Special Education

Hi everyone. I'm Joanna and this is my presentation on inclusion sped students.

Um, I know you're here, but I'm over here. I have two screens.

So this is easier to see my content and I can point to it easier.

So, um, let's get started. Let's go through history 1st.

A little bit of a timeline background.

So in the early 1800s,

most students with disabilities did not attend schools as we know and they did not.

Um, it was, or it was because if they did attend it was because parents, you know,

coughed up the money to send them to private schools.

and then in the 1850s there were

um,

isolated schools where later turned into institutions because of the genetics.

By the way, that word

google it. It's good stuff.

Um, you can totally do a whole other conversation with that.

Um, if you don't, haven't learned about it, I'd recommend googling it.

Um,

conditions could be compared to jail cells

unfortunately through when in the 1850s,

through the 1880s, um, just kind of into the institutions.

Um, in the 1920s, students in class, um,

students were in class, but they were in separate classes.

So we're getting a little bit more warmer waters as far as where we're at today.

Um, but they were still very excluded from everybody.

Um,

As we go through the 1970s laws

started coming by,

we're coming in here and sorry.

Um,

the legislation and funding on this is the public 94

through 1 42 laws were put in place for funding.

Special education students. Yeah.

We finally get some type of sorts of money going into schools.

Um this time period is where special education started

and this was like the foundation of sped basically.

Oh,

sorry, go back

here in 19 nineties.

Um, the idea past which we all come to learn about what his idea,

the individuals with disabilities education act,

um where the federal program authorizes state and local

aid for sped and related services for Children with

disabilities

and today

students access to general education. Right? Yes.

Um, this is the whole thing of our cultural, this, sorry,

this is

the subgroup that I chose is the inclusion students in special education.

Um, this is where

are spread our Children's with disabilities

can go into general education classrooms

and get the same type of education as our general students.

So students can have access to general education.

And this would be the beginning of inclusion movement.

Students with disabilities can learn with peers without disabilities.

Let's look at some barriers faced in school. Um

five major barriers

time and skills. Physical

editorial,

curricular and communication.

Let's look at time and skills. 1st.

So barriers related to 10ant schools.

So, according to Ahmad 202012,

the lack of training teachers is how to teach

teachers with special needs causes a greater barrier.

Teachers often feel unprepared to educate Children with special needs.

It's mostly up to administration and spend staff to help among shares

that it is up to legislators to help with this aspect.

It's I feel like everyone's pretty bombarded

and I think most of our administration,

our teachers are kind of helping with the wall sometimes,

and that's just my personal opinion.

Um and as we go through, we'll come up with more controversial points

and you'll kind of see kind of like the bigger picture on

what kind of barriers and how those barriers are coming about.

So the physical barriers,

some of our students have physical disabilities as well

as perceived barriers when it comes to participation,

classrooms can be far from accessible.

Take an example of student using a wheelchair in a overpopulated class, you know,

maneuvering through all those desks and chairs,

let alone all the students rushing in and out of the class.

Um students are reluctant to take part in clubs activities if there

no,

they won't put them in

in awkward situations,

um, the stigma

or the stigma that comes along with it, Sorry,

I'm choking on my own spit.

Okay, attitude.

So attitude is everything.

Um,

simply our attitudes as an administrator or parent teacher.

Students parents fear that allowing students

with disabilities into the classroom and

administrations fear of special needs like

monopolizing and keeping um appropriate education.

So they're fearing that, you know, our special ed students are going bombard,

you know, regular curriculum

and kind of monopolized over all that

as a society.

We lack the full participation of inclusion, which can take people, you know,

feel make them feel awkward, pity,

fearful and have low expectations of what um disabled people can contribute

all of these contributes to stereotypes and negative attitude

that hold people back

curricular

in our environment. General public public areas are accessible to people.

This is where the controversy starts,

where our general teachers have to be able to work with

inclusive specialists to make modifications and

accommodations in both teaching methods.

Um teachers should be encouraged to be flexible and

this is like a big controversy right now.

Um and if you work in education already kind

of know where you run into teachers that really don't

um I think it's part of their job to know all these accommodations or modifications

and um they don't feel like they need to change their way of methods.

They just feel that kids need to be put in a different classroom,

which, you know, we can argue, it's kind of it's law,

we all have rights and our Children have rights that have

disabilities and it's their right to have a general education.

So where did I?

Uh huh.

Sorry. That's

that scene.

It's asking your questions, it's supposed to say,

do you what do you think I want your guys input? Like what do you guys think?

And then I'm gonna put this as my discussion

for our class

and kind of like, what do you think? After hearing?

Kind of both sides and I'll have some

links available and some youtube videos and stuff.

Um

After learning both sides like where do you guys sit

on this because we are going to run across the

teachers that aren't going to want to work with you

and they're not going to want to be open to

um you know suggestions and stuff.

So

it's a really big thing right now

and I feel like

I feel like our whole class in general is very inclusive and I feel that

as

we get educated more, you know our our generation,

I feel like there is going to be a page turn over. I do see it coming.

Um But unfortunately right now there is still a handful of teachers that are

not willing to work with you and they don't want to make those accommodations.

They don't want to be that flexible

communication,

lack of communication is the final bearing a barrier according to Lamont.

Um the lack of communication between administrators, teachers,

specialist staff and parents

and students,

there needs to be an open communication and planning between all of them.

It's a collaborative team, right? This is why we have an I. E. P.

Team but it kind of extends more to that. It extends out of the I. E. P.

Um having the dialogue open on weekly basis or check ins if you know if

we're having a student that's having behavioral problems

as a school psychologist or a counselor,

you kind of want to see how they're doing or checking in with them

and seeing if they need anything if the student means anything or

if the teacher needs anything pointers if they're open to suggestions.

Um some of the implications that I found these are three articles

right here and in my references you can um get the links.

Um but out of these articles, these are the implications that they came across.

So. Bye. Okay. Duboc and 10 leon. Okay. Oh if I pronounced that correctly,

it develops a unique qualities of a child.

Inclusion treats every child as an individual which accommodates um

varying backgrounds like cultural beliefs and values.

It kind of evens out the playing field basically

this could eliminate the barriers of poverty,

acquisition of practical and survival skills,

employment empowerment and total integration in our social world.

You know, this is like the beginning of something much bigger and like I said,

you know, I feel like that paige is coming, that turned the next chapter starting

but it is going to take time

and I feel like the more we educate ourselves,

like this class and this cohort that we're in.

I feel like a lot of us are kind of on the same page of what our beliefs are

on this and um I just wish we had more teachers on board for this because you know,

we need them.

Um here's a cool kugel mess.

Um he found that it engages in point problem solving with students

enjoying, sorry,

at that point in joint problem solving with students um

creates common ground from communications

through verbal reflection and dialogue.

Um they're able to even the playing field like as far as communicating in

the classroom and being able to open up a dialogue at different levels.

I know um avid.

I don't know if you have guys have avid,

it's like a college prep course and they have different levels of

questions that you can ask and those are available to students.

So it's just a flip of the page and those questions kind

of open up that dialogue to learning more and you know,

they're exposed to

level five questions and level one questions, you know,

mackey.

Um this is a little long, I'm sorry, but it's really good stuff.

So data revealed that all participants had a little too pre

service preparation kind of like what we're talking about before,

where um you know,

teachers don't have that preparation don't have the time and they are kind of held

against the law per se, like

where do they find the time to come up with

all these extra ways to help accommodate and stuff.

So,

working with these students with disabilities and

varying levels of in class supports,

but all positive attitudes and positive attitudes, you know

about having students with disabilities in their general education classrooms,

each teacher developed and implemented numerals

and structural practices which have implications

for the effective inclusion of students

with disabilities in general education classroom.

I know that's a lot,

but

I know I had to read that like three or four times to get everything together,

but it's basically saying that because of the

positive attitude that teachers were coming into it,

they were getting

an effective implications.

Like they were getting an effective inclusions of students

with disabilities in these general education classrooms.

So what can, what can I do?

Right, as a school psychologist, we can raise awareness,

always talk about the things um offer your resources.

I know not a lot of people are open and I know there's there's

a way to communicate with teachers on how to offer your services and resources,

there's a way to approach that

and that's I think you learn out of communicating.

Um like practicing communicating with teachers,

um pop into classes to observe and it's just not not to

like you want to announce that you're coming to the teacher.

Obviously you want to be like, hey, you know,

I just want to come observe and see what's going on.

Um maybe I can help with something or maybe just even saying like, hey,

I just want to observe the student, I just want to make sure that

they're doing okay. Maybe there's something that we need change. You know,

I heard there was having problems things like that,

um, collaborate with educators, um administration and appropriate staff and

appropriate staff there because um sometimes we forget who we share things with,

and we have to just remind ourselves that we have to be ethical and you know,

we have to have that sense of confidentiality.

Um I know we

I'll just leave it there. We just have to hold that confidentiality

support your staff, mental health practices,

supporting them in their mental health practices.

You know, checking in on your on your teachers, checking in on your staff.

Um we all are adults and we,

especially this year we've gone through so much stress that

we need to be checking in on each other.

And I feel that we're not only there for the kids,

like we're there for each other and we're all in the same boat together and we're

all accepted this job to help these students and being there for one another is key

and helping

these kids

and collaborating together. Okay, um thank you so much

for being part of this presentation coming in and saying, these are my references.

I'll leave them there. You can Lincoln and

Special Education

Chapters

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