally Appropriate Practices. Childhood Education, 83 (2), 93-102.

Kavale, K., & Forness, S. (2000). History, Rhetoric and Reality. Remedial Special Education, 21 (5), 279-291.

National Collaberative on Workforce and Disability. (2004, December). Special Education Law Enacted. Retrieved March 12, 2010, from ERIC:  http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/1b/ac/d8.pdf 

Odom, S. (2000). Preschool Inclusion: What We Know and Where We Go from Here. Topics in Early Childhood Special Education, 20 (1), 20-25.

Students individualized education program (IEP)
The term IEP is used to refer to the special program or plan that is created with a specific student in mind due to the disability that they have in class which prevents them to learn as fast or with ease as the others in the class. In this instance, the student has special learning disability and needs to be helped through the IEP in order to get an environment that is conducive for his learning and a team that is assistive as much as possible. The student has difficulty in reading skills and also has difficulty in decoding, comprehension and fluency. These predispose him to be socially removed from peers and there is need to have IEP that would help him in the subjects in class and the social life too.

The seven components of the IEP to be use for the student with special earning…...

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References

Davies R.D. (1192). 37 Common Characteristics of Dyslexia. 37 Common Characteristics of Dyslexia

Learning Disabled
During the course of a child's school years they will learn to define themselves as a person and shape their personality, sense of self-concept and perception of their potential for achievement for life (Persaud, 2000). Thus the early educational years may be considered one of the most impacting and important with regard to emotional, social and cognitive development for students of all disabilities. Labeling is a common by-product of educational institutions, one that has been hotly debated with regard to its benefits and consequences by educators and administrators over time. There are proponents of labeling and those that suggest that labeling may be damaging to students in some manner.

Students who are labeled at the elementary and middle school level as learning disabled may face greater difficulties achieving their true potential in part due to a decreased sense of self-esteem, self-concept and personal achievement (Persaud, 2000). The intent of this…...

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References

Beilke, J.R. & Yssel, N. (Sept., 1999). "The chilly climate for students with disabilites in higher education." College Student Journal, Retrieved October 19, 2004 from LookSmart. Available:  http://www.findarticles.com/p/articles.mi_m0FCR/is_3_33/ai_62839444/pg_3 

Clark, M. (1997). "Teacher response to learning disability: A test of attributional principles." The Journals of Learning Disabilities, 30 (1), 69-79. Retrieved Oct 4, 2004 from LDOnline. Available:

 http://www.ldonline.org/ld_indepth/self_esteem/teacherresponse.html .

Clark, M. And Artiles, A. (2000). "A cross-national study of teachers' attributional patterns." The Journal of Special Education, 32(2), 77-99.

Best practices that help students with learning disabilities consistently focus on early intervention not only for educational benefit, but also because early intervention promotes greater social skills ability and development among children (Wong & Donahue, 2002). The sooner a child is integrated into the mainstream system and learns to "cope" with any perceived "deficits" the more likely they are to build healthy and long-lasting friendships that will help them as they age to become contributing members of society (Wong & Donahue, p. 93).

Personnel Implementing Plan

The key school personnel to implement this plan include the parents of the student, who must reinforce the actions taken by educational authorities to enhance student learning; the teacher of the student, who must be aware of what a student's needs are, and of special educational resources, so he or she may integrate the two curriculum's without disturbing any student's learning; and administrators, who must approve…...

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References

Bradley, R., Danielson, L., & Hallahan, Daniel P. (2002) Identification of learning disabilities: Research to practice. Mahwah, NJ: Lawrence Erlbaum Associates.

Brooten, K. (2007) "Writing about the holocaust, writing research report, poetry,"

HotChalk Inc., Retrieved December 13, 2007: http://www.lessonplanspage.com/

Jaffe-Gilla, E., & Benedictis, Tina, Ph.D., (2007) Learning Disabilities: Understanding the types, causes, symptoms, and diagnosis. HelpGuide.org, Retrieved December 13, 2007:

Instructional strategies for transitioning students with disabilities from high school to post-High school vocational programs.
Like all young people, students with disabilities want to go out in life and make a career and learn skills, which are necessary for their future use. Some students with disabilities have a strong desire to attend college or a vocational school and some want to operate independently in the community. Most of these students with disabilities work either in paid or subsidized jobs and this is the reason they need to learn, especially in the high school to be prepared for his or her adult life. Transition services are thus services, which help the students to prepare for their future work and devise strategies and learning skills to cope up with the coming challenges. These services allow the students to identify and increase the scope of their skills as they will need to pursue in…...

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D.W., Grossi, T., & Keul, P. A functional analysis of the acquisition and maintenance of janitorial skills in a competitive work setting. Journal of The Association for Persons with Severe Handicaps, 1988, 13(1).

Sharon Lesar Judge. Computer Applications in Programs for Young Children With Disabilities: Current Status and Future Directions JSET E. Journal, Volume 16, Number 1, Winter 2001.

Katherine J. Inge, Stacy Dymond, Paul Wehman, Curtis Sutphin, Christopher Johnston, Marguerite Faina, Community-Based Vocational Preparation for Students with Severe Disabilities: Designing the process. Vocational Options Project: Chapter 1 Accessed on 8-4-2003 at   www.vcu.edu/rrtcweb/techlink/iandr/voproj/chap1/chapter1.htmlhttp://www.vcu.edu/rrtcweb/techlink/iandr/voproj/chap1/chapter1.html 

Federal legislation requires students with disabilities to participate in state assessments, partly because such assessments are important components of educational accountability. These assessments are used to classify students according to their educational needs, provide information regarding the progress of students with disabilities, and identify the extent to which students are attaining state academic standards. The large majority of classified students are classified under the Individuals with Disabilities Education Act (IDEA). But classification is highly inconsistent, which should raise concerns about over-, under-, and misclassifying certain types of disabilities. Misclassification can result from failing to identify students with disabilities, from classifying students with disabilities they do not have, and from delaying classifying disabilities in students. Some of this inconsistency is accounted for by teachers and schools (McDonnell, McLaughlin, & Morison, 1997); however, when contrasting state classification data there are striking differences that indicate that state guidelines vary and lead to the…...

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References

Data Accountability Center (2009). Data Tables for OSEP State Reported Data, table 1-13, May, 9, 2011.https://www.ideadata.org/arc_toc6.asp.

Jimerson, S.R., Burns, M.K., & VanDerHeyden, AM. (2007). Response to intervention at school: The science and practice of assessment and intervention. In S.R. Jimerson, M.K. Burns, & A.M. VanDerHeyden, Handbook of Response to Intervention: The Science and Practice of Assessment and Intervention. New York: Springer.

Harry B. & Klinger, J.K. (2006). Why are so many minority students in special education?: Understanding race & disability in schools. New York: Teachers College Press.

McDonnell, L., McLaughlin, M., & Morison, P. (Eds.). (1997). Educating one and all:

It also lists goals and objectives, which are used to measure a student's progress and determine whether the program and placement are appropriate" ("The IEP Cycle," DREF, 2007). Each student's IEP must be developed by a team of people who are knowledgeable and concerned about the student and must be at least reviewed annually. The team may include the child's teacher, the parents, the child, and agency representatives. "If parents disagree with the proposed IEP, they can request a due process hearing and a review from the State educational agency if applicable in that state" ("Guide to Disability Rights Laws," U.S. Dept. Of Justice, 2005).
IDEA lists 13 categories under which a student can qualify for special education services, including autism, deaf-blindness, deafness, hearing impairment, mental retardation, multiple disabilities, orthopedic impairment, other health impairment, serious emotional disturbance, specific learning disability, speech or, language impairment, traumatic brain Injury and visual impairment,…...

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Works Cited

Guide to Disability Rights Laws." U.S. Dept. Of Justice. (Sept 2005). Retrieved 18 Jun

2007 at  http://www.usdoj.gov/crt/ada/cguide.htm#anchor65310 

The IEP Cycle." DREF: Disability Rights Education & Defense Fund. Retrieved 18 Jun

2007 at  http://www.dredf.org/special_education/iep_cycle.shtml