UNDERSTANDING LOW EXPECTATIONS

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Running head: UNDERSTANDING LOW EXPECTATIONS Understanding low expectations of the special education teachers for their students 1 UNDERSTANDING LOW EXPECTATIONS 2 UNDERSTANDING LOW EXPECTATIONS OF THE SPECIAL EDUCATION TEACHERS FOR THEIR STUDENTS Problem Statement It is believed that many students go to school with high expectations of success (Gartner & Lipsky, 1987). Many of them enter classrooms with their ambitions and goals high on their shoulders ready to triumph over any obstacles on their road to success. However, teachers have low expectations for some students, especially those students with special needs. According to Rotatori & Obiakor (2014), research has revealed that at least 86% of teachers have low expectation and perception of their special needs students’ potential to succeed. This in return affects the students’ desire and determination to achieve their full potential in life. This continues to be a major problem in the special needs education sector. This study is aimed at identifying the impact of low expectation of teachers for their special needs students, identifying how teachers can change their lesson plans to suit their special needs students, and whether is it beneficial to teach the special needs students. Separating students in groups according to their abilities is one thing that is common in many learning institutions in the world, probably due to the ability of every student to respond to situations differently. According to Tomlinson (as cited in Gilmore & Cuskelly, 2003, p.46) states that “The logic behind separating students by what educators perceive to be their ability is that it enables teachers to provide students with the kind of instruction they need”. However, low expectations of the teachers for their special needs students can affect the students in their classroom and in life negatively. Rotatori & Obiakor (2014) state that at least 86% of teachers selectively determine what to teach to their students, depending with their abilities. They also determine what exercises or activities the student will engage, which ruins the determination of UNDERSTANDING LOW EXPECTATIONS 3 special needs students, who might be eager to participate and engage in every activity the normal students undergo. Denying them some activities makes students to think that they are inadequate in their capacity to perform in the classroom in comparison to their classmates. Therefore, low expectations can ruin the classroom, more so when the students do not perform well in tests. It is necessary for teachers to make positive assumptions about students and to make sure that those assumptions are based on consistent data. Thus, it is important to provide a classroom environment that ensures that even the students with disabilities have a chance to stretch their skills and show what they know (Ford, 1998). This helps them to discover unknown talents, abilities and innovative ways of handling things, thus helping them to grow and develop intellectually as well as physically. Significance of the study Innumerable studies have been conducted to explore the characteristics of students with disabilities and behavioral disorders as well as the views of teachers regarding incorporating these students in the general education system (e.g., Gartner & Lipsky, 1987). However, research has not been conducted to relate teachers’ attitudes towards students’ low expectations of themselves. This is a major concern and conducting such a research would help instructors to identify their attitudes towards particular students, which will precisely result in more effective and efficient inclusion of the students (Campbell et al., 2001). In this light, this study is to identify whether it is the special needs students or teachers that have an initial low capability attitude, which then affects the whole learning process of special needs students. As such, this research will be a pace setter, enabling teachers to understand whether it is their negative attitude or students’ attitude that hampers the learning process of special needs students. Research Purpose UNDERSTANDING LOW EXPECTATIONS 4 This study aims to compare the attitudes of the teachers with that of the special needs students to determine which group has an initial low expectation standards, which then affects the whole learning process, leading to low performance of special needs students. This will definitely show if different education instructors have varying attitudes toward including learners with low expectations in their education system. This research is also aimed at examining whether the classroom differences exhibited by different students is because of the biased expectations on students by their teachers. The research will also find out how the teachers relate with this students in the classroom, especially those with diversity and special needs. Research Questions The research consisted of 4 questions that assessed the teacher's opinion about the importance of including the students with special needs and the notion of how their attitude affects the inclusion process. 1. It would be academically beneficial for these students to be in general learning setting? 2. How do teachers adjust their lesson plans to meet the needs of the students with diabilities? 3. How do teachers handle the diversity of children’s skills and abilities? 4. What is the relation or comparison of teachers and students’ attitudes in regard to special needs student’s capabilities? Interview questions UNDERSTANDING LOW EXPECTATIONS Some of the questions I asked the instructors in order to rate their attitudes and level of agreement includes the following statements: 1. How do the teachers feel while teaching these students? 2. Do other students in the class joyfully accept special needs students? 3. Do you feel proud teaching diverse and special needs students in your classroom? 4. Do you adjust your lesson plans to meet the needs of the diverse and special needs students? References 5 UNDERSTANDING LOW EXPECTATIONS 6 Campbell, J., Gilmore, L., & Cuskelly, M. (2003). Changing student teachers attitudes towards disability and inclusion. Journal of Intellectual and Developmental Disability,28(4), 369- 379. Ford, D. Y. (1998). The Underrepresentation of Minority Students in Gifted Education. The Journal of Special Education,32(1), 4-14. Gartner, A., & Lipsky, D. K. (1987). Beyond Special Education: Toward a Quality System for All Students. Harvard Educational Review,57(4), 367-396. Rimm-Kaufman, S. E., Pianta, R. C., & Cox, M. J. (2000). Teachers’ judgments of problems in the transition to kindergarten. Early Childhood Research Quarterly,15(2), 147166. Rotatori, A. F., & Obiakor, F. E. (2014). Multicultural education for learners with special needs in the twenty-first century. Charlotte: Information Age Publishing, Inc.
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