Reflection on Chapter 1: Perspectives of Disability

My Thoughts on Disabilities

This chapter focuses on the need for teachers to understand and professionally education students who have disabilities.  I believe teachers need to give all students an appropriate and high quality level of instruction.  Additionally, teachers need to be knowledgeable of all types of the disabilities such as low incidence disabilities, high incidence disabilities, and mild disabilities.  This knowledge will help teachers and students to experience a successful and pleasurable inclusive learning adventure.  Moreover, having a wide understanding about different disabilities is imperative because classrooms consist of diverse students.  In my methods block placement last semester, some students received assistance from aides and also left the classroom for extra services.  This experience represents the need for me to be informed of different instructional strategies. 

In addition to learning about disabilities and instructional strategies, teachers need to understand each student’s strengths and weaknesses.  By focusing on a student’s capabilities, the teacher creates an appropriate instructional plan.  These ideas relate to my special education placement in a multiple disability classroom.  The teacher was responsible for meeting the needs of 8 students, who all had multiple disabilities.  In order to meet the needs of all the students, the teacher created a daily schedule for each student.  I also learned from this placement the need to communicate and work as a team with OTs, PTs, and aides. 

Moreover, the teacher also needs to collect data to determine the effectiveness of instruction. Collecting data, such as anecdotal records, relates to my case study from my reading and writing methods class last semester.  To help an at risk student develop her reading and writing skills, I collected qualitative data (anecdotal notes and interviews) and devised a plan of action.  This case study showed me the importance of observing, gathering data, and reflecting on the data and classroom instruction.

Another important topic covered in this chapter is classification.  Should we classify a student?  I believe we should because the student will receive needed services, helping him or her to thrive in school.  However, teachers need to be careful and focus on the student’s abilities instead of his or her classification.  Therefore, it is essential to use people first language.  In addition to posing the question of classification, this read also made me consider if inclusion is linked to the civil rights movement?  I believe inclusion is linked to the civil rights movement because every student deserves a free and appropriate education (relates to FAPE).

Furthermore, this read covers how society has changed its views and outlook in regards to people who have special needs.  It was disturbing to read that people who have disabilities were once rejected, neglected, and feared by society.  I admire Itard because his work, Wild Boy of Aveyron, introduces to society that all children have potential and when provided with appropriate instruction, they can learn.  However, I pose a question: has society completely accepted and welcomed people who have special needs for who and what they are?  I think society has not completely accepted individuals with special needs.  Unfortunately, people still use negative language, such as the word retarded, when referring to people who have special needs.  While society has come a long way regarding how people with special needs are treated and viewed, room for improvement still exists.

Overall, I believe the education profession is a dynamic profession; therefore, teachers should never stop learning about new strategies to help all students excel in the classroom.  I also believe we need to reflect on our views of inclusion.  I view inclusion as beneficial and necessary because students who have special needs are part of the community and society.  Additionally, students with special needs need to learn social skills and their peers act as role models.  By learning about students’ needs and adapting instruction, teachers and students will journey through an appropriate and enjoyable inclusive learning adventure.