Special Education- Do You Agree or Disagree?

Special Education- Do You Agree or Disagree?

Question One: My Position

I agree that invisible disabilities can lead to misunderstandings because people often judge others by what they see. This can be frustrating for those who may appear unable but are capable and those who appear able but are not. Instructors should be aware of this and create an inclusive environment for all students. Get in touch with us at eminencepapers.com. We offer assignment help with high professionalism.

False perceptions and judgments can be made about an individual with an invisible disability (Hallett, 2020). For example, people may see someone in a wheelchair and assume that they cannot do anything for themselves. Teachers may see students with an invisible disability and think that they are not capable of learning when, in reality, they need some accommodations. For example, when a student is nonverbal, a teacher may think that the student does not understand what is going on in class when they do.

People use their own experiences to judge others. For example, if someone has never seen a person with an invisible disability, they may not know how to react or what to do (Cook & Clement, 2019). This can make them feel uncomfortable and make the situation more difficult for the individual with the disability. Nonverbal students may be assumed to be uneducated, but in reality, they may be among the smartest people in the class. Instructors need to be aware of their own biases and assumptions when interacting with students with invisible disabilities.

It is not easier for people with invisible disabilities to “just get over it” (Cushing-Leubner et al., 2021). It is important to remember that everyone has different experiences and that just because someone appears able-bodied does not mean that they do not have struggles. For example, a student whose disability is not obvious may be teased or bullied by classmates because they “look normal.” This can lead to the student feeling isolated. Instructors need to be aware of the struggles that students with invisible disabilities face and provide support when needed.

Question Two: Meaning of the Quote

The quote is important because it shows that people with invisible disabilities are often misunderstood. Misunderstandings can lead to frustration and isolation for the individual. When instructors cannot see a disability, they may think that the student does not need accommodations or support. However, it is important to remember that just because a disability is not visible does not mean that it is not real. Instructors need to be aware of their own biases and assumptions when interacting with students with invisible disabilities. The public should also be aware of this to be more understanding and accepting of people with invisible disabilities. For example, people may see someone in a wheelchair and assume that they cannot do anything for themselves. However, this is not always the case. People with invisible disabilities should be treated with respect and understanding. They need accommodations and support just like anyone else.

Question Three: Doing the Best for Each of the Students

Teachers must be learning managers who know the content and how to teach it. Educators have to understand the community environment and climate in which the students live and attend school. The ‘consumer-oriented’ values and beliefs of the community will directly impact what happens in the school (Riccio, 2010). Educators need to understand and relate to their students on a personal level. When educators take the time to get to know their students, they can better understand their needs and how best to help them succeed. For instance, if a student is struggling in school, the educator can find out if any extenuating circumstances may be causing the struggle. If the child comes from a difficult home life, the educator can provide support and resources to help the child succeed. Educators need to advocate for their students and do what is best for each child. The student’s cultural background should also be considered (Riccio, 2010). Accordingly, this can help educators learn more about their students and figure out how to best help them succeed in school

References

Cook, S., & Clement, K. (2019). Navigating the hidden void: The unique challenges of accommodating library employees with invisible disabilities. The Journal of Academic Librarianship, 45(5), 102007.

Cushing-Leubner, J., Engman, M. M., Ennser-Kananen, J., & Pettitt, N. (2021). Imperial straightening devices in disciplinary choices of academic knowledge production. Language, Culture and Society.

Hallett, F. (2020). Citizenship, Disability Discrimination, and the Invisible Learner. In The Palgrave Handbook of Citizenship and Education (pp. 1047-1061). Cham: Springer International Publishing.

Riccio, L. L. (2010). The Real Deal: how each child is first in education. Citizenship, Social and Economics Education, 9(2), 104-114.

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Briefly explain why you agree, disagree, partially agree and be specific, listing at least 2 reasons – using at least 3 different sites to 3 different references. (identify each reason – for example #1…., #2…). Your response should show stages of analysis, judgment, and application. 14 pts

Special Education- Do You Agree or Disagree.

2. What does the quote from the Invisible Disabilities Association mean to you and to the wider public? 2 pts

3. As an educator, how can you do what is best for each of your students? ( Use The Real Deal article as your resource to answer this question, and think about knowing who the child is and from where s/he comes) 4 pts