'Education for Secondary Students With Mental Retardation Essay\r'

' study is most-valuable for any young psyche. All inessential train bookmans are pick uping come out front to their futures and independence. This is the goal that amiablely challenged assimilators also look forward to. It is the challenge of the check corpse to give distributively young individual the best possible chance at achieving the goal of independence or at the actually least performing periodic functions to the best of his or her dexterity. In sight for a school or instructor to accomplish this, the teacher must(prenominal) fall the bookman’s level of pedantic and conformive skills thus fix slip federal agency to booster him success effectivey transition into an firmament of avocation that matches his skills.\r\nEducation for Secondary Students with noetic Retardation Teachers who work with learners with disabilities face greater challenges in preparing their savants for the terra firma outside of school. some mentally retarded assimilators, however tramp be very functional and cut back affairs, if they are properly prepared for the world and religious serviceed to find their strengths. One of the set-back things the specific grooming teacher unavoidably to enjoy is that each disability is diffe carry and each disabled student has individual necessitys. one time the teacher has established that each student necessarily to be treated differently, then a plan jakes be break up for the student’s future.\r\nThe first timber in aid a student choke his full authority is to determine the skills he already has, such as his academic and adaptive skills. By using these skills, the teacher nookie champion the student brighten a successful transition from the academic world into the vainglorious world of employment. A final step in successfully educating picky inescapably students involves matching the student’s strongest skills with probable employment opportunities and tra ining the student for the suppose he would be most credibly to succeed in.\r\nWhen a teacher gets a special exacts student in her class, her first challenge is to find out what his natural skills are. The first set of skills that need to be evaluated are the student’s academic skills. academic skills consist what is unremarkably considered school k this instantledge or what the student learned in school. Academic skills accept skills such as critical thinking, reading, constitution and mathematical skills (Young, 2007). They are often considered the skills that piece of ass be taught.\r\nA teacher who wants to assure a student succeed needs to determine how well come aparted the student’s academic skills are developed and what theater of operationss of strength the student has in the state of academics. Although it is main(prenominal) for a teacher to cater a well rounded education to students, it is equally all-important(prenominal) to focus on the stude nt’s specific areas of strength. erstwhile the teacher has determined where the student’s strengths lie, a specific platform can be intentional for that student. A curriculum is a specific course of mull either for an entire class or, with special education, a specific student.\r\nIt stomachs a diverseness of blue print for the educational goals (Browder, 2001). A good reason for developing a curriculum for students with disabilities is to attention ensure overbearing out comes from the tuition being taught (Browder, 2001). This fundamentally means that by designing a curriculum specifically for an individual student, it result assistant that student maximize his academic strengths. adjustive skills are equally important to helping determine the best way to help students give-up the ghost their full authorisation. reconciling skills can be defined as â€Å"how well a person can deal with the tasks of everyday life.\r\nThese tasks include the ability to speak and understand; home-living skills; use of conjunction resources; leisure, self- safeguard, and companionable skills; self-direction. ” (Free health, 2007). Adaptive skills are the smorgasbord of skills that allow the student to adapt the information he knows into actions that can help them in daily living. These skills are vitally important in combination with the academic skills in order for a person to effectively adapt to the world and be independent. It is very important for teachers of mentally disabled students to help them develop their adaptive skills to increase the student’s independence.\r\nPart of this includes helping the student gain access to go with work that can assist in sundry(a) areas in the community (such as rent tending, adaptive equipment, or financial care). This is an another(prenominal)(prenominal) area in which individual maintenance is needed in order to chequer that each student reaches his utmost potential. A teacher n eeds to assess the social and daily survival skills that the student sustain and then help the student develop the areas of strength. In order to develop the skills, the student must practice the skills repeatedly and constitute on them.\r\nThe students, deal concourse without disabilities intrust to develop socially acceptable deportment and in order to develop this, they must try to retain it (Wacker, 1984). Once the level of skills and the student’s ability to adapt catch been determined, the teacher needs to find the best way to prepare the student for life outside of the school cathode-ray oscilloscope. closely mentally challenged people will direct some outside assistance in order to be successful. many another(prenominal) students passing last school go to chemical group homes or spend time in adult day care (Thompson, 1987).\r\nIn order to successfully transition a mentally disabled young person from the very structured school setting to the adult world , it will take the enfolding of more than just the teacher. Family members and community assistance needs to be involved, when looking into helping a mentally challenged young person adapt to life outside of high school. For at least the last form of the student’s school career, the teacher, parents, and the community social service workers involved should fill up to discover the most possible success plan for the student.\r\nThe young person should be included in the process of planning, in order to tally the plan more likely to succeed. The plan needs to be within the abilities and skills of the student, and include the student’s interest. The majority of the people classified as mentally retarded are considered to be high functioning enough to resilient alone and be employed if they are provided with some community assistance. If the student has successfully developed his strongest skills, then he is likely to become fairly well adjust to functioning in the community.\r\nThe teacher by the time of graduation needs to commence taught the student such basic skills as money management, meal preparation, grooming and safety. In addition to the basic skills, the student needs to guide developed some job skills, in order to obtain and maintain employment. The job skills are where the student’s individual areas of strength become important, as those strengths often correlate with the student’s interests. If the teacher and family members effectively helped the student develop the skills, the student is more likely to make a successful transition into the adult world.\r\nThose who choose to wear on their profess instead of with parents or family, often come upon into group home settings at least initially. Group homes are homes in which several(prenominal) mentally retarded people live together either with some full time supervision or chance(a) monitoring to provide assistance. Living in one of these homes can often help with the transition from school to independence. Employment opportunities for the mentally challenged vary widely based upon their skills and abilities. Many restaurants and grocery stores employ mentally challenged individuals for stocking shelves or greeting customers.\r\nIn some cases they help in group environments specifically designed to employ mentally retarded people. virtually of these places are set up to provide added support and structure for the disabled people. â€Å"Currently, plainly one-third of all disabled Americans with disabilities work, although the remain two-thirds who are not working would like to check a job, but may or may not be looking for one” (Brodsky, 1990). Those who would like to have jobs, but are not actively seeking them may not have been properly prepared by their school systems, their communities or their families.\r\nThese people need to be informed on the opportunities available to them and provided with assistance on finding suit able employment for their skill level and abilities. Most businesses now claim they are equal probability employers, which means that anyone can apply for positions in the company. Some jobs do have basic requirements either for specific position intimacy or for safety purposes, but the company can not turn take down a qualified applicant alone because they have a diagnosis of mental retardation.\r\nThis law has helped many disabled people have opportunities they might not have had available to them a number of long time ago. In addition to this many businesses are providing special accommodations for wheelchairs and hearing impaired employees to make jobs more accessible. Everyone has some talent and skills that other people do not be in possession of and everyone despite his or her disabilities has the right to reach his or her maximum potential. It is the job of gild to see that every child is raise to reach that potential.\r\nNo child should be left behind or scripted off as in fit of accomplishing anything. No one knows what a person is capable of until someone has helped the person achieve success. Everyone level the most intelligent people need some assistance to achieve his maximum potential. The new laws that have been passed in recent years have helped to ensure that the school systems provide the necessary assistance to help disabled children reach their maximum potential rather than just passing them on and counting them for the sake of the school census, until they reach the age of eighteen.Many schools today are de jure obligated to provide a copasetic education to every student.\r\nResources:\r\nBeker, Jerome. (1988) Transitioning Exceptional Children and youthfulness Into the Community. Hawthorn Press/New York. Booth, Tony. (1983). Policies Towards the desegregation of mentally Handicapped Children in Education Oxford Review of Education. Vol. 9, No. 3, 1983. Brodsky, Melvin. (1990) Employment Programs for alter Youth: An Internat ional View. Monthly force Review, Vol. 113, 1990 Browder, Diane. (2001) Curriculum and Assessment for Students with Moderate And grueling Disabilities.\r\nGuilford Press/New York. Cambridge, Paul. (2005) Person revolve around Planning and Care Management With peck With Learning Disabilities. Jessica Kingsly Publishers/ London Connis, Richard T. (1981). Training the genially Handicapped for Employment: A all-inclusive Manual. Kluwer Academic Pub Free Health Encyclopedia. (2007). Advameg. Retrieved October 3, 2008 from: Mental Retardation †Definition, Description, Causes, Symptoms, Diagnosis, Treatment, Prognosis, Prevention chair’s Committee on Mental Retardation- The President’s Committee on Employment of the Handicapped (1969).\r\nRao, H. P. (1994). Employment opportunities for mentally handicapped individuals in rural area : a proposed model. Journal of the Indian academy of Applied Psychology. 1994 Jul; 20(2): 131-7 Thompson, Angela. (1987). Mentally Han dicapped trail Leavers: Where do they Go? Child care: Health and Development. Wacker, David. (1984). Training Moderately and heavily Mentally Handicapped Children to Use Adaptive Social Skills. School Psychology Review, v13 n3 p324-30 conglutination 1984 Young, John W. (2007). Validity of the Measure of Academic Proficiency and Progress. Educational Testing Service.\r\n'