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Session 18
Jordyn Aldrich
EDU 2010
SLCC
October 5, 2015

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Disabilities come in many different way. A few characteristics of disabilities are trouble
reading, poor spelling, difficulty counting, unable to focus or process information, problems with
perception, and a lack of emotional stability (Hardman, Drew, and Egan, 2014). Although there
are many forms and variations of disabilities, each persons specific needs are different from
another. Because of this, there is no way to categorize every person with a common disability the
same. An example of this would be two people with dyslexia (Hardman, Drew, and Egan, 2014).
One persons disability could potential effect other areas of their learning while the other person
only struggles with reading; these two people should not be receiving the same assistance.
Those with special needs face different academic challenges that effect their attitude and
influence their behavior. School is a fast paced environment where students are required and
accepted to reach specific points before being allowed to advance to the next grade. Each grade
has its own expectations of behavioral and academic growth which can be difficult for those with
learning disabilities. People with learning disabilities are frequently described as exhibiting
poor adaptive skills (Hardman, Drew, and Egan, 2014) making school that much more
challenging than it already is. If the students do not receive the assistance they need, this could
cause the children to act out and/or give up on school.
The effect that school has on those with disabilities adds a layer of responsibility for the
teachers. The more proactive general and special education teachers are about communication,
IEPs, and assisting the students specific needs, the better off the child will be. Inclusive
education is the perfect tool to create such an environment; Teacher attitudes about inclusive
education are very influential (Hardman, Drew, and Egan, 2014). The support the child receives
through inclusive education has to be specifically focused on his or her needs and understood by

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all parties involved. The more positive the teachers are, they more motivation the child has to
continue on their path of education.

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References Hardman, M., Drew, C., and Egan, C. (2014). Human Exceptionality School,
Community, and Family. 11th ed. UNITED STATES: Cengage.