Pipppppp - Lecture notes 1 human antomy PDF

Preview

Summary

Pipppppp - Lecture notes 1 human antomy ncncnnndndndndndnndnjcnsjkcnwjkcbnjkwbcwjbkjwbcjwbdjwbdwjbndwjkdbkjdbjwk kwdjkwjwdhjkwdhwjkdhwkjdhwdhdwhdhkjwd wdjkwbjkwdhjwdhwjdhwjdhwjdhdkjhjc ncnnnnnn...

Description

I’m Sorry I’m so Difficult An in-depth investigation on students with learning disabilities within mainstream schools and the pressure on Middle Eastern families.

#428454162

Contents page

2

-

Introduction

-

Log

-

Chapter 1 (Identification of inclusive education) o Introduction of learning disabilities o Understanding inclusive education o Understanding the Arab culture towards their child with learning disabilities

-

Chapter 2 (What are the effects) o Social emotional problems of students with learning disabilities o The influence of the Middle Eastern culture on families of students with disabilities o Challenges for mainstream teachers

-

Chapter 3 (What can be done) o Setting up the inclusive classroom – Accommodating for students and their learning needs o Future research that could enhance our understanding of the Middle Eastern parents' perceptions of children with a learning disability

-

Conclusion

-

Annotated bibliography

Introduction Learning disabilities are defined as a neurologically-based processing problem. The Middle Eastern culture is focused on social life and identity with tighter family bonds and is generally more collectivist than Western culture. Living with a child that has been diagnosed with an intellectual disability can have profound effects on the entire Middle eastern family. Unfortunately, Middle Eastern families lack conceptual knowledge when assisting their child with their learning disability, which not only creates pressure on families but causes conflict leaving their child with a negative attitude towards life. The degree of impact that is placed for both the parents and teachers will vary, as there are schools which do not provide enough facilities or resources for the students that tend to need the help and support. This can lead to these students falling behind with their learning, causing conflict in class or even having damaging social skills due to exclusiveness. Additionally, students who suffer from learning disabilities generally tend to take longer to learn and may need support in developing new skills, understanding complex information and interacting with other classmates or teachers.

The initial attraction to this topic was through my personal experience whilst coming from a Middle Eastern traditional family. Having siblings and extended family members who have learning disabilities developed my connection to this topic. Also, in class by observing my peer’s reaction to content delivery, along with behaviour management techniques intrigued me as students react in different ways. Through my observations within the micro sphere it was fascinating to examine different individuals inside the same environment responding in various ways.

Throughout my Personal Interest Project, I intend to investigate the struggles and reality of students with learning disabilities, which are challenged in their everyday lifestyles including families that come from a Middle Eastern background and within mainstream schools. Using this hypothesis, I aim to investigate how educators differentiate their lesson plans to allow students to feel a sense of inclusiveness within the classrooms, in conjunction with incorporating legislation and school policies. Also, whether or not the students with learning disabilities are satisfied with the level of resources and support provided to them by the educators and additionally receiving the intervention needed to assist them to obtain their full potential. Therefore, this will also result in the level of care the parents contribute towards these students. Parents however, undergo a lot of stress, with a lack of knowledge and added financial pressure which leads to emotional stress and leaving them feeling guilty and ashamed.

In order to effectively investigate this topic, I have decided to utilise secondary research in order to delve deeper into my area of focus. With this type of examination, I would like to receive sophisticated and detailed information, both quantitative and qualitative that will address my PIP and further my 3

understanding regarding this subject. Secondary research was picked as an approach in order to access data and research that has already been conveyed by others in the field. Interviews and questionnaires will also be taken as a research methodology approach to collect information, from a fairly large group of people. Questions will be asked in person and will be recorded so I will be able to write down the answers after the interviews are completed. I trust interviews, as a primary methodology will be useful for my investigation since it will provide me with an in-depth understanding into the way in which the participants interpret their experiences first hand in their micro, meso and macro world.

The notion of social continuity and change will be highly elucidated through changing attitudes and beliefs about the nature of students with learning disabilities. Through undertaking my PIP, I will aim to broaden my social and cultural literacy which will enable me to gain a stronger understanding towards students with disabilities within the mainstream school. This in turn will make me more self-aware of surrounding peers’ values.

4

Log As the school year was concluding in 2019, The major HSC component that my Society and Culture teacher had been talking about the past nine months was now at my fingertips. At the beginning of Year 12, various topics were still jumbled in my mind, muddled and broad. A few ideas that I was interested in generally fit into my personal experience, and that I would be inquisitive about undertaking. In order to decide on an idea for my Personal Interest project I created countless mind maps and pages of notes on certain topics that caught my attention.

As I sat in the quad of my school, observing the interaction between students and teachers that is when the idea appeared to me, I realised I wanted to further examine the importance of inclusiveness of students with a learning disability within the mainstream school that I attend. In saying this, I became curious on how educators effectively accommodate students with special needs. The often generalised and oppressive opinions on whether if students with disabilities should be included within mainstream classrooms encouraged me to choose this as my Personal Interest Project (PIP) topic since it still remains a controversial subject of discussion in the macro world of education. Secondary research was lengthy as authentic information had to be scoured from the depths of thousands of online articles, documentaries and videos.

During the six weeks holiday period, in order to make a start on my Introduction and Log, I had to use my time wisely. I faced major setbacks that made me unable to be consistent with the time that I had been given but managed and handled it. In my spare time I would find any secondary articles and resources that will further my knowledge making me a mini expert within my field. This made me decide on the track I was heading towards with my primary research and what I needed to achieve in order to get the answers I was looking for. After unceasing secondary research, I had written my introduction.

As part of my primary research, I intended to meet with Deputy Principals which would be a space where I could conduct several interviews in a short amount of time. Due to unforeseen circumstances, I was unable to attend. Nonetheless, I still had a chance to interview teachers for qualitive, open-ended answers in regard to their viewpoints and experience of an inclusive classroom which provided valuable insight and added depth to Chapter 2.

The pressure levels spiked, and motivation levels were fluctuating. As PIP chapters were arranged, it developed from macro, meso to micro world representations and perspectives where each chapter would explore these ideas. Finally receiving the constructive feedback from my teacher, the structure had been finalised, writing ensued and there were periodic times of major development. 5

Through the development of my PIP, I can honestly say that the goal that I had set has been achieved which endorsed me to develop my social and cultural literacy as it helped me synthesise public knowledge with personal experience.

6

Chapter 1: Identification of Inclusive Education “A child with ‘special needs’ catches the ‘special bus’s to receive ‘special assistance’ in a ‘special school’ from ‘special education teachers’ to prepare them for a ‘special’ future living in a ‘special home’ and working in a ‘special workshop’ for ‘special wages.” – (Nicole Gross, 2019)

When I think of the word special, I often think of something valuable and meaningful towards me as it is a positive adjective, right? However, this quote that was stated by Nicole Gross deeply touched me as the word special has been used as a euphemism to refer to an individual with a disability. Many people with disabilities do not classify themselves as having "special needs" and usually consider this euphemism insulting or condescending. Inclusive Education involves accepting the uniqueness of humanity and welcoming all students as equal members of an educational community. It means valuing and encouraging the full involvement of all individuals within mainstream educational settings. All students that undergo learning disabilities have the right to be included in an inclusive classroom regardless of their differences. Instead of recognising this issue, the reality in current society generally entails a negation of personhood. Inclusive education is an approach to education that is freed from discriminatory views, perceptions, and practices, including free from ableism. Inclusive education needs incorporating inclusive ideals to ensure that all children belong, contribute, and flourish.

Special educational considerations cannot be viewed in isolation since they occur within a socio-economic context, a political context, and an environmental context. However, there are various barriers that students, families, and educators encounter. Current efforts to uphold all students’ rights are being impeded by a lack of understanding of inclusive education and misappropriation of the term. Additional limitations also encompass the shortage of support to facilitate inclusive schooling, inadequate education, and professional development for teachers and other professionals and also negative and discriminatory attitudes.

Australia’s policy has been to incorporate students with disabilities for part or all of the day whenever possible into regular classrooms, since the mid 1970’s1. This was in response to both research findings on the relative effectiveness of special educational settings, as well as a shift in Western world attitudes towards how students with disabilities should be taught, and indeed live their lives. However, specialised segregated facilities remained an option for children with severe disabilities. Students who were often integrated, but not always, had some level of curriculum modification and support from the teacher’s aide. Children with similar disabilities were often transferred to a school where such resources could be centralised, since some kids needed specific modifications, such as stairs, adjusted toilets, large print or braille materials. As a result, 1 D.Konza (2008). Inclusion of student with disabilities in new times: responding to the challenge 7

many students were unable to attend their neighbourhood school, although they may have been in a more accommodating setting.

In the last two and a half decades, the idea of "inclusion" has increasingly intensified the debate over the education of disabled students (Florian 1997) 2. Inclusion aims to eliminate the difference between special and standard education entirely and to offer equal services for all students at their local school regardless of their level of disability. It involved a complete restructuring of the educational system so that all schools will have the responsibility of supplying the facilities, resources, and an adequate curriculum for all students regardless of their disability. It is a philosophical move away from the integration of students with special needs into a “normal” system, into a completely inclusive model where all is considered equal, and where the needs of everyone can be fulfilled. This development occurs within a broad agenda for social justice, which argues that equality for all must include access to a local school for all students. This development has been supported by the United Nations Convention policies which uphold the right of children (UNC, 2006). Education departments have committed to a policy of ‘inclusive’ education in all Australian states and territories, and there is a general perception that integration is the most ethical and moral approach to educating students with special needs. The UNESCO3 Salamanca Statement on Special Needs Education states unequivocally that ‘regular schools with an inclusive orientation are the most effective means of combatting discriminatory attitudes, creating welcoming communities, building an inclusive society, and achieving education for all.’ Therefore, they provide the majority of children with an effective curriculum and improve the efficiency and ultimately the cost-effectiveness of the entire education system. In Australia, the Disability Discrimination Act 4 (1992) encourages the enrolment and full inclusion of disabled students in mainstream schools. All state education policies include a substantive acceptance of inclusion and endorse inclusion "wherever possible" and "when in the child's best interests". This also requires educational authorities to make reasonable adjustments to ensure that disabled students are able to participate in classes and activities and access facilities and services on the same basis as students who do not have a disability. In reality, the concept of inclusion goes far beyond this. Analysis from the face to face interviews indicated that parents from Middle Eastern cultural backgrounds were limited to their exposure to learning disabilities. The answers highlight that due to poor socio-economic backgrounds, parents had limited knowledge and understanding on how to deal with their child’s learning disability and did not believe that they required any help or assistance in learning how to cater for or accommodate to their child’s learning. 2 Florian, Lani (1989). An examination of the practical problems associated with the implementation of

inclusive education policies 3 UNESCO Salamanca Statement on Special Needs Education 4 Disability Discrimination Act (1992) 8

A main major driving factor behind the disparities between Western and Middle Eastern cultures is Islam, which is the dominant religion in the Middle East, and is a powerful guiding force in deciding what people in Middle Eastern culture consider to be a good quality of life (Hammoudeh, 2012)5. Another factor that can have an impact on the quality of life of families with children with intellectual disability is the extent to which these families have access to different forms of Social Services. Support may take many forms, ranging from assistance with care and household tasks, to assisting with the education of children with special needs, to emotional support for carers and siblings to financial help with the costs of caring for intellectually disabled children (Meral et al., 2013). To investigate the gaps between inclusion and adjustments, and in particular to examine whether adjustment making meets the expectations of inclusion in action, educators in the public high schools in western Sydney were interviewed. The interviews collected information about the nature of the classroom and the kind of adjustments that are needed to accommodate to students with specific needs. Primary research was conducted with the Deputy Principal in the form of an interview. Interestingly, a question was proposed asking, “How do you measure that the support system suits the students’ learning needs?”. Analysis from the Deputy Principal interview response mentioned, “We look at the medical reports from the doctor and see if there is a decline or more loss in their disability. We meet two times a year and see if extra funding is needed.” This indicates that the school tries to facilitate the students learning needs, however realises that as a leader of the school she will continue to support the student’s learning needs by having meetings twice annually. She also mentions that parents are resistant to change as they do not allow their children to access media and Google Classroom to complete set tasks. This is an identification of accessibility to curriculum and rights to the students learning needs the school is providing. Nonetheless, Arab parents are resistant to change as research demonstrates that different cultural variables may affect a family’s desire to seek professional services for their children with disabilities. Al-Busaidi (2010)6 indicated that people around the world, mainly Arabs, do not seek mental health services nor assistance as this is a sign of weakness, failure or insanity. It is highly frowned upon within the culture. Whereas, many other cultures have a perspective on seeking help as a wise and intelligent choice (Zhang & Bennett, 2003)7. Interestingly, the Asian culture “rely on the professional’s perspective, because professionals are perceived as those who have the

5M. Hammoudeh, M. (2012). Islamic Values and Management Practices: Quality and Transformation in the Arab World. p.194. 6 Zakiya Q. Al-Busaidi (2010). A Qualitative Study on the Attitudes and Beliefs towards Help Seeking for Emotional Distress in Omani Women and Omani General Practitioners: Implications for Post-Graduate Training 7 Zhang, C. and Bennett, T., 2003. Facilitating the Meaningful Participation of Culturally and Linguistically Diverse Families in the IFSP and IEP Process. Focus on Autism and Other Developmental Disabilities 9

knowledge” (Seung, 2013, p. 16)8. This indicates that various cultures perceive learning and health difficulties in a different light. This can impact the students learning, positively or negatively.

8 Seung, H., 2013. Cultural Considerations in Serving Children with ASD and Their Families: Asian

American Perspective. Perspectives on Language Learning and Education 10

Chapter 2: What Are the Effects “Inclusion is a right, not a privilege for a select few.” Judge Geary, oberti v. board of education This controversial topic is highly affected in my micro world, leaving me questioning and curious about what the school as a community has to offer for these students who struggle with a learning disability. Using my hypothesis, I am interested in the number of measures, procedures, and mechanisms the school as a whole is willing to combat and override in this occurring issue within today’s society. Also, whether or not these actions are effective enough in achieving their purpose.

Students with learning disabilities not only have problems with reading, writing, math, memory, or organisation skills but other difficulties that go far beyond. Students can develop negative self-esteem when they encounter constant struggle and failure, even when others are providing support and encouragement. This will result in low self- esteem and a lack of confidence which will not only do further damage but may also interfere with learning and academic success. Which in turn, leads to having phycological difficulties such as anxiety, depression and also bullying due to the stigma and lack of expectation for potential.

In hindsight, teachers are faced with socio-emotional factors that may contribute to negative wellbeing. My primary research indicates that teachers and Deputy Principals are consistently tryin...