Special students’ education

下面为大家整理一篇优秀的paper代写范文- Special students’ education，供大家参考学习，这篇论文讨论了特殊学生的教育。有研究表示，残疾学生在普通教育课堂上比在特殊教育课堂上更能发挥他们的能力，通识教育环境不仅能提高他们的交流能力、阅读能力和提高他们的自我认知以及自尊，还能使他们更好地适应能力和社交能力，以适应放学后的主流社会。

There is a group of children who suffer from the disease of deaf or hard of hearing. They cannot hear outside voices clearly since they are young, and the sound they are able to hear is unclear in their world. Difficulty in hearing has a negative impact on children’s hearing and speaking. The phenomenon of deaf or hard of hearing makes children hard to hear other person clearly or completely, and thus they cannot practice the ability of speaking. One can thus say that deaf or hard hearing children could not transfer to mainstream education. According to DEBATE. org’s debate about “Should special education students be mainstreamed?” , 68% of people believe that it is impossible for special education students to be mainstreamed because “mainstreaming is expensive”. Additionally, in the normal class, they will get more stressful as compared in special class because normal professors could not reduce their teaching speed, and “they would likely not receive the same attention and special requirements if introduced to a regular study environment”. When a disabled pupil is introduced in a regular class, they could possibly distract other students and take all the attention of the teacher” (Debate.org). However, I disagree with those reasoning because I think that students who are deaf or hard of hearing could succeed more in social relationships in general education as compared with special education.

By definition, social relationship refers to the “sum of the social interactions between people over time” (Nugent), and that include family relation and peers relation. Human relation plays an essential role in people’s lives, especially for deaf and hearing impaired students, as it can improve their ability to think and learn. Developing social abilities as well as the abilities to adapt to different social relationships enable deaf and hard of hearing children to adapt to the mainstream society after their education. For ordinary hearing students, attending different activities, hanging out with friends, going outside with friends and to meet new people are an important part of their lives for them to develop their social skills and to integrate themselves in the social setting. Being deaf or hard hearing limits their abilities to communicate as smoothly as other children do. However, to some extent, as social outcome can be measured through social interaction, peer relationships, and social skills, the communications as well as social relationships of deaf and hard of hearing children can also be evaluated but from different perspectives.     

First of all, students who are deaf or hearing impaired do not have much interaction with their classmates whether DHH or hearing peer interaction are influenced by their social skill or language, especially is hearing peers. For instance, according to Shirin D. Antia and Kathryn H. Hreimeyer studies:

Levy-Shiff and Hoffman (1985) observed kindergarten DHH and hearing children in the same classroom, and noted that the DHH children interacted with peers about 43% of the time, whereas the hearing children interacted with peers 68% of the time…. Vandell and George (1982) compared dyads consisting of DHH and hearing preschoolers…. The DHH dyads spent only 24% of their time interacting with each other, whereas the hearing dyads spent 62% of their time interacting with each other (Antia et al, 42)

Secondly, social relations are important to the development of children in the long term, but that is very difficult for DHH children to establish friendly relations with hearing peers because “they have lower social status, and report more loneliness than do hearing children (Martin, 108).” Basically, deaf or hard hearing can affect DHH children’ emotion and behavior. They are afraid to make normal friends because of deafness or speaking quietly, and also they will easily get fatigued due to the level of hearing that can make them feel restless and shows exasperation, so they would rather make friends who are DHH than meet hearing peers (Dye, 10). However, the hearing children who they can join any club or sport club at school, and they can play games with peers. This is also a way of communicating with hearing peers and to make friends.

Third, a social skill is skill that promote communication and communication with others to entry into peer groups but this is especially problematic for them. According to their case study by “Messenheimer-Young and Kretschmer (1994)”:

A five-year-old hard of hearing child in an integrated preschool. They noted that adults prompted the child to enter the group by asking “Can I play?” but that this strategy was not successful…. The authors observed the child using several strategies similar to those of hearing classmates. These included nonverbal entry, extending an invitation to play, offering an object to a peer…. Seventeen percent of the child’s initiations were successful in eliciting a positive response from other children. The hearing children had success rates of 15% to 74% (Antia et al, 50).

These studies suggest that it is critical for special teachers should spend their time and attention to students’ social and emotional development when they go into mainstream class. However, although there are no significant differences found between general and segregated students in terms of their skills and behavior, children from general integrated learning environment generally progressed better in terms of managing and improving their overall abilities in social situations. Conversely, children from segregated learning environment generally progressed worse and even regress in developing their skill sets and social competence. Even contrary to general expectations that students with special education receive better care and resources for their social and emotional development, students in segregated education environment actually does not receive a greater concentration of educational resources and effectiveness in learning (Cole and Meyer, 1991).

According to the study conducted by Susan van Gurp, deaf students who were integrated with hearing students have better self-perceptions regarding their reading ability as compared with those study in special classes, and according to Manfred Hintermair, great communication conditions indeed immunize deaf and hard of hearing people against mental problems and to a great extent ensure overall satisfactory psychosocial development (Hintermair, 2007). Sending deaf and hard-of-hearing students to special education schools limit their chances to communicate with hearing children as well as their opportunities to fit themselves into the mainstream society. On the contrary, if they are provided with general education, they will have the opportunities to communicate more with different kinds of people, thus improve their reading abilities and self-perceptions, and help them to gradually gain self-esteem and develop great social skills.

For the children with deaf or hard-of-hearing problems, the mainstream education is better than special education because special school removes DHH children from the mainstream. Special school will create many problems for DHH children’s future life including how they communicate with your peers, and how to integrate into the mainstream society. They may find it hard to get used to communicating with people and to integrate into mainstream society. On the other hand, special education will also put labels on DHH students that will make them feel like they are incomplete and different from others. This hurts their self-esteem. Self-esteem is not a process that comes to maturity and stays in place but it’s a process that is ever-changing (Schweiger, 2008). Outside environment plays an important role in influencing children’s self-esteem, especially that of DHH children. Isolating DDH children in special education schools provide no good to those children to develop their self-esteem.

In conclusion, disabled students better develop their abilities in the general education classroom than in the special education classroom. A general education environment is better for deaf and hard-of-hearing as well as other disabled students because the environment not only enables them to improve their communication and reading abilities and increase their self-perceptions as well as self-esteem, but also better prepares them with the adapting abilities and social competency in order to adapt to the mainstream society after school.

Reference

“should special education students be mainstream?” Debate. Org. N. p., n. d. Web. 06 Aug 2017.

Hintermair, Manfred. "Self-esteem and satisfaction with life of deaf and hard-of-hearing people—A resource-oriented approach to identity work." Journal of Deaf Studies and Deaf Education 13.2 (2007): 278-300.

van Gurp, Susan. "Self-concept of deaf secondary school students in different educational settings." Journal of Deaf Studies and Deaf Education 6.1 (2001): 54-69.

Schweiger, Ingrid. Self-esteem for a lifetime: Raising a successful child from the inside out. AuthorHouse, 2008.

Cole, David A., and Luanna H. Meyer. "Social integration and severe disabilities: A longitudinal analysis of child outcomes." The Journal of Special Education 25.3 (1991): 340-351.

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