The crucial benefit of education may not be overestimated for any person as education is certainly of vital need for individuals faced with disabilities who normally face exclusion from procedures of education. This being based on the presumption of their inability to learn in which case people faced with disability across all age groups typically require increase time and more opportunities to attain and put their skills into practice; This is not normally the case due to the progression of reduced expectations more so in regard to skills in academic with reduction in the measure of exposure to normal and educational experience valuation. In definition individuals faced with disability are those that comprise of people with moderation in the profound degrees of impairment intellectually with great difficulty in communication of their needs to others (Wikenfeld & Ballan, 2011).
This is in addition to disabilities that are concomitant for instance in physical aspects, senses as well as health with traditional practices normally enforcing separation of people from those suffering from these disabilities. Placements in to specialized institutions in the next step although it has been observed that current school systems have most of their students struggling with disabilities in severe form. This forces them to spend their entire time in specialized school placements or classrooms in case the schools are not readily available. Furthermore, these schools or classrooms provide no reflection of the normal environment for learning where hope is normally placed for the ultimate expectation of being functional. Such learning expectations are normally observed in lower class level specialized classes compared to regular rooms for education for those faced with disability.
Perceptions of incompetence
Individuals facing severe disability in severe form were at one point viewed as being incapable to undergo the learning process in addition to being termed as being custodial with subsequent placement into education programs formulated for the provision of care in its based form as well as safety. In environments void of educational based instruction the outcomes were reflected in the limitation of learning which led to considerable parent dissatisfaction. The ground for activism was created and led to the rise of legislation in part as a reflection of the study based on research into individual rights of those faced with severe disability. It was also noted that with the provision of learning opportunity and instruction that was based on quality individuals with severe disabilities were able to learn, The outcome in this case originating from direct instruction as well as through interaction with normal students that allows observation of fellow students with no disability(Wilson, 2008).
Whereas previous understanding raises the question of the capability of individuals faced with disability in severe form to learning present views provide support for the belief that all individuals are able to learn. The variation may occur in the way in which they learn which will be distinct from those that do not have disabilities although the acquisition of skills would take varied avenues as they are properly documented. Severely disabled students reach the point of learning actions such as self feeding as well as dressing themselves as well as increasing their skills in communication and social skills improvement. Acquisition of academic skills comprises of reading, writing and algebra with clear view of severely disabled students gaining instruction of skills in academic and non academic knowledge when they carry the expectation of learning and being provided instruction that is quality with provided support for this procedure.
Thinking in a new way
So as to ensure severely disabled students can reach the point of achieving their full potential while gaining the deserved instruction there is need for teachers with high qualifications. This is a mandate according the 2004 Individuals with Disabilities Education Improvement Act in the United States with teachers required to undergo training in several practices so as to provide proof of an impact that is positive in the attainment of education of severely disabled students. These practices in recommendation comprise of gaining an education in the overall classroom education with clarity in accessing the main curriculum, supported behavior that is positive, development of communication skills, instruction that is systematic (Boyle, 2011).
This also include programming that is age appropriate, teaming based on collaboration with a call for teachers to developed specified skills and knowledge for specific inadequacies in teachers that are highly trained and qualified. This in addition to presenting the negative effect on achievements with potential towards the students faced with severe disability. The arena of specialized education has shifted to the understanding of providing caretaking and protection to one of learning and growth expectations. In this case the question is presented as to whether students can actually learn and the quantity of what can be learned as the instruction types and support.
With recommendation of early intervention practices it has been noted that learning can be undertaken at any age with support students being required to know how to provide instruction that is appropriate and effective. With this concerning instruction and the student challenges in achieving higher objectives as changes concerning student education faced with disability in severe form comprise of increased expectation learning sustenance. Furthermore this would comprise of education that is inclusive with the assumption of an increase role that is active within the community when the education system has been left.
Increased expectations
The main challenges in the attitude towards education of severely disabled students is observed in the increased focus of learning academic techniques within education classrooms overall. There is an increase expectation by students towards accessing similar curriculum with the approach to this being development or score based on mental aging (Cornelia & Wang, 2010). Such data is obtained through assessments that are standardized but not applied in the determination of that what the students can gain. Rather consideration is placed on the age of the students in a chronological approach in matters pertaining to cultural, religious, geographical area and needs in relation to the individual objectives.
Provision of the needed types and quantity of support can provide an increased enhancement to the ability of students in learning and achieving. As such placement of focus in not on any limited perceptions on an individual but instead on support that is external leading to achievement in a maximal outcome. Concomitant with increased learning expectations is recent with relative focus on teaching skills of self determination rather that viewing severely disabled students as decision recipients of the decisions made by others. This is in addition of teaching such individuals of the skills they require for decision making as well as increased skills for advancement in making decisions, solving problems, setting goals, self monitoring and evaluation on a basis of self. With students learning self advocacy there is reduction in dependence on others.
Education that is inclusive
Thinking changes comprises of the matter of severely disabled students being required to attain education rather that separation for peers with the same age on the basis of standardization test scoring and levels of development (Cheung & Piu, 2009). It has been observed that severely disabled students show learning benefits with peers in the overall classrooms of education with comparative studies revealing that after a period of two and four years disabled students attained increased progress in language and math in overall education in comparison to their special education counterparts.
Other comparative studies also revealed the demonstration of students in disabilities that were profound as having increased communication interaction in a setting that was inclusive compared to counterparts in classrooms based on segregation (Lounds & Hodapp, 2012). The benefits of inclusion in comparison to segregation of placements in education for severely and multiple disabled students; As such this concerning the aspects of communication development and social skills over a period of two years has been revealed by researchers. Benefits of students not faced with disabilities comprise of inclusion with more empathy, acceptance, and acquisition of skills and solving of problems being availed. This is in addition to provision of support by associated personnel that are available to severely disabled students as such raising their level of time for instruction with adult.
Various studies have revealed that education of students facing severe disability compared to students without severe disability bears no severe impact on the academic learning of students with no disability. On the other hand it can increase as well as enhance the education process by placing students together instead of separating them which has revealed outcomes of considerable merit.
Greater involvement of the community
Objective valuation based education for all students’ aims at producing students that are productive as citizens with support as well as encouragement in partial participation of activities. Education of severely disabled students in an environment that is natural in homes and communities provides support of their capability of assuming increased roles that are typically adult after graduation (Sanders, et al. 2008). With employment based on supervision, work that is volunteer as well as service learning severely disabled students can undergo valuable skill development for their lives as adults.
This also allows them to give back to the community for instance service based learning can take the form of any position which provides contribution to a service that is free towards the community. This can take the form of preparation of meals for homeless people, animal care at a veterinary hospital among others with this instruction type being increasingly individual with provision of opportunities for real life skill practice and development of relationships that are lasting within the community, As such the outcome is the student support for those facing severe disability with the assumption on increased activity and role valuation within their communities. This following public based education with the added benefit being the community types basing of opportunities for learning that can be achieved with peers facing no disabilities. The outcome is creation of learning opportunities that are more inclusive during years of school.
Recommended teaching practices for students facing severe disability
In support to the mentioned changes we can provide a recommendation of practices in teaching of students faced with severe disability. The practices in recommendation include instruction that is systematic, direct while based in a learning environment that s natural. This is in addition to being individual, with meaning as well as responsive culturally with active involvement of the family, teaching that is collaborative and support for behavior that is positive (Wendy, et al. 2010).
Systematic instruction
This approach involves severely disabled students applying instruction that is systematic and direct wit increased recommendation in addition to comprising of a plan that is well laid out for teaching that involves targeted and student evaluation on what they learn. This is in addition to what provides meaning and practice opportunities with this intrusion comprising of procedures that are specific in the identification, promotion and reinforcement.
Targeted behavior in this case is the objective within the age that is typical and appropriate in terms of environments with principle of foundation being that educators using this approach are required to base their instruction on individual styles of learning towards the students. As such the prompt dues and applied reinforces in instruction that is systematic and direct can take the form of being visual, verbal as well as a reflection of strengths that are individual, requirements and preferences.
Systematic instruction originates from forms that are formative and summative in effective assessment of the progress of students in environments that are natural with a context that is meaningful. Data assessment is applied in both the skills that are academic and non academic for instance communication, care for self and self determination as well as possible occurrence in classrooms that are typical at schools in addition to the community (Jennifer, et al. 2008).
Individualization age appropriation and cultural learning response
In recognition of the needs and strengths of students the outcome is instruction that is individualized in ager chronology appropriation, response to culture and being meaningful to the student. It has been stressed by researchers of the need of consideration of the interests of students faced with disability or not in a collective approach. This makes the main education curriculum being taught to the students to have relevance and meaning to students faced with disability so as to be of utmost importance.
The use of large ideas in terms of vocabulary and concepts is observed in specific lessons as well as material that have been adapted in the application of creating relevance to learning of the situation of students. These adaptations are on an individual basis so as to allow the optimal student participation in learning based on chronology and lessons that are appropriate to the age.
Active involvement of the family
With the provided need for meeting the needs on an individual basis as a reflection of the variations in culture, religion, experience as well as language this approach provides assistance in assessment. Furthermore, it also assists in the determination of programs that are instructional to specific students in practices that are recommended in which case in circumstances of the inability of students to speak for themselves family members would provide information. In addition this information would concern the expectations regarding the environment at home and personal interests of the student. Teaming based on collaboration (Hurley, 2010).
This approach is based on the utilization of priorities with inter family collaboration and on the individual basis of students with severe disabilities as well as educators developing and implementing strategies of support and intervention. Collaboration within the team comprises of sharing of assessments and instructional program development. Furthermore, co-teaching based on age appropriation within classrooms using specialized and general educators with application of natural support of peers and use of service providers that are related also provides support in the learning environment that is natural.
Conclusion
Several issues have been presented concerning education of severely disabled students with changes in the view concerning learner’s expectations in environments that are optimal for educating and practices of education. Such students can learn skills that are both academic and non academic with the only requirement being instruction by teachers with high qualifications as well as those who able to recognize the abilities of severely disabled students. This will achieve and maintain increased expectations concerning their development and growth.
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