Professional Documents
Culture Documents
Draft 4
Draft 4
Sarah McNeely
UWRT 1104-040
November 2, 2017
Students are often found to hang out with others they have something in common
with. Characteristics leading to the group decisions include both social status and basic
communication skills. Those with special needs are assumed to have a lower social
status, which may lead to having fewer friends. The fact that they may have fewer
friends makes social integration abilities even more important. Social integration must
take the students characteristics into consideration. For example, some characteristics of
relatedness. Keeping each of these in mind, it is easy to study some major diagnostic
areas as they have the same focus. Working on these areas helps understand that students
are more accepted when they are visible in the classroom and able to take time to
associate with their peers as friendships are a large priority. These friendships are formed
by the social network or peer group the student belongs to. A large research study was
social preference, impact, or network among those with and without special needs. These
results lead to the belief that students with Autism may be viewed by their peers as
It is very important for both families and schools to have high expectations of
those who classify as special needs. Lower expectations may easily fail the child
academically as they may not be challenged or pushed to their full ability. Having high
expectations must go along with altering learning environments, such as providing hands
on experiences, so the child may be able to understand and learn the material given to
them. Refraining from doing so would not further the success or students in the special
education community in any way. (Graves, Judith Canty, and Carson Graves.)
labelled as human beings. Labels often involve stereotypes that lead to bias, changing
expectations and reactions of those around them. The most common effect of labelling is
the high functioning and low functioning labels. These both create expectations that
may or may not be possible to fulfill. With each of these, the language used is important.
It sets tones and reflects who we are as a society. Language also has a large impact on
self image, therefore the person should be put before the disability. (Davis, Kim.)
Labels are a large part of the current special education system. According to
federal law, students labelled with disabilities are able to receive special services. These
labels may be misinterpreted, however they are able to open doors to treatments and
communication with teachers, provide comfort to both children and families, may
explain the need, may be necessary aspects of special education, and should be used as
Works Cited
Education and Training in Developmental Disabilities, vol. 40, no. 1, 1 Mar. 2005, pp.
Davis, Kim. :Whats in a Name: Our Only Label Should Be Our Name: Avoiding the
in-a-Name-Our-Only-Label-Should-Be-Our-Name-Avoiding-the-Stereotypes.
Graves, Judith Canty, and Carson Graves. IDEA and Expectations Part I - The Problem of Low
Expectations. Parents Have The Power To Make Special Education Work, 1 Sept. 2017,
www.makespecialeducationwork.com/idea-expectations-part-problem-expectations/.
Job, Jennifer. Changing the Focus from Label to Need. Changing the Focus from Label to