Whenever adressing a student with disibilitie we must be carful not to affend them. Also in addition to phycical disibilites there are also mental disibillites.
This section made me aware that there are many types of didibillies. Not just physical disabilities.
There are several disabilities out here and several of these students are attending College. It is very important teacher/instructors are aware of all accomendations and make sure the students are educated on them....I also learned there is appropriate way to address students with disabilities without offending them.
There are several disabilities out here and several of these students are attending College. It is very important teacher/instructors are aware of all accomendations and make sure the students are educated on them....I also learned there is appropriate way to address students with disabilities without offending them.
This module has brought to my attention that potential issues that students with mental disabilities might come with. Although a educators we want to ensure that we serve our students, we are reminded that the general saefty of other students is important.
I was not aware of the so many types of disabilities, I am beginning to understand the differences. Every disability has different steps to ensure success
I am learning there are many types of ¨disabilities¨ that can affect learning in the classroom. Each has itś own unique considerations.
This section was a great reminder that not all disabilities are obvious. Even if students have similar disabilities, they may function in very different ways. We need to look past the "label" and evaluate students on an individual basis, since their past experiences and personal capabilites may cause them to need very different accommodations to function in a campus environment.
This section was enlightening to the disabilities that can be "seen". For such a long time, learning disabilities or mental disabilities were fault on the student's lack of want.
I think the most important concept in this section is to recognize that even though students might have the same or similar disabilities, their ways of operating or leveling the field, might be different. It is important to ask each individual student what their accommodation needs are, and not just assume that because they have a certain disability that the accommodations are the same.
Disabilities are unfortunate, but part of education. We must be cognizant of this fact, know and undestand the laws, and be compassionate to our students while educating our staff on compliance and proper behaviors.
Many disabilities are not easily recognized, such as mental health disorders. Also, unfortunately, students may not disclose their mental health issues or reach out for assistance.
This section provided helpful information in terms of learning about the vast array of disorders and describing the functional limitations associated with them. Each individual's needs are different, and are unique to his/her circumstances. The shared factor is to identify ways to ensure that all students are provided with equal access to educational opportunities.
This section provided many examples of learning disabilities and ADHD is the most common one. It is crucial for educators to understand each disability and provide reasonable accomendation for the students.
Students with special needs must be accommanated as needed to insure equal opportunities to learning
This section has helped me realize how others view common challenges that they face. An example is that the wheelchair is liberating not confining.
Learning about the different type of disabilities was interesting. ADHD is often referenced in the educational setting, others not mentioned as much are dyscalculia (difficulty with math) and dysgraphia (difficulty with writing).
This module was interesting because it did not focus on the disability but the student. It stated that disabilities come in different forms, i.e., ADHD, LD, blind and hard-of-hearing students.
By far the most common disabilities impacting college students today are learning disabilities or attention deficit hyperactivity disorders , or some combination of the two, is absolutely true in our school.
I appreciate the micro-definitions provided as some of them I've known only in broad terms or linked to one or more other disabilities. Remembering the "People First" language places the focus on the individual - not the disability. This course will increase my understanding of how I can serve each student with a disability. Much appreciated.
