| Papers [1-15] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "EDUCATING SPECIAL CHILDREN": |
|
|
Educating Special Children, 2007.
A close look at what Daniel Keyes' "Flowers for Algernon" can teach educators of exceptional children.
1,798 words (approx. 7.2 pages), 1 source, MLA, $ 57.95
»
Click here to show/hide summary
Abstract
The science fiction literary classic, "Flowers for Algernon", details the story of a young, mentally handicapped man named Charlie Gordon, who becomes the subject of an intelligence experiment by a group of researchers. The paper highlights one of the most striking aspects of Charlie's mental and social journey; the sense of profound isolation that surrounds him at both poles of his intellectual progression. The paper powerfully portrays the difficulties involved in educating a developmentally delayed child and a gifted child. The paper emphasizes the message of the book; special children must have their individual needs fulfilled, yet must also have a healthy social environment and be part of a normal peer group and family.
From the Paper
"The divide between what is considered normal can be as cataclysmic for a gifted child as it is for a developmentally delayed child. Such is the lesson conveyed by Flowers for Algernon. The book details the story of a young, mentally handicapped man named Charlie Gordon, who becomes the subject of an intelligence experiment by a group of researchers. The researchers have enhanced the intelligence of a mouse, the Algernon of the title, so that it is capable of beating Charlie at a series of intelligence tests. Charlie volunteers to be the first human subject of such intellectual enhancement experimentation."
| |
|
Special Needs for Special Children, 2006.
A look at some of the problems and obstacles educators must deal with when educating special needs children.
1,356 words (approx. 5.4 pages), 6 sources, MLA, $ 45.95
»
Click here to show/hide summary
Abstract
This paper discusses some of the measures that must be implemented in order to include special needs children in general education classrooms, as well as some of the dilemmas educators face in trying to close the educational gap between special needs children and children without special needs.
From the Paper
"The President and the First Lady were adamant about their program "No Child Left Behind." While the majority of Americans seem to believe that this means minority or inner city children who simply are not interested or frustrated in learning, we need to use the emphasis of NO CHILD to include the thousands of children with special needs. We need to examine how best to help these children, regardless of their needs, and whether the education we provide will help integrate them into society after school. Frankly, the idea of "Seaparate but Equal" did not work for African Americans, years ago. It should not necessarily be the educational law of the land."
| |
|
Educating Learners with Special Needs, 2008.
An analysis of the importance of mental health development within schools.
1,201 words (approx. 4.8 pages), 15 sources, MLA, $ 41.95
»
Click here to show/hide summary
Abstract
This paper discusses the protective factors and risks that impact on children's mental health and how they will carry on having an effect throughout the children's lives. It considers the cumulative effect of the things schools are doing to promote or demote mental health development - with children and their families and looks at the importance of these moves.
From the Paper
"An emphasis on mental health promotion through programs such as Multisystemic Therapies (MST) and The Incredible Years is challenging as it involves a major change in the way most agencies that work with children will have to operate. It will require a shared understanding and vision of what mental health promotion actually is, and what it can deliver in the long run for society as a whole. There is a strong case for the reciprocal relationship between schools, families, communities, and long term negative outcomes (Walker & Sprague 1999). The protective factors and risks that impact on children's mental health will carry on having an affect throughout their lives. So it is important to consider the cumulative effect of the things schools are doing to promote or demote mental health development - with children and their families."
| |
|
Special Needs Children, 2006.
This paper discusses a section of the 4th chapter of Libby G. Cohen and Lauren Spencier's text "Assessment of Children With Special Needs": 'Reliability and Validity-- Responding to Diversity: Fairness in Assessment'.
760 words (approx. 3.0 pages), 1 source, APA, $ 27.95
»
Click here to show/hide summary
Abstract
This paper explains that, when discussing the statistical reliability and validity of tests that attempt to identify students with special needs, Libby G. Cohen and Lauren Spencier believe that it is critical that the tests also take into accounts students' diverse cultural as well as academic idiosyncrasies and needs. The author points out that the textbook reminds the reader that merely adhering to the concepts of standard error of measurement and confidence intervals in creating such a 'reliable' norm does not automatically make a test a fair assessment in cultural terms. The paper stresses that the initial labeling of the student must not be a marker of the student's deficiency in a permanent fashion.
From the Paper
"The question of the usefulness of assessment tests, as well as test scoring procedures is called into question by the evident racial and differences of many test components, however unintentional these potential sources of cultural bias may be. For example, a test that requires students to make use of vocabulary words only pertinent to certain areas of the country, whether rural or urban (a city child may have never seen a cow, or know that a cow and a bull are the same animal) might result in poorer assessment of that child than is warranted."
| |
|
Art for Special Needs Children, 2007.
A teacher's plan for using art in the classroom to enhance the development of special-needs students.
927 words (approx. 3.7 pages), 1 source, MLA, $ 32.95
»
Click here to show/hide summary
Abstract
The author of this paper presents an overview of how she would use art in the classroom to enhance student development for children with special needs. The author includes the processes she would use to incorporate visual, auditory and physical strategies to enhance learning. The author specifically looks at students with attention deficit disorder and discusses how she would also encourage language skills in the students. The author concludes that utilizing art to enhance the learning development of special needs students will be an effective enrichment tool.
Outline:
Introduction
The Use of Visual, Auditory and Physical Strategies to Enhance Learning
Special Concerns for Children with Attention Deficit
Language Skills Enhancement Through the Use of Art
Conclusion
From the Paper
"The use of visual, auditory and physical strategies in adapting art for children with special needs can be accomplished in a variety of ways. By incorporating a variety of strategies, it will further enrich the student's learning experience. Art is awash in visual richness. To begin with, visual strategies will include verbally describing the materials, to the students, and how to use them, verbally cuing them for what they should be looking for. Materials and tools will be chosen that will visually encourage the children to manipulate the items."
| |
|
Raising Special Needs Children, 2004.
A discussion of the difficulties involved in raising kids with special needs.
5,605 words (approx. 22.4 pages), 38 sources, MLA, $ 136.95
»
Click here to show/hide summary
Abstract
This paper looks at the challenges faced by parents and support groups of kids with special needs. The paper begins by explaining that, as well as strong and committed parents, it often helps to have a support network, perhaps a church group or social workers to help with the task. The paper also explores specific case studies of such children and shows how the parenting unit is by far the most important for the child and the most effective at providing the care needed.
Contents
Introduction
Parent Education and Risk Factors
Summary of Findings
Literature Review
Working with Families with Disabled Children
Measuring the Impact of Social Services Aid to the Family
From the Paper
"The compounding of environmental and biological risk in their follow-up of infants from the neonatal intensive care nursery (NICU) who reside in extremely poor inner city neighborhoods in Chicago. They noted that many parents from these communities appeared not to believe in the value of medical care. They felt they had received poor care in the past from providers who were not responsive to their individual problems. As an apparent consequence of these attitudes, many parents of infants in the NICU had no or poor prenatal care themselves, and they demonstrated low amounts of importance placed on caring for their infants. These parents were inconsistent about bringing their infants in to scheduled NICU follow-up appointments."
| |
|
Special Education for Adopted Children, 2004.
Study of the impact the large influx of adopted children from Eastern European nations has had on special education programs in America.
1,925 words (approx. 7.7 pages), 10 sources, APA, $ 61.95
»
Click here to show/hide summary
Abstract
This research paper addresses the historical and social situation in Eastern Europe that resulted in an increase in the number of children from this region that were adopted by American families. More importantly, this paper looks at the early research on the implications this influx had upon education and, in particular, special education.
From the Paper
"Due to the young age upon adoption and the lack of comprehensive medical records for these children many adoptive families are under the impression that the children they welcome into their homes will certainly have a period of adjustment, but for the most part will develop normally, educationally and socially. (Hollingsworth, 2003, pg. 209) Yet, findings have not always indicated this to be the case and many experts and families are demanding greater attention be paid to the early lives of these children and the implications of their impoverished backgrounds upon future growth. Though language acquisition is usually the most profound issue when dealing with international adoption the situations within many orphanages including but not limited to overcrowding, abhorrent resources and a simple lack of appropriate staff and care providers to nurture and stimulate these children at these crucial early developmental stages."
| |
|
Collaboration between Special Education and General Education Teachers, 2001.
This paper studies inclusion programs and the way general education teachers and special education teachers collaborate when performing them.
1,690 words (approx. 6.8 pages), 11 sources, MLA, $ 54.95
»
Click here to show/hide summary
Abstract
This paper examines the benefits and disadvantages of inclusion programs from the point of view of the student as well as the teacher.
Inclusion means keeping special education students in regular classrooms and bringing the special support services to them. It discusses the affect it has on the children's education and on their parents. It details the types of schools where inclusion is more successful and where it is less successful. It discusses psychological and educational research done on this issue and presents its conclusions. It discusses several relevant education models such as: The itinerant model, used for certain categories of special education and the consultation model, when the teacher remains in one or two buildings with larger numbers of students to serve.
From the Paper
"In schools where collaboration was successfully implemented, the special needs children developed improved social skills, greater motivation to learn, and increased self-esteem. Positive peer relationships developed. In these situations, ?Collaboration brought complementary professional skills to planning, preparation, and delivery of classroom instruction? [Ripley, 1997]. ?The concepts of individualized instruction, multiple learning styles, team teaching, weekly evaluation, and detailed planning are all of direct benefit to students ?[Ripley, 1997] Middle Schools easily lend themselves to the principles of collaboration. Collaboration is an important process of general education of Middle School Students where interdisciplinary teams often share in planning [Hines, 2001]. Middle school structures can be used as a model for special education inclusion."
| |
|
What's So Special about Special Education?, 2002.
An analysis of the topic of inclusion which requires educational frameworks in the United States to include children with disabilities into their systems
1,272 words (approx. 5.1 pages), 4 sources, APA, $ 43.95
»
Click here to show/hide summary
Abstract
This paper introduces, discusses and analyzes the topic of full inclusion, which calls for integration of students with disabilities to the regular classroom/education system in the United States. Specifically, it provides arguments in favor of using full inclusion in the classroom and answers the question 'What's so special about special education?' It examines what children - both disabled and non-disabled - can learn from educational experiences with their peers and that an inclusion of these children in the classroom benefits everyone, from the teachers, to the students, to the parents.
From the Paper
"Aiding full inclusion in the classroom is the development of specialized assertive devices for disabled students. Many of these devices were developed specifically for use in the classroom environment. There are devices for reading Braille, typing while the student dictates into the machine, and speaking computers that translate text into spoken words. There are also software programs that "help people with learning disabilities read and write more efficiently and productively" (Steele-Carlin). The devices help disabled students assimilate into the classroom, and keep up with their classmates in written and oral assignments. Parents may provide some devices, while others may be provided by the school district. As more of these devices become available, it should be markedly easier for disabled students to learn and participate in the classroom."
| |
|
Special Education, 2004.
A review of the "Journal of Special Education" article, "Special Thinking in Special Settings: A Qualitative Study of Expert Special Educators," written by L.M. Stough and D.J. Palmer.
720 words (approx. 2.9 pages), 2 sources, MLA, $ 25.95
»
Click here to show/hide summary
Abstract
This paper discusses the "Journal of Special Education" article, "Special Thinking in Special Settings: A Qualitative Study of Expert Special Educators," written by Stough and Palmer. The paper illustrates that the identified expert teachers were fundamentally concerned about their students' performance in school, and this concern permeated how teachers perceived and responded to their students. The paper contends that concerns with student performance motivated the teachers to closely monitor student behavior and attention and to develop a hypothesis about students' states of mind. The paper explains that strategic actions the teachers took in the classroom were the product of the teachers' hypotheses, combined with frequent reflection upon their extensive knowledge of student characteristics and educational practice.
From the Paper
"Special Education is a type of education that gives hope to people with disabilities, most especially the children. There are lots of children all over the world, most especially in developing countries who are in need of Special Education. Yet, Detterman and Thompson (1997) states that effective special educational methods have yet to be developed. Further, they stressed that effective special educational methods will not be developed until; individual differences in student characteristics beyond IQ scores are recognized and understood; and educators focus on specific and realistic goals for outcome. Regarding Detterman and Thompson's opinion on how educators should be, the journal article by Laura M. Stough and Douglas J. Palmer entitled "Special Thinking in Special Settings: A Qualitative Study of Expert Special Educators," could provide an insightful discussion on the topic."
| |
|
Special Education, 2002.
Looks at the growth in special education students in the American system.
10,577 words (approx. 42.3 pages), 17 sources, APA, $ 211.95
»
Click here to show/hide summary
Abstract
Since the introduction of PL-142 (Education of All Handicapped Children Act) in America, the Special Education system has received both praise and criticism. Special Education Programs are an essential component to our educational system. The current special education system has aided many people but improvements are desperately needed as rates of enrollment increase and the number of special education teachers decrease. This paper discusses the increase in the American special education population. It discusses the factors that have contributed to the increase, including the effect of PL-142 on the growth of the special education population, early identification of special needs, the additional conditions that qualify students for special education, the placement of low achieving students in special education programs, accountability reforms and pressure from parents. Other areas investigated are the disproportionate amount of minorities that are placed in special education programs and the disproportionate amount of males that are placed in special education. The paper includes a table.
Table of Contents:
Introduction
Increases in the Special Education Population
The Effect of PL-142 on Increases in the Special Education Population
Early Identification of Special Needs
Conditions that Qualify Students for Special Education
Placement of Low Achieving Students in Special Education Programs
Education Reforms
Pressure from Parents
Disproportionate Amount of Minorities in Special Education Programs
Disproportionate Amount of Males in the Special Education Population
Results
Discussions
Recommendations
Conclusion
From the Paper
"Horn and Tynan (2001) believe that the best way to educate this group is through direct instruction, individualized attention and feedback. They contend that these students learn best when they have access to classrooms that provide consistent instruction at a slow pace. The authors also assert that if teachers would teach these children effectively there would be a marked improvement in their performance. Horn and Tynan suggest that teachers should focus on figuring out the specific reading problem that a child may have so that they can aid the child in overcoming the problem. In addition, the authors suggest that children with attention deficit disorder should be taught not to rely on medication alone."
| |
|
Inclusion Models for Special Education, 2007.
This paper describes the education policy of inclusion for special needs children.
904 words (approx. 3.6 pages), 3 sources, APA, $ 32.95
»
Click here to show/hide summary
Abstract
This paper describes several approaches to implementing inclusion policies for special needs students. Inclusion is defined as keeping special education students in the "least restrictive environment," which often means within the regular classroom. Five models of inclusion are examined. These include one regular teacher and one support teacher; station teaching, parallel teaching, alternative teaching, and team teaching.
From the Paper
"In some inclusive classrooms, one classroom teacher has expertise on the topic being taught while one has expertise regarding academic skill strategies that can be used to help struggling students master the work (Daack, 1999). This approach is sometimes called "teach/support." The curriculum-based teacher does the planning and grading while the special education teacher focuses on helping individual students master core concepts or survival skills (UM, 2006). In this approach, the two teachers collaborate, but each teacher has a different approach to instruction and brings different strengths to the collaborative teaching setting."
| |
|
Special Education High Schools, 2002.
Does high school prepare special education students for life after graduation?
9,058 words (approx. 36.2 pages), 17 sources, APA, $ 188.95
»
Click here to show/hide summary
Abstract
This paper shows that current methods of preparing teachers for the classroom do not adequately address the needs of students with learning disabilities and those with special needs. Children with learning disabilities present unique challenges to educators at all levels. The trend in the United States in the recent past has been to integrate children with learning disabilities into the "mainstream" of the educational system; teaching them, in other words, along with non-disabled children in a standard learning environment to the maximum extent possible. Thus, this approach to educating children with learning disabilities has been termed "mainstreaming," and it involves the use of both special and general education techniques to provide the maximum learning opportunities for learning disabled children. The research question addressed in this project is, "Does high school prepare special education students for life after graduation?" A careful review of possible research methodologies shows that the most appropriate methodology for this research is a causal-comparative analysis of existing studies by educators and other researchers into the efficacy of a high school education for special needs students in preparing them for life in the real world after graduation. This paper provides a review of the relevant literature, an analysis of secondary sources, followed by findings and a summary of the research in the conclusion.
Outline
Introduction
Literature Review
Legislative and Litigation History of Special Education
What Is Mainstreaming?
Benefits of Mainstreaming
Collaborative Education Techniques for Children With Learning Disabilities
Benefits of Inclusive Educational Settings
Challenges and Drawbacks Associated with Mainstreaming
Methodology
Findings
Discussion
Summary and Conclusion
From the Paper
"Approximately 5 percent of all public school students are identified as having a learning disability. This broad category includes disabilities in reading, language, and mathematics. One in every 10 students in public schools today receives special education under the Individuals with Disabilities Education Act (IDEA). According to Horn and Tynan's assessment, "Revamping special education," prior to the 1950s, the federal government was not routinely involved in the education of children with special needs. "A few federal laws had been passed to provide direct educational benefits to persons with disabilities, mostly in the form of grants to states for residential asylums for the 'deaf and dumb, and to promote education of the blind.' These laws, however, were in the tradition of providing residential arrangements for persons with serious disabilities, services that had existed since colonial times" (Horn & Tynan, 2001, p. 36). These researchers point out that absent federal law, how -- and even whether -- children with disabilities were to be educated within the public schools was left to the discretion of the states and their local school districts. "Although some public schools undoubtedly provided exceptional services to children with disabilities, others did not. Indeed, as recently as 1973, perhaps as many as one million students were denied enrollment in public schools solely on the basis of their disability" (Horn & Tynan, 2001, p. 36). This state of affairs changed dramatically in 1975 with the passage of the Education of All Handicapped Children Act (PL 94-142). Renamed the Individuals with Disabilities Education Act (IDEA) in 1990, this landmark legislation mandated that children with disabilities receive a free and appropriate public education in the least restrictive environment."
| |
|
Special Education Instructional Plan, 2002.
A program for instructor?s implementing educational plans for special education students while focusing primarily on gross motor skills.
1,550 words (approx. 6.2 pages), 4 sources, MLA, $ 50.95
»
Click here to show/hide summary
Abstract
This paper is designed for use by instructor?s implementing educational plans for special education students. Properly used, it permits the instructor to gain an overview of the major principles of fine motor development and subsequent methods of instruction. Each objective is divided into separate performance methods and assigned a time frame for completion. Learners are able to imitate twenty gross motor movements or skills upon completion of the semester.
From the Paper
"The intended learners are five special education students ages 3-5. Total class enrollment is 5 students, with 2 females and 3 males. Class size is paramount to the success of the curriculum. Overall learner skill level is below average, and students have been diagnosed with ASD (Autism Spectrum Disorder). Prior knowledge/diagnostic measures or procedures will be conducted by professional evaluators prior to the start of the semester. All evaluators, instructors, and curriculum designers should have extensive prior knowledge of children with special needs in order to successfully deliver this course material."
| |
|
Special Education, 2004.
A look at special education programs in the United States and how they have evolved.
3,956 words (approx. 15.8 pages), 15 sources, MLA, $ 107.95
»
Click here to show/hide summary
Abstract
This paper first gives a thorough definition of special education and what type of student requires special education and then takes a look at how special education has changed in the United States, what has affected its evolution, and federal and state legislation that has passed concerning special education. The paper also discusses the legal frameworks that have been enacted by the United States Congress and state legislatures with regards to special education as well as some of the acts enacted, which were intended to provide additional support to children with learning disabilities.
Definitions
Legal Definition of Special Education
Impact of Changing Demographics on Educational Service Delivery in the
United States
Creating Classroom Environments that Address the Linguistic and
Cultural Backgrounds of Students with Disabilities
Minority Students in Special and Gifted Education
Comparison of the California State and Federal Methods of Student
Classification
Legal Basis for Educational Services for Special Education Students
From the Paper
"According to the Federal Laws of the United States of America, ?Special Education means specially designed instruction, at no cost to the parents, to meet the unique needs of a child with a disability [IDEA 97 300.26(a)].? The revised statutes of Arizona defines a child with disability as ?a child who is at least three but less than twenty-two years of age, who has been evaluated and found to have a disability and who, because of the disability, needs special education and related services [ARS 15-761(2)].? Under federal law, a student can qualify for special education services under the disability categories of mental retardation, hearing impairments (including deafness), speech or language impairments, visual impairments (including blindness), serious emotional disturbance, orthopedic impairments, autism, traumatic brain injury, other health impairments, or specific learning disabilities [IDEA 97 602(3)(a)]. (Special Education ? Definition), (Learning Disability Resources) & (Legal Definition of Special Education) "
|
|
|
