scholarly journals The Impact of Zero Tolerance Policy on Children with Disabilities

2018 ◽  
Vol 8 (1) ◽  
pp. 1 ◽  
Author(s):  
Mariam Alnaim
Keyword(s):  
Learning Environment ◽  
Special Needs ◽  
Students With Disabilities ◽  
Behavioral Disorders ◽  
Children With Disabilities ◽  
Zero Tolerance ◽  
Disciplinary Action ◽  
Security Measures ◽  
Zero Tolerance Policy ◽  
The Impact

The Zero Tolerance policy was intended to eliminate learners who are a danger to a learning institution (Henson,2012). The development of this policy was to assist schools with better policing approaches of students conducts byemploying tough disciplinary action and subsequently provide a safer learning environment. While the ZeroTolerance policy sought to reinforce security measures in schools, the students with emotional or learning disabilitiesand behavioral disorders were predisposed to expulsions and suspensions (Henson, 2012). The situation is facilitatedby the all-encompassing nature of this policy as it fails to accommodate the fact that some of the behaviorsdemonstrated by students with disabilities are beyond their control. While some of these behaviors are considered tofall under the zero-tolerance policy guidelines, it subjects this group of learners several disciplinary actions that werenot initially included in addressing their special needs.

scholarly journals School Security and Safety for Students with Special Needs in the Kingdom of Saudi Arabia: الأمن والسلامة المدرسية لطلاب ذوى الاحتياجات الخاصة فى المملكة العربية السعودية

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
Mohammed bin Nasser al-Maatiq Al-Shahrani
Keyword(s):  
Saudi Arabia ◽  
Special Needs ◽  
School Safety ◽  
Children With Disabilities ◽  
School Security ◽  
Special Educational Needs ◽  
Negative Effects ◽  
Students With Special Needs ◽  
Regular School ◽  
The Impact

The study aimed at evaluating the school safety and security which is necessary to protect students with special needs in Saudi Arabia. The analytical descriptive approach was used  and study was divided into two main chapters: The first chapter deals with the conceptual framework by identifying the meaning of school security and safety, and identifying the special needs group. Then in the next chapter the researcher analyzed the current reality in Saudi society and diagnose it. The negative effects of not integrating special needs students in schools, and concluding with the most important recommendations and mechanisms to remedy these problems, and design a plan of action to implement the study and set a timetable for it. Results: Children with special needs face several problems, including psychological, educational or social, and the integration of this group into society in general and in schools is a complex issue. Integration is defined as providing opportunities for children with disabilities to become involved in the special education system as a means of emphasizing the principle of equality Opportunities in education and aims to integrate in general to meet the special educational needs of children with disabilities within the framework of the regular school and according to the methods and methods and methods of educational studies and supervised by the provision of a specialized educational system in addition to the cadres of education in the public school and many studies pointed to the impact Consolidation and support, including those rejected as a result of several positive and negative trends.

scholarly journals PSYCHOHYGIENIC ASPECTS OF TRAINING OF DISABLED ADOLESCENTS WITH PATHOLOGY OF THE VISION

2017 ◽  
Vol 2 ◽  
pp. 46-50
Author(s):  
Olga Sasina
Keyword(s):  
Literature Review ◽  
Learning Environment ◽  
Functional Status ◽  
Visually Impaired ◽  
Organizational Factors ◽  
Psychological Characteristics ◽  
Educational Institutions ◽  
Security Measures ◽  
New Research ◽  
The Impact

The objective of this article is to undertake a literature review to familiarize ourselves with the knowledge base; to summarize information about some psycho-hygienic aspects of teaching and visually impaired adolescents, including features of communication, learning environment, psycho-emotional stress in specialized educational institutions, as well as individual psychological characteristics of personality, emotional and volitional state of visually impaired and general patterns of physiological and psychological characteristics and health of adolescents with vision pathology. To examine the system of security measures in order to optimize the learning environment for the promotion of mental health of the studied contingent and the nature and impact of the learning environment on functional status and health of adolescents with vision pathology. To investigate the impact of current patterns of complex sanitary and regime-organizational factors of training on functional status and health of adolescents with vision pathology. A thorough literature review helps to lay the foundation for a study, and can inspires new research ideas.

A Parent’s Guide to Support Technologies for Preschool Students with Disabilities

2013 ◽  
pp. 1340-1356
Author(s):  
Laura Baylot Casey ◽  
Robert L. Williamson
Keyword(s):  
Young Children ◽  
Special Needs ◽  
Students With Disabilities ◽  
Children With Disabilities ◽  
Assistive Technologies ◽  
The Internet ◽  
Preschool Students ◽  
Young Children With Disabilities ◽  
Multiple Uses ◽  
Source Of Information

Parents encounter many challenges when facing the need to raise and support a child with a disability. Many find technology to be of assistance, first turning to the Internet as a source of information and later turning to assistive technologies to directly support the needs of their child. This chapter outlines the multiple uses of technology related to the raising and support of young children with disabilities. The information provided serves to give an overview perspective while simultaneously providing actual specifics related to technology that can be useful to parents throughout the journey of raising a child with special needs.

scholarly journals STUDI IMPLEMENTASI PEMBELAJARAN MODEL SISWA INKLUSI DI SDS MUTIARA HATI PONOROGO

2021 ◽  
Vol 1 (1) ◽  
pp. 84-90
Author(s):  
Dian Puspita Sari ◽  
Fuad Fitriawan
Keyword(s):  
Data Analysis ◽  
Special Needs ◽  
Students With Disabilities ◽  
Teacher Learning ◽  
Inclusive Education ◽  
Learning Process ◽  
Learning Model ◽  
Children With Special Needs ◽  
Inclusive Schools ◽  
The Impact

Inclusive education is education for children with special needs so that they can study together with regular children in general. One school that implements inclusive education is SDS Mutiara Hati Ponorogo. Students with disabilities can study together with regular children without being discriminated against. The form of learning model applied in this school pays attention to the condition of the child. With the existence of inclusive schools, it can help children with special needs to get the same place to learn as other regular children and can bring the development of children with special needs to be better. Based on the results of the data analysis, it was concluded that (1) the learning process of inclusive students at SDS Mutiara Hati Ponorogo, namely inclusion students accompanied by a special companion teacher, learning in the same class with regular children and for the gradation is lowered, (2) the form of learning model Inclusion students who are applied at SDS Mutiara Hati Ponorogo are paying attention or adjusted to the conditions of their students by being monitored by psychologists and also the principal, and (3) the impact of implementing the learning model for inclusive students at SDS Mutiara Hati Ponorogo, namely that the development is getting up to the class the better and able to develop its potential.

A Parent’s Guide to Support Technologies for Preschool Students with Disabilities

2011 ◽  
pp. 271-287
Author(s):  
Laura Baylot Casey ◽  
Robert L. Williamson
Keyword(s):  
Young Children ◽  
Special Needs ◽  
Students With Disabilities ◽  
Children With Disabilities ◽  
Assistive Technologies ◽  
The Internet ◽  
Preschool Students ◽  
Young Children With Disabilities ◽  
Multiple Uses ◽  
Source Of Information

Parents encounter many challenges when facing the need to raise and support a child with a disability. Many find technology to be of assistance, first turning to the Internet as a source of information and later turning to assistive technologies to directly support the needs of their child. This chapter outlines the multiple uses of technology related to the raising and support of young children with disabilities. The information provided serves to give an overview perspective while simultaneously providing actual specifics related to technology that can be useful to parents throughout the journey of raising a child with special needs.

scholarly journals Beyond the brick walls: Homeschooling students with special needs

2013 ◽  
Vol 32 (2) ◽  
pp. 98-111 ◽  
Author(s):  
Kathleen B. Cook ◽  
Katie E. Bennett ◽  
Justin D. Lane ◽  
Theologia K. Mataras
Keyword(s):  
Public School ◽  
Special Needs ◽  
Students With Disabilities ◽  
Children With Disabilities ◽  
Children With Special Needs ◽  
Students With Special Needs ◽  
Academic Instruction ◽  
Current State ◽  
Public School Educators ◽  
State Of Research

The percentage of children with special needs receiving academic instruction at home has substantially increased since a resurgence of homeschooling during the 1990s. In light of this information, the purpose of this article was to provide an overview of the history and laws related to homeschooling, the characteristics of homeschool families, and the relevant issues that parents of children with disabilities encountered when choosing to homeschool. This is followed by a discussion of the reasons parents chose to homeschool their children with special needs, as well as the current state of research on homeschooling students with disabilities. Finally, suggestions related to homeschooling students with disabilities were made for future researchers, parents, and public school educators.

Kindergarten Teachers' Perceptions of Instructing Students with Disabilities

1999 ◽  
Vol 20 (3) ◽  
pp. 184-191 ◽  
Author(s):  
Sharon Vaughn ◽  
Meryl Reiss ◽  
Liz Rothlein ◽  
Marie Tejero Hughes
Keyword(s):  
Special Needs ◽  
Students With Disabilities ◽  
Children With Disabilities ◽  
Kindergarten Teachers ◽  
Kindergarten Children ◽  
Children With Special Needs ◽  
Teachers Perceptions ◽  
Outcomes For Children ◽  
Prekindergarten Programs

This investigation determined the perceptions of kindergarten teachers about the desirability and feasibility of practices identified to enhance outcomes for children with disabilities as they make the transition from their prekindergarten programs to kindergarten. Thirty-one kindergarten teachers participated by completing the 28-item, Likert-type (1 = low, 5 = high) Adaptations for Kindergarten Children with Disabilities questionnaire and responding to two open-ended questions. Applying the Wilcoxon signed ranks two-tailed test, it was shown that, with the exception of one item (maintain portfolios), there were statistically significant differences between teachers' views of the desirability of implementing each practice and the feasibility of implementation. Furthermore, the median scores for desirability of implementation were less than 5 for only two items, while most of the ratings for feasibility received median scores lower than 5. Responses to open-ended questions revealed that the majority of teachers did not perceive that they were adequately prepared to teach children with disabilities, yet most teachers indicated that they were somewhat confident that they could make instructional adaptations for children with special needs.

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