My role is to ensure I get the the student to the compliance coordinator at out Campus if a student states they have a disability
Reply to Katherine Conway's post:I agree with you on this and to me all and fairly inclusive educationak program with equal access to everyone rather giving opportunity or extra support to success will always be safe and constrcutive for everyone, especially for us as teachers and keep institution's goodwill
Students with disablity of any kind that were discussed in this course should be taken seriously and must be given equal treatment when it comes to equal access to education and education related resources. We as teachers should be supportive as much as we can within the scope of limitation and threshold mandated by laws and institutions and make sure that we do not cros the limit and try to pout ourselves in posiible liability or trouble with the laws even we have best intentions for our students.
It is very important that as an educator I need to know my role, and the Do's and Don'ts and my limitations when dealing with students with disabilities; even though my intentions may be right and my heart may be in the right place it is not my place to make suggestions, recommendations, and promises that neither I nor the institution may be in the position to deliver.
It is important to make the student with disability feel that he is being treated the same way as other students in the class. It is important to focus on their abilities.
Being kind and treating all our students with respect and care is key. To all things in life.
I found it very encouraging that students with disabilities want to be treated the same as everyone and not concern ourselves with careful selection of words (example provided of dont ask a deaf person if they have heard from their mother recently) that we might naturally inflict upon ourselves.
Being kind and treating all our students with respect and care is key.
I found it interesting that researcher Taub (2006) stated that the attitudes of school principals can result either in increased opportunities for students in general education or in limited efforts, by not supporting special segregated education services. It was found that principals with positive attitudes were more likely than those with negative attitudes to recommend inclusive educational placements for students with disabilities. Future opportunities for students with disabilities might be reduced by a principal who has a negative attitude, especially if those students are prevented from completing regular academic coursework required for admission to a 4-year college. Educators who have negative attitudes toward students with disabilities tend to expect low achievement and inappropriate behavior from those students. As a result of this research it is recommended that Educators are aware of these biases and ensure that they do not negatively influence opportunities available to students with disabilities.
Taub, D.J. (2006). Understanding the Concerns of Parents of Students with Disabilities: Challenges and Roles for School Counselors. Professional School Counseling Journal , October 2006, 10(1),52-57.
