This website uses cookies to ensure you have the best experience. Learn more

Accommodating Differences Between At Risk Students, Students With Behavioral Disorders And Homeless Students

822 words - 3 pages

The purpose of this paper is to highlight three different groups within a typical classroom, the identifying characteristics of each, the challenges they pose and ways to accommodate them to advance learning.
Group 1: At Risk Students
Characteristics
Many at-risk students are ones with special educational needs, such as, learning disabilities, emotional and behavioral problems. Most at-risk students soon drop out of school but, most have the following characteristics:
• Usually low academic achievers with low self-esteem.
• Most are males and minorities
• From low socioeconomic status families.
• Older age than their peers in the classroom.
• Have disciplinary and truancy problems.
• Exhibit impulsive behavior problems.
• Family problems, drugs, pregnancies, and other problems that interfere with their connection to school. This does not mean that these are the only students that will dropout of school. Some students that dropout of school comes from two-parent, middle income homes, and are actively involved in school and participate in school activities (Donnelly, 2000).
Challenges to teacher
Some of the challenges to teachers are:
• Must overcome the traditional concepts of education.
• Overcome the belief that at-risk students are deficient, and need slow skilled-based instructions.
• Must focus on working together in the classrooms as teams.
• Spend more time on coordinating instructions.
• Develop strategies for engaging students in active listening.
• Teachers must have significant support from administrators, community members, and parents (Ogle, 1997).
Accommodations
• Identifying at-risk students early.
• Regularly evaluate.
• Encourage participation in school and school’s activities.
• Create bridges between students and the curriculum so that students will understand the purposes and value of learning.
• Provide a warm classroom atmosphere and provide extra support
• Teacher should be alert to the symptoms of at-risk students.
• Curriculum should be at a level which includes some of their cultural, values and personal needs (Donnelly, 2000).
Group 2: Student with Behavioral Disorder
Characteristics
Most students that come from socioeconomic statues background are considered as special need students. These students are identified as having cognitive or behavioral problems. Their characteristics are as following:
• Has aggressive behavior toward others.
• Display bullying, threatening, or intimidating behavioral.
• Physically abusive to others.
• Destroy others property.
• Care little about other people feeling, wishes, and well-being.
• Feel no guilt or remorse.
• Blame other for their misfortunate.
• Low self-esteem (West Virginia University, 2007).
Challenges to teachers
• It is recommended that the functional behavioral assessment (FBA) of aggressive and negative behavioral be mandated for students with disabilities according to the Individual with Disabilities Education Act (IDEA) of 1997.
...

Find Another Essay On Accommodating Differences Between At Risk Students, Students with Behavioral Disorders and Homeless Students

At-Risk Students and The BC Curriculum

2486 words - 10 pages occupation. But for students at-risk for drop out, these attributes serve to exclude and marginalize them. This is the opposite effect of the intended policy of inclusion. According to the Ministry of Education website, the purpose of the policy of inclusion is to address a wider variety of diversity needs. Diversity refers to the ways in which we differ from each other. Some of these differences may be visible (e.g. Race, ethnicity, gender, age

At Risk Students and Reading Proficiency

1180 words - 5 pages schools around the country are inundated with a high volume of students that cannot read or comprehend at level text, causing them to be labeled at risk. These students have been identified as being at a disadvantage both economically and academically. Although many unknown factors contribute to the development of poor readers it is not without saying that outside factors –poverty, attendance, English Language Learners

Students with Emotional/Behavior Disorders

1667 words - 7 pages students suffering emotional/behavioral disorders. It stands to reason that yoga may be particularly beneficial for that population, which is what Powell, Gilchrist & Stapley (2008) were hoping to find. Powell, Gilchrist & Stapley (2008) implemented “an intervention involving massage, yoga and relaxation delivered to young children with identified emotional and behavioral difficulties… [called] the Self-discovery Programme (SDP)” (p. 403). There were 54

Helping Homeless Students

708 words - 3 pages step in helping homeless students get off the streets. To conclude, homeless students need help; with jobs becoming more and more rare and shelter requirements escalading, where can these students turn for help. To ensure fewer students on the streets, creating jobs essentially for students and reducing shelter requirements is a necessity. Living without a permanent residence is a hardship no person should have to deal with. If these two

TRAILS Program for At-Risk Students

1560 words - 7 pages well with adolescents who struggle with concerns such as, refusal to attend school, poor academic achievement, learning differences, ADHD, defiant behavior, depression, anxiety, and substance abuse (Trails Carolina). “Whatever their distractions have been—emotional, behavioral, academic or motivational– at Trails Carolina, we provide each student with a chance to see learning with “new eyes” and to practice new therapeutic tools in a real world

Multigrade Classrooms: Are Our Students At Risk

3129 words - 13 pages significant differences. (Miller, 1988)         Yerry (1964) investigated the differences between students combined in grades 1-2, 3-4 and 5-6 with students from single-grade classes. Differences between levels within the multiage group were also compared. At grades 2, 3 and 6, there were no significant differences from single-grade students. (Yerry, 1964) But at grades 1 and 5, significant differences favoring multigrade classes were found for

The U.S. Education System and Adolescent Students At-Risk

3739 words - 15 pages and encouraged to teach two different subjects to help them develop stronger bonds with students. Teams are also formed to create and maintain partnerships between the school, families, and communities to better support learning. An independent longitudinal study of the TDMS schools and comparison sites found significant increases in reading and math abilities after one year in both normal and at-risk students (Mac Iver et al., 2000). Several

Students and Teachers: Their Differences and Similarities

853 words - 4 pages school activities. They all have families that are counting on them to do their part and be there when needed. Despite all the differences between teachers and students, there are a few similarities. I'd like to conclude by saying that although there are some obvious similarities between students and teachers, there are more differences. I have presented but a few of these similarities and differences. If you are interested in this topic, I

Engaged Students and Passive Students

868 words - 4 pages learning environment, so they understand the new information from their lecture and can execute the prior knowledge into new knowledge about the content then practice using it. While, passive students are who assumed attending the course will fill their minds with knowledge. Dr. Michael Schmoker said “a study that found of 1,500 classrooms visited, only 15 percent of the classrooms had more than half of the class at least paying attention to the

Protecting Students at Universities

1957 words - 8 pages provide a safe and caring atmosphere for their students. The awful murders at Virginia Tech suggest that the FERPA laws should be modified for better communication between faculty members, colleges should demand their students to fill out forms indicating if they have received counseling, colleges should offer students a 24-hour counseling chat room and provide students with anonymous surveys regarding mental health in order to prevent putting

Identifying Communication Disorders in Students

959 words - 4 pages offers communication disorder assessment methods such as hearing screenings, direct observation in classrooms, language sampling and interviews between teachers and students. It is understandable for teachers not to notice a student's disorder initially however, as Sunderland explains, it is far too common that teachers overlook communication disorders and mistake them for rude or disrespectful behavior. (211) This is the point at which action

Similar Essays

Students With Eating Disorders Essay

2068 words - 8 pages college women surveyed had dieted in some way and often. Plus the common age of people with eating disorders are between the age of 12 and 25 years old. While these statistics only touch on female students; males are not immune to eating disorders and are a growing number in this population (ANAD, 2014). Historical Misconception and Stereotypes The history of eating disorders and the associations and perceptions eating disorders have is a

Students With Emotional And Behavioral Disorder (Ebd)

1620 words - 6 pages Students with emotional and behavioral disorder (EBD) exhibit various characteristics relevant to their identified diagnosis. The primary characteristic of students with EBD is problem behaviors are displayed at school, home, community, and other social settings. These problem behaviors are described professionally as externalizing and internalizing behaviors that students with EBD often engage in regularly. Externalizing behaviors are described

Music Therapy And Its Impact On Students With Emotional And Behavioral Disorders

2293 words - 9 pages transition between activities, teachers can use specific auditory cues, such as ringing a bell, playing a progression on the piano, or asking an intriguing question” (De L'etoile, 2005, p. 37). This can stimulate and prepare a child to move to the next task their teacher requires them to do. Journalists Sausser and Waller created a model for music therapy that can help students with emotional and behavioral disorders. Sausser and Waller discuss how

Educating Students With Emotional And Behavior Disorders

817 words - 3 pages In reading chapter seven of the textbook, the education of students with emotional and behavior disorders was not common before the turn of the twentieth century. Before children were thought of as having mental illnesses, many researchers thought that this was only diagnosed in adults. For a child to be known to have a mental issue back in the nineteenth century was said to be evil or satanic. It was very challenging to study emotional behavior