Disability Stream

Disability Stream

Student’s Name

Institution

Instructor

Course

Date

Part A

Task 1

Question 1

Disempowering misconceptions about people with disabilities are common among the general public. One of the misconceptions is that people with disabilities are always dependent on others. People with disabilities can adapt to their situation and, therefore, do not require any form of help. Another misconception is that people with disabilities are brave, courageous, and inspirational for living with their disability (Sharma, 2018). People should realize that disability is not a burden that people find it inspirational when disabled people accept their conditions. There is also a misconception that people with disabilities are always confined within their wheelchair. People with disabilities are confined within a wheelchair the same way people without a disability are not confined to a car.

Question 2

People have different values and attitudes that develop throughout the course of life. When working with a disabled individual, there are some of the values and attitudes that I would consider. Some of these values include manners, pride, and behavior, while some of the attitudes include beliefs, feelings, and behavior (Vukovic, 2017). Attitudes are either positive or negative; thus, my attitude plays a major role in influencing someone’s reaction. Attitudes that I feel more strongly derive my values. For example, working with a disabled person can lead to underestimation of his abilities, which can offend my fellow employee. Therefore, I would ensure that I work in a professional manner by allowing the disabled employee to make decisions based on his own belief and values and rather not decision that reflects how I think. Underestimation can lead to negative relations while showing a sense of independence to the disabled would improve positive relations.

Question 3

There are several legislations that support basic rights; however, people with disabilities are protected by three main legislations that include Rehabilitation Act, Individuals with Disabilities Education Act (IDEA), and Americans with Disabilities Act (ADA). Rehabilitation Act protects disabled people by prohibiting all federal funding organizations from discriminating against people on the basis of disability. IDEA protects disabled people by ensuring that students with disabilities receive free and appropriate education that supports the environment of their condition. The legislation has passed other amendments that improve education for disabled people. ADA protects disabled people by prohibiting discrimination in many types of scenery, such as a workplace, in government, accommodation, communication, and transportation.

Task 2

Question 1

Developmental disabilities appear before the age of 22 years of age. They are lifelong disabilities that affect both the cognitive and physical functioning of the body. Acquired disability is a form of disability that occurs during someone’s lifetime. Therefore, the main difference is that developmental disability one is born with them while acquired result from an incident in a lifetime. An example of acquired disability is spinal injury as a result of an accident. An example of a developmental disability is a down syndrome that occurs as a result of genetic or chromosome irregularities.

Question 2

Different organizations have been established to deliver services to disabled people. One of these organizations is disability rights California (DRC). The organization is based on the California state disability protection and advocacy (P&A). The organization is located at Sacramento, CA 95811-4114. The phone numbers include (916) 504-5800 | Toll-free: (800) 776-5746. The organization provides people with disabilities in California to expand and protect their rights. The organization is also involved in legal assistance and advocacy groups. DRC is a nonprofit legal services organization; it gets funds through donations. The organization demonstrates equity principles by identifying the disadvantaged people and giving them access to services.

Question 3

Behavior can be described as uncharacteristic and inappropriate. Uncharacteristic behavior is when some act in unusual conduct. For example, an individual who is known to be shy, and one day he jumps on the table and starts dancing, that would be unusual behavior since he is not used to doing such behaviors (Clay & Lambert, 2018). On the other hand, inappropriate behavior is a conduct that is termed as unacceptable in a given setting. For example, in an exam room, there are specific rules that are set, such as no talking; however, suddenly, someone starts to shout. That would be termed as inappropriate behavior since it is against the rules.

Part B

Task 1

Question 1

Student 1 Profile: the student has a special need that will require additional services. The services are under various categories. On curriculum access, the student will require supervision to remain on the task. The student will also require individual instruction, extra time, and repetition of concepts. The student will require occasional assistance to deal with emotions.  To cope with daily needs, the student will require prompting. For safety measures, the student will require additional assistance to maintain safety. Environmental factors influence communication, such as position in the class.

Student 2 Profile: the student has a special need that will require additional services. The services are under various categories. The student will require significantly modified learning materials and structured tasks that are guided by the instructor. The student will require simple instructions and a highly structured classroom environment and the use of assistive technology. The student will require highly individualized strategies to manage unpredictable behaviors. A specific plan will be required to assist in daily routines. The staff will be required to keep a close watch around the school for the student’s safety. The student will require support and practice with communication systems such as sign language and a picture.

Question 2

Question 3

An IEP is a plan that lays out programs and services that will be provided to the disabled student. Some of the specific factors that require clear specifications include instruction, the support to be offered, type of services to be provided, current achievement, annual goals, goal management, child participation, accommodation, and the projected date (Bailey & Weingarten, 2019). After establishing an IEP, the teacher will be required to review it annually to update goals, use the IEP to check the timeframe, and to check outlines related to the student.

Question 4

Modification of the classroom is normal to provide a special student with an environment that meets their needs. For example, the teacher can have a new setting in the classroom to enable disabled students to communicate without fear of other students. Another example of a modified class is where the teacher uses visuals to enhance understanding of the disabled student. This can occur in an inclusion class where the teacher aims to ensure every student has understood the concept being taught.

Task 2

Question 1

I was involved in three whole-class activities that involved students and the teacher for instruction. The first activity was a detailed game; the teacher came up with an object in class and asked students to give as many details as we could about the object. I contributed with other students in giving descriptions about the object. The second activity was a mystery person contest; the teacher instructed us to write a small paragraph on a given topic. Each student contributed to writing the paragraph, later, each paragraph was read in class, and the student was asked to rate the paragraph. The activity was set like a contest to determine the student with the best article. The last activity was a collaborative narrative. The teacher instructed as to create a group where we were distributed with one paper per group to come up with a narrative. I contributed by writing the narrative on behalf of the group.

Question 2a

The teacher showed various management and techniques while giving out instructions. The instructor allowed the students to establish guidelines for rating. While the students gave ratings, the teacher considered peer teaching. The teacher came up with the rules that were supposed to be followed. The teacher encouraged initiative by allowing students to contest among them. There was an ideal behavior instructing students in a polite language and rising concerns where needed. Before group work, students were involved in exciting conversations.

.  Question 2b

Question 3

Part C

Task 1

Question 1

The picture shows a learning environment for a small group.

From the picture, there are two main aspects that contribute to a positive and stimulating environment. The first aspect is relationship and environment; relationships are the strongest driving force in a classroom. Through positive relationships, students are able to create a positive environment (Meriläinen & Piispanen, 2018). The respect created among the group develops a positive environment where each student feels recognized and respected. The second aspect is the physical arrangement; the student must be able to move about, and everything must be accessible within a short-range. Each student must be able to sit comfortably without the disruption of the peers, thus communicating to each member of the group in the same position of sitting. This contributes to an interesting environment. What I could change is the table; I would get a larger table to provide more space for each student.

Question 2

As the teaching assistant, I would require monitor recorders for each group. I would first set the monitor recorders to every table, test them, and ensuring they are working in order to listen to groups one at a time. In order to work with each group, I would practice active listening since I will have a short time to establish if a particular group has a problem or not. Once I have identified a challenge, I address it immediately. I would start by monitoring group 1 since Jude can destruct other students anytime. For the remaining groups, I would visit groups 2, 4, and 3, respectively. Group 2 would be second to visit to ensure Ava does not prevent other students fro contributing; I would then visit group 4 to help Noah contribute to the group, and lastly, group 3 to advise tilly on how he can contribute to the group. Therefore, priorities are avoiding disruptions and enhancing contributions. To supervise the students, I would select the right moderator per group, use of monitoring records, and use of subtle group control. I would manage students who are disruptive by communicating clearly with the student, being objective, appropriate tone, listening to the student, and ignoring minor denials.

Task 2

Question 1

Question 2

I was asked by the instructor to accompany the student to the book room to change readers each day. This was to facilitate fair chances for other students to have an opportunity to utilize a book room appropriately. I was given the task for one week in which I organized a schedule on how students will utilize the room. I completed the task by accompanying students who had not gotten a chance to visit the book room.

Question 3

The information about activities and group work was communicated between the teacher and education support worker through a meeting. This was to allow any individual with a question to ask so that it would be addressed immediately to avoid any inconvenience. The instructor requested me to visit the office, where I was informed about class activities. The students were informed about the tasks through the institution website and emails. The students were required to submit their work through a dropbox.

References

Bailey, T. R., & Weingarten, Z. (2019). Strategies for Setting High-Quality Academic Individualized Education Program Goals. National Center on Intensive Intervention.

Clay, C. J., Bloom, S. E., & Lambert, J. M. (2018). Behavioral interventions for inappropriate sexual behavior in individuals with developmental disabilities and acquired brain injury: A review. American journal on intellectual and developmental disabilities, 123(3), 254-282.

Meriläinen, M., & Piispanen, M. (2018). Ubiquitous learning in appropriate learning environments. International Journal of Technology and Inclusive Education, 7(1).

Sharma, A. (2018). Myths about disability: A literature review. Economic and Social Development: Book of Proceedings, 1-7.

Vukovic, R. (2017). Behavior management Q&A: The theory to practice gaps.