education\nclassrooms\nlanguage disabilities
123807
A Language based classroom is a classroom that supports all aspects of learning with language.  This may be done with reading or writing. For example math is taught with an emphasis on the language/vocabulary that is specific to math.
291781
It depends on if she is what is called "location bound" and the nature of the disability.  It sounds to me that she will need to move to find this program.  If she cannot or simply refuses to move, then she is - for all practical purposes - nailed to the location and can't get to the program.  Her disability could also be an issue.  I have worked with students with disabilities and I have to say that a lousy attitude is the worst possibile disability, although one also should consider severity being a stumbling block as well.  Most education systems should have something in place to accomodate disabilities to the extent that is reasonable (it's possible and not prohibitively expensive).
86216
This isn't a Special Education question. Special Education refers to the provision of services to kids with disabilities. You might better answers under a different category.
482518
If your main concern is trying to control children in a classroom setting - what about in a tutoring environment? Or perhaps you can go into developing curriculum?\n\nNot really an answer - just throwing out new ideas.
587321
Do you mean full-time special education class?\n\nDemerits: \nIsolation from the regular education community. The adult workforce is not segregated... you don't get put in a different work area because you have a learning or phyiscal disability. You are expected to have production levels like anyone else on the job. Special education is supposed to provide students with the supports they need now, so that they can build the extra skills they need to perform as much as possible like everyone else as an adult. \n\nPerception by the rest of the world of people facing learning or physical challenges as being separate, different, and lesser, because most people will have no direct experience to teach them differently.\n\nReduced access to curriculum, computers/technology, and other materials, because the regular ed classes tend to get access to the new stuff first.\n\n\nMerits:\nTeachers highly trained in individualizing instruction to meet strengths and weaknesses of each student, and in specific disability needs and instructional methodology.\n\nFull-day instruction defined by student level of development and need, not leveled averages that are provided with a "sink or swim" mentality like in regular ed.\n\nSmaller student to teacher ratio, so that the teacher has LOTS more time to spend with each student.\n\nIsolation from regular ed student teasing, reduced issues with self-esteem because the student is not constantly comparing him/herself to students performing at regular ed levels.\n\n\nFull-time special ed classes have their place... they help students new to special ed programming become academic achievers at their own individual levels, and for students with severe/profound needs (whether intellectual, physical, or emotional) it provides a safe and highly-individualized learning environment in which they can maximize their true potential.\n\nHowever, for students who have underlying normal or better intelligence (learning disabilities, physical impairments, hearing or vision issues, etc.)... if they spend any time in a self-contained class it should only be for a short while. Students with disabilities should spend as much time as possible in regular ed... especially for science, social studies, fine arts, etc. where modifications to student response methods are easier. Pull-out programming that provides specialized instruction should only be for a portion of the day, focusing on the student's specific areas of academic weakness. Without the gradual return to the regular ed classroom, the separation may be lifelong and permanent. We want these kids to be productive members of the workforce and their communities... and they need the exposure to that level of expectation, building their own coping skills gradually to a point where they can spend all their time in regular ed... successfully.
263868
Flash cards are good, as well as games.  Reading to your child and speaking to him with normal language, not baby talk will help as well.  I also recommend exposing him to as many experiences as possible (field trips I guess you could say).  Children who have access to different environments pick up on new skills and tend to do well in school later on.  Also, if you are considering child care, look carefully at the business you will be intrusting his early education in.  Some daycares don't do a good job at fostering speech and early reading skills.  Ask if they follow a curriculum and ask them if they can explain what they will be working with him on.
463645
Really tough situation. You need to teach them that there are symbols or names for objects or concepts and then you need to be able to have a way to relay those objects or concepts to the student.  Since 2 senses are eliminated, touch is probably the best way to reach these students.  I have worked with deaf/blind adults who either lost one or both senses in adulthood and therefore already understood these concepts or adults who were deaf/blind since childhood but already understood these concepts.  We used fingerspelling directly into the person's palm, for those who knew the letters of American Sign Language (ASL) or for those who didn't we traced the outline of the uppercase letters directly into their palms.  Of course, Braille is another option, if the person already understands it.  Good luck.
483554
The school has a speech therapist.  My daughter has a language disability and takes speech therapy at school.  It is free of charge and they are trained professionals that can help you.  The school must test and provide this to you under the "no child left behind act".  Don't let this bother you.  No 2 people are the same.  We all talk different, look different and learn different.  The people that treat you as if you are of lower intelligence ..well lets just say that is there disability.  Stand up for yourself and show them what you know when they try to give you extra help.  Show them you are not afraid and how smart you are.
169636
Heres some for you....\nAD/HD\nAutism\nBlindness\nDeafness\nDown Syndrome\nHearing Impairment\nLearning Disabilities\nMental Retardation\nPhysical Disabilities\nSerious Medical or Life-Threatening Conditions\nSibling Issues\nVisual Impairment\n\nI know alot trust me!!!Anyway hope that helped bye
20870
My son was diagnosed with D. in the third grade. Does your school have a class designed to tutor you? My son had to have assignments and tests read to him, and he was allowed to answer verbally. He taped the classes. Some assignments were altered. Not made easier, but if it required alot of writing, he was able to use a computer. We even homeschooled for 5 years.  We found a curriculum that was alot of hands on experiences.  It is hard. Hang in there, you're an inspiration to someone watching you.
509433
a club for challenged kids.\nWhat a wonderful idea.  My daughter in law in Florida is a teacher for\nchildren with disabilities.\nGet a club together from the students who would like to help, quite possibly some teachers would like to get involved. \nMy twin brother, had been in a wheelchair all his life. He cannot even feed himself.  However, because of the way we treated him, never as handicapped, and the teacher would come home to teach him............\nHe is smarter than me......Pays more attention, because he cannot walk fast, run etc.....the electric wheelchair I purchased for him......That was his freedom!!    He flys to Florida etc, my son's pick him up.\nIf your question is still on line, I will be speaking with my daughter in law and maybe I can give you more ideas.\nWhen we help them to help themselves, and give them hope..It's great!!\nYou are certainly one VIP in this world!!!!\nLater I hope to get back to you.
70141
Special Education refers to the provision of services to kids with disabilities. You might get better answers under another category.
196085
You really need to specify what disabilities you are trying to provide accomodations for, and what subjects/activities you're involved in.\n\nExcept for people who are severely or profoundly impaired, inclusive activities should be the same activities as everyone else is doing. You just give them a bit more time, or physical supports, or whatever they need to be able to participate successfully.\n\nFor severely or profoundly impaired people, you really have to identify what they really CAN do, and create an activity similar or a part of everyone else's that uses their abilities.\n\nFor example, I have a 4th grade profoundly MR student with microencephaly. She attends the regular ed music class. For musical instrument exploration time, we give her the jingle bells to play when everyone else is working on guitar, violin, keyboards, drums, etc. and her educational assistant helps her know when it's her turn to shake those bells!
74906
I believe the term you speak of is "compensatory skills".  They are the skills children who are visually impaired or hearing impaired need to learn to "compensate" for their disability.  For example, the child who is visually impaired may need to learn Braille while the child who is hearing imparied may need to learn American Sign Language.  There are many other compensatory skills they may need to learn depending on the child and the severity of the disability.\n\nThe links I've attached have a wealth of information about teaching children who are hearing impaired or visually impaired.  \n\nI hope this information is of some help to you.
162726
english, international business, political science, teaching for sick children, international law...
238341
Say hello disabled person here. \nMake the kids do the work.
630181
The percentage is is rather high. If you would like numbers here you go.  1 out of every 5 children has a reading/wtiting disability.  1 out of every 10 is diagnosed as Dyslexic.\n When you think about it if you were to take all the people that are deaf, blind or mute in the world there are more people that can not read or write for their appropriate age or grade level.\n\nAt my college, there are about 3,000 students pe semester, out of that number we have 200 to 350 student that are refered to disability and suport services. That mean that 6-12 % of the school student population needs some type of help.