i need someone read the issue and write his/her argument about this issue ( write are you agree or not and why?)
second i just i need to write for each issue from 2-3 sentences or what ever you want include your argument about the statement.
the first issue:
The statement “Both ethnicity, or cultural differences in general, and exceptionalities can cause children to behave in ways that are dissimilar to educators’ expectations for learners” (Chapter 55, page 745) was a duh kind of moment and then a ahhh. I feel like this should be common knowledge for all educators, but then I thought about the backgrounds of some of the teachers and had the ahhh kind of moment. We have to show that language is not the reason a child is being referred for special services. Different cultures place different values on education and on having a child with a disability. As a student’s case manager I have to keep a families values in mind when planning for their student’s transition.
the second issue:
On page 780 the authors Anastasiou and Keller comment that special education in the countries with limited special education fails short of meeting the needs of students with disabilities. The authors described in limited special education category over twenty different countries-most central Asian countries , many Middle East, East Asian, Pacific, countries. With other words most countries outside of Western Europe and the USA have limited special ed services. However, in their descriptions for special education around the word, for each region, the authors give example with countries. With their mistakes by placing Sri Lanka in South East Asia and Georgia in Central Asia, the authors show limited knowledge of world geography(page 279). More over we can place so many different countries in one category, because even providing limited special education services legislature and practices vary from country to country.
the third issue:
There were two points made in chapter 48 that were impressive. One was on page 646, “and, again, key parent insiders made all the difference.” The authors had supported this statement with several examples of people with influence having children with disabilities making things happen. I see that all the time in my neck of the woods and we see it with celebrities as well. It has to be personal for some people to ‘fight.’
Also in chapter 48 on page 652 the authors list factors which influence the issues/claims/theses and antitheses in special education, “one is the nations’s economic condition and two is the nation’s science related to brain development and behaviorism.” This is in this chapter mostly because of the third factor: culture (parents and individuals with disabilities), but I would like to focus on the second factor. Money has been an issue we have discussed since day one; we have beat that dead horse over and over.
I like the trend that more and more schools are looking toward hiring BCBA’s and training teachers in ABA. I also appreciate that schools are using positive behavioral supports in the school. These techniques are proven effective and I hope the data continues to support the use so that administrators who have been in the field long enough to be jaded by the ever changing “fads” will see that these techniques/programs are staples of education and behavior.
the fourth issue:
On page 737, Brighton and Jarvis state, “Common elements of these programs [for young gifted children] appear to include a child-centered focus, curricula derived from students’ interests, rigorous curricula focused on important interdisciplinary concepts, and genuine involvement from parents and local communities. Karnes and Johnson (1991) found that within one program aimed at young gifted students and characterized by these elements, disadvantaged students not identified as gifted also made significant gains”.
I am not surprised that these elements aided in a child’s education; any child, with our without a disability, would benefit from these elements. I think more teachers need to incorporate student interests into teaching. I wish more parents were involved. Many of the parents of my students are not involved. I know that if parents were more involved, the child’s education would be amplified.
the fifth issue:
On page 705, Marshall, Brown, Conroy and Knopf (2011) state “preschoolers’ enhanced social competence is one of three primary child outcomes for the U. S. Department of Education” (Early Childhood Outcomes Center, 2010).
Included in the above paragraph Marshall, Brown, Conroy and Knopf (2011) mention peer interventions as well as positive behavior supports. I encourage you to read the peer interventions cited starting on page 705. I wish there was more of an effort to use typical peers at the preschool level. I have tried to introduce a peer buddy situation for my own child, providing research to teachers and principals to support the benefits. I have not been able to successfully convince any of them to formally train a peer and actually use the intervention models as they have been presented. Surprisingly, we have been lucky enough to cross paths with some amazing young children who have effectively attached themselves to my son. Despite some days with aggression, these kids support and look out for my son. I have requested certain children be in class with him which has been honored. This sort of friendship and interaction did not start occurring until first grade. I understand with behavior/aggression, schools need to be careful but I do not think it is an impossible situation. I think a lot of kids would benefit and perhaps help alleviate the stigma that children with autism do not really attach to people. I have come across two BCBA’s that have actually taught this in parent education trainings and I sincerely hope most people do not buy into this thinking. The great thing with young children is that they do not know these biases or untruths.
How better to teach social competence than using peers?
the sixth issue:
Mugno, Ruta, D’arrigo and Mazzone (2007), page 661 “Parenting a child with autism seems to have it’s own set of unique stresses” parents are unsatisfied with the communication with professionals, uncoordinated and ineffective delivery of services, and that the services are ineffective and insufficient to meet their child’s needs. Also, there is a huge stress on the families emotional health, recreational activities, marital relationships, siblings, extended family, friends, and neighbors. These are just a few of the issues a family has to cope with when raising their child with ASD. I am overwhelmed at my families and their resiliency and their ability to see the possible instead of the impossible for their child. I work hard to help them meet their child dreams every day. I see it as an opportunity or challenge to help my parents with some of the issues they face on a daily basis. I have no clue and I will never pretend to understand the issues that some families face with their child. My parents view their child as an asset to their lives and not a burden. Many of them see it as an opportunity to do something outstanding. I see it as an opportunity for me to make a difference. If my parents are requesting support and services that I can do I will do it and if they say “no homework be sent home” I give it to them because I know how overwhelmed I get and I do not have the same circumstances in my life as they do.