a) Chapter 13 talks about children with disabilities and how to identify them. There are many identification for student with disabilities such as; impairment, handicap and disability. These terms are being used to identify the type of disability that students have. There are also different types of disabilities such as; intellectual, learning, emotional or behavioral, communication, hearing impairments, visual impairments, physical and health impairments, autism, traumatic brain injury, and multiple. These types of disabilities can affect the student learning and makes it harder for the teacher to teach them. According to Multicultural Education by Banks, “There are more than seven billion children from birth to age 21 in 2009- 2010 with disabilities”.
…show more content…
According to Banks, “Some disabilities are a result of culture, but it is not always a socially constructed”. This can affect the way the teacher teaches their students.Teachers have to arrange their lesson plan to teach both disabilities and regular students. In 1970, education for disabilities didn’t exist; therefore students were not participating. The civil rights movement changed that by making laws that required teacher to treat disability students with equity. These laws are No Child Left Behind Act of 2001, Section 504 of the Rehabilitation Act of 1973, The Education for All Handicapped Student Act of 1975 and The Americans with Disabilities of America Act of 1990. Overall, these progress was challenging and it takes time to change. According to Banks, “Education opportunity must be available to students with disabilities and school must find an effective way to teach these students”. Schools are required to teach disability students effectively; therefore they collaborate with special and regular teachers to create a lesson plan for disability students. The school’s goal is to increase the success of disabled students into adult …show more content…
They have a large population of Black and Hispanic kids, but White is still the majority. As a middle school there are often less activities than in a high school, but there are still a few programs for gifted children. At Faiss Middle School there are two programs that a student needs to apply for and get accepted. There is student council and National Juniors Honors Society. The two educators for these programs often work together to do activities, and because often the same kids are in both programs. Because Faiss has such a high percentage of minorities, depending on the year I am told, they often make up 50-60% of the clubs. They do not actively recruit students, it is actually the reverse. For gifted programs like these students must apply, have recommendations from teachers, and have and maintain good grades. These programs are often a lot of extra work. They volunteer, work for the school, and are involved in community projects. Often times these students will follow these programs through high school. Low-income families often have difficulties with these programs because they can involve a lot of time for the parents and some money. The school tries to help these students as much as possible, but often times the activities are done outside of school or on weekends. It takes work to maintain being in these programs as well. A certain number of hours of community service must be done, and
According to Banks, “Some disabilities are a result of culture, but it is not always a socially constructed”. This can affect the way the teacher teaches their students.Teachers have to arrange their lesson plan to teach both disabilities and regular students. In 1970, education for disabilities didn’t exist; therefore students were not participating. The civil rights movement changed that by making laws that required teacher to treat disability students with equity. These laws are No Child Left Behind Act of 2001, Section 504 of the Rehabilitation Act of 1973, The Education for All Handicapped Student Act of 1975 and The Americans with Disabilities of America Act of 1990. Overall, these progress was challenging and it takes time to change. According to Banks, “Education opportunity must be available to students with disabilities and school must find an effective way to teach these students”. Schools are required to teach disability students effectively; therefore they collaborate with special and regular teachers to create a lesson plan for disability students. The school’s goal is to increase the success of disabled students into adult …show more content…
They have a large population of Black and Hispanic kids, but White is still the majority. As a middle school there are often less activities than in a high school, but there are still a few programs for gifted children. At Faiss Middle School there are two programs that a student needs to apply for and get accepted. There is student council and National Juniors Honors Society. The two educators for these programs often work together to do activities, and because often the same kids are in both programs. Because Faiss has such a high percentage of minorities, depending on the year I am told, they often make up 50-60% of the clubs. They do not actively recruit students, it is actually the reverse. For gifted programs like these students must apply, have recommendations from teachers, and have and maintain good grades. These programs are often a lot of extra work. They volunteer, work for the school, and are involved in community projects. Often times these students will follow these programs through high school. Low-income families often have difficulties with these programs because they can involve a lot of time for the parents and some money. The school tries to help these students as much as possible, but often times the activities are done outside of school or on weekends. It takes work to maintain being in these programs as well. A certain number of hours of community service must be done, and