Disabilities in the

classroom
Juliann Daw
 Introduction
The school I went too.
➢ Offer class 9-12, 1502 ➢ Gender
student ○ 49% male ➢ Academis
➢ 85 teacher ○ 51% Female ○ SAT= 1130
➢ Graduation Rate ○ ACT= 25
● 18:1 student to teacher
○ 87% school ○ AP enrollment = 30%
ratio, 19:1 is the state ratio. ○ 78% state average ➢ 7/ 217 most diverse
● Population. Diversity score ➢ Reduce lunch school in Idaho
is .42. State average .30. ○ 5% and 9% state
➢ 11/168 Best Public High
○ White 75% average
○ Hispanic 12% ➢ Free Lunch School Teachers in Idaho
○ Black 8% ○ 35% and 38% state ➢ 23/ 171 Best Public
○ Asian 4% average school in Idaho
○ Two or more 1% ➢ Title 1 school-wide
Programs
○ Yea
 Classroom, That I observed.

❖ Advanced math Topics These are two very

❖ Course Topics different courses. ❖ Essential Mathematics
➢ Quadratic functions ➢ Number, Data and
➢ Transformations of functions They are both step for Graphs
➢ Polynomial functions seniors and juniors after ➢ Money, Travel and
➢ Rational expressions and equations agenda. Data
➢ Exponential and logarithmic ➢ Measurement, scales
functions and Data
The teacher has been
➢ Right triangles trigonometry ➢ Graphs, chance and
teaching their since Loans
➢ Trigonometric functions
2014, before she was
➢ Perimeter and volume
➢ Polar coordinates
Engineer in Training and
➢ Complex numbers arithmetic as a Business Banker
➢ Probability and probability
distributions
History of Disabilities

Disabilities have been long While for awhile the treatment of people with disability,
misunderstood, for a long there was being in provement one the Civil Right Act 1964
time those with disabilities was passed slowly more and more where passed. Civil
have been put into Right says you can’t discriminate on race, color, religion,
institutionalization. In the sex and national origin.
19th century they were put
in jails, almshouses, poor This includes the passing of IDEA in 1975.
house, insane or lunatic
asylum and hospital for
long-term sick and disabled
people.
 Individuals with Disabilities Education Act, is that act that put in place to make
IDEA sure every student no matter their disability has the right to an education.

The education must follow these 6 principles

1. Free Appropriate Public Education
a. The education must be appropriate (fitting) for the student. It must also, be free we do not require student in
special education to play for their education.
2. Appropriate Evaluations
a. The student to get into the special education programs, must have documentation that they need the services
to be successful in school. They also get to be motor in the program to make sure they are getting the help
the need and that they still need the services.
3. Individualized Education Plan
a. Every student is different and every disability is different, what work more one student may or may not work
for the next.
4. Least Restrictive Environment
a. Student be integrated with the rest of the school as much as they possibly can. You can’t take them out of the
classroom without a good reason.
5. Parent Participation
a. The parent of the student must be involved in the decision to put them into the special education program.
6. Procedural Safeguards
a. That we evaluate safe issues for the student and other student in the classroom
History of Special Educations

After the IDEA ❖ Individuals with Disabilities Education Act (1975)

made sure that
student were ➢ It is the law stating that they will get a education.
going to get an
❖ Disabilities Education Act (1997)
education, but
now the school
❖ Least Restrictive Environment (1997) and (2004)
was trying to
figure out how ➢ That student have the right to be in the classroom, as much as they
they were going can.
to do it.
 What is a disability?
According to our book
➢ Disability
○ Reduction in the Functioning of a
particular body part or organ or its
absence
➢ Impairment
○ Physical damage or deterioration
➢ Handicap
○ Something that hampers a person, a
disadvantage or hindrance
➢ Handicapism
○ Assumptions practices that promote the
deferential and unequal treatment of
people because they are different
physically, mentally and/ or behaviorally
❖ Individual with Disability Act
➢ Autism Spectrum
➢ Visual Impairment
➢ Hearing Impairment
➢ Deafness
➢ Deaf-Blindness
➢ Emotional Disturbance
➢ Intellectual Disability
➢ Multiple Disability
➢ Orthopedic Impairments
➢ Specific Learning Disability
➢ Speech or Language Impairment
➢ Traumatic Brain Injury
➢ Other Health Impairments
A student has to fall under these catorgies to be
able to qualify for on IEP.
Themes

How do we include them in the classroom and make it in a learning environment in which
they are produce in?

As future teachers, we know that there's going to be a hundred and one different types of
student in our classrooms and their will be a lot of different disability that came into our
classrooms. We get to figure out how to make our classrooms work.

For those will disability we try to follow the IEP, that we are given.
 What the teacher did?
Possible ways to improve the
classroom.
The classroom, that I was in the teacher has a
notebook full of IEP. First class, I observed their was
28 students with documents. The second one, had a
few less but still a very larger number.
These are really big number for example their is
252,890 in Idaho schools 23.485 have disabilities,
which is about 9.3% of students. This mean in a
classroom of 32 there should be around 3 students
with a disability in the classroom.
She has such a large percent of student
with disabilities, in her classes that she
does have the time to focus on each
student individually like she would in a
classroom with only 1-6 students with IEP
in it.
In a lot of ways, that I would do to improve
the classroom, like try to personal lesson to
the student, creating more structure
environment and so on. The question
becomes how do you do this, when all but
2-4 have documents?
Classroom observations
This teacher had given us a little bit there
was just so many student with so many
different disability and documentations in
this one classroom. It is hard to focus on
each individual student and what they need.
In some way she has kind of let the class
gone wild with just the hope that they will
complete their assignments and hopefully
even turned them in.
I choose to be in this teacher classroom for
many different reasons, one of the main
reasons is that, I was one of the student on
a IEP in her classroom.
She was one of my favorite teacher
because she helped me so much try to
figure out how to understand math and not
let my disability get in my way, which I was
able to see. She has two student, who were
focus on getting better, which she spend
one-on-one time with. She also had her ads
sitting their to answer questions, as they
came up.
Analysis of Observations

This teacher, is doing the best with the resources that she had. She need extra help in the
classroom to be able to successful get every student the help they need.

She can try to focus the student back up more and attempt to break the lesson/ student into
groups to try to individualism them to the student thought processes. Doing so, she should
try focusing on the Universal Design to Learning can make a difference with the each student
ability to learn.

There is also this app that is design for teachers that will try to organize the information into
the a single place but also in an easy way to handle.
Sources
Berns, R. (2016). Child, family, school, community: Socialization and support. Stamford, CT: Cengage
Learning.

Frye, D., & Frye, D. (2017, April 19). The New IEP App Will Make Your Life a Lot Easier. Retrieved from
https://www.additudemag.com/just-for-teachers-the-new-iep-app-will-make-your-life-a-lot-easier/

NASET.org Home Page. (2015, February 11). Retrieved from https://www.naset.org/index.php?id=3636

The Definition of "Deaf-blindness" in Special Education. (n.d.). Retrieved from

https://www.specialeducationguide.com/disability-profiles/deaf-blindness/

Timeline. (n.d.). Retrieved from http://www.ncld-youth.info/index.php?id=61

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