Description
When answering questions please put each question before answering.
Why do you think that the number of students with physical impairments and health care needs is much higher than the number of children actually receiving special education services under those categories?
Do you think that the visibility of a disability is an important factor in terms of a student’s educational needs? Why or why not?
Imagine having “normal” intelligence in a body that is severely impaired. What frustrations and difficulties would you have in proving your intellectual abilities? What challenges would a teacher have in providing opportunities for you to succeed?
What is your biggest fear about working with a child who is technology-dependent? How can you combat that fear before you are faced with such a child?
What are some of the environmental modifications of which you are aware that enable people with physical or health impairments to more fully participate in day-to-day activities in homes, schools, and communities? Are there any modifications that are beneficial to people without disabilities as well?
How does the original description of Still’s disease as a “defect of moral control” coincide with the perception (or misperception, perhaps) of A D H D by some people?
What is the subjective nature of diagnosing A D H D?
What are the connotations associated with the terms emotionally disturbed and behaviorally disordered? Which do you think teachers perceive as having a better chance of success in class?
How do you distinguish disordered behavior from “normal” childhood roughhousing, pranks, tantrums, and/or moodiness?
Many of the assessment measures for identifying students with emotional and behavioral disabilities are subjective in nature. What power does this give to teachers and parents in determining this disability?
Although there is an overall underidentification of students with emotional and behavioral disorders, males are overrepresented in this category. Why do you believe that this is the case?
Teachers tend to be more concerned with those students who exhibit externalizing behaviors. What dangers are there in not identifying students with internalizing behaviors?
