NO AI I WILL GET EXPELLED
paying for an answer please do honest work
Martin, S2024
What Do You See? Perceptions of Disability (Overview)
Assignment Point Value: 30 points Late: 7 days/2 points per day
Assignment Overview
This assignment has three parts, so please read these instructions carefully. The purpose of this assignment is
to examine attitudes and beliefs about individuals with disabilities (Part #1), match the disabilities identified
under IDEIA with their eligibility statement (Part #2), and look at how the lives of individuals with disabilities
are portrayed in the media (Part #3).
Part #1: IRIS (10 points)
Overview of Part #1
During this course, it is expected that students will be challenged in their own personal attitudes and beliefs
regarding individuals with special needs and their families, and how they are treated in schools and
communities. After engaging in the IRIS module below, you will write a 1-2 page narrative that expresses your
individual philosophy regarding the education of students with special needs and interactions with families,
specifically addressing their beliefs on inclusive education.
Inclusive education is an educational practice grounded on the ideology that all students regardless of their
abilities and needs should be educated together in the least restrictive environment which is the general
education (GED) setting for the entire, if not, most of the school day. Proponents of inclusive education
believe that it’s the students’ civil rights to be educated with their peers without disabilities. When they are
being removed from the GED setting, they are being segregated and deprived of equal access. Educational
research literature has shown the long-term positive effects of inclusive education including social-emotional,
self-image and post-school outcomes. Opponents of inclusive education argue that teachers and schools are
not prepared to practice inclusive education. It’s costly and detrimental to the academic achievements of
students with and without disabilities.
IRIS Module
Go to the IRIS website at
Go to Topic > Disability > Modules > scroll down to the last one on the list:
What Do You See? Perceptions of Disability
Click on the actual title of the module. This will take you to the module activities to guide you as you
determine your perception of disability, then answer the questions below (next page).
Martin, S2024
Assessment Questions to Answer (once you have completed the module):
1. What do you know about special education? What is your frame of reference?
2 points
2. What are your thoughts about how students with disabilities should be educated? Should they be in
an inclusive setting or segregated with specialized services?
2 points
3. What does it mean to teach students with disabilities? How do you feel about having students with
disabilities in your future classroom?
2 points
4. What are your beliefs regarding interactions with families?
2 points
5. Writing style is clear, well structured, and in narrative format. Do not use question and answer format;
instead, you can use short headings with topic sentences.
2 points
Total 10 points
Upload your narrative into the drop box.
Scroll down to Part #2, below.
Martin, S2024
Part #2: Disability Matching (10 points)
Overview of Part #2
Under IDEIA, there are 13 disability categories that can be used for individuals. Each disability has an eligibility
statement that goes with it. These eligibility statements are used to describe the disability to a certain extent,
but be cautioned that the eligibility statement is not the total picture when serving those students with
disabilities, it just helps define the disability.
It is beyond the scope of this class to delve into each disability thoroughly. In fact, most of this class will center
on more of the high incidence (or more commonly seen) disabilities in the classroom. Therefore, for this
assignment, you will match the eligibility statement with the disability it represents.
Assignment
Below is a list of disabilities, and on a separate page is the list of the eligibility statements. Record the
letter of the eligibility statement next to the disability, scan, and upload into Assignments (JPEG or PDF
only). You may use your notes, text, and the video posted on Canvas to help you. I will publish the
correct answers once everyone posts. See the rubric for scoring breakdown.
Autism *+ Emotional Disturbance *
Orthopedic Impairment Hearing Impairment
Specific Learning Disability*+ (SLD) Visual Impairment/Blindness
Deaf/Blindness Multiple/Severe Disabilities
Intellectual Disability* (ID) Other Health Impairment*+ (OHI)
Deafness Traumatic Brain Injury (TBI)
Speech/Language Impaired *+ (SLI)
*These disabilities will be covered in EDSP 355.
+You WILL have a student with this disability in your class during your teaching career as these are high incidence
disabilities.
Upload THIS PAGE ONLY with your answers into Assignments.
(There is a separate attachment of this page on Canvas for your convenience)
Martin, S2024
Eligibility Statements
A. Significantly subaverage general intellectual functioning, existing concurrently with deficits in adaptive behavior
and manifested during the developmental period that adversely affects a childs educational performance.
B. A developmental disability affecting verbal and non-verbal communication and social interaction that adversely
affects educational performance.
C. The student demonstrates concomitant hearing and visual impairments causing such communication and other
developmental and educational problems that they cannot be accommodated in special education programs solely
for deaf or blind students.
D. The student exhibits a hearing impairment that is so severe the student is impaired in processing linguistic
information through hearing, with or without amplification that adversely affects educational performance.
E. The students has an orthopedic impairment that can be caused by congenital anomaly, disease, or
other causes that adversely affects educational performance.
F. Having limited strength, vitality or alertness, including heightened alertness to environmental stimuli, that
results in limited alertness with respect to the educational environment that is due to chronic health problems
that adversely affects educational performance. ADHD is included in this category.
G. A disorder in one or more of the basic psychological processes involved in understanding or in using language,
spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or to do mathematical
calculations.
H. The student exhibits a communication disorder in the area of expressive or receptive language, stuttering,
impaired articulation, and/or fluency which adversely affects educational performance, and is not primarily the
result of environmental, cultural, economic disadvantage, or limited English proficiency.
I. Having an acquired injury to the brain caused by an external physical force, resulting in total or partial
functional disability or psychosocial impairment, or both, that adversely affects educational performance.
J. The students exhibits one or more of the following characteristics over a long period of time and to a marked
degree that adversely affects educational performance: (1) an inability to learn that cannot be explained by
intellectual, sensory, or health factors; (2) an inability to build or maintain satisfactory interpersonal relationships
with peers and teacher; (3) inappropriate types of behavior or feelings under normal circumstances; (4) general
pervasive mood of unhappiness or depression; (5) a tendency to develop physical symptoms or fears associated
with personal or school problems and is not primarily the result of environmental, cultural, economic
disadvantage, or limited English proficiency.
K. Having an impairment in hearing, whether permanent or fluctuating, that adversely affects a childs
educational performance but that is not included under the definition of deafness.
L. The student exhibits a visual impairment that, even with correction, adversely affects
educational performance.
M. The student exhibits concomitant impairments causing such severe educational problems that they cannot be accommodated
in special education programs solely for one of the impairments (does not include dead/blind).
Martin, S2024
Scroll down to Part #3, below.
Part #3: Multi-Media (10 points)
Overview of Part #3
This part of the assignment is designed to call students attention to how the lives of individuals with
disabilities are presented in the media, focusing on societys perception of them as reflected in language used
and situations in which they are represented.
Assignment
Students will be required to locate an online video portraying individuals with a disability in their workplace,
school, or community that show individuals with disabilities in a positive manner.
Videos should be no longer than 5 minutes and from years 2020 to present.
Here is an example of a video that I have linked on Canvas this week:
You will post this video to a discussion board/share folder that all students have access to (linked on
Canvas). This will allow others to see different examples of what media perception is regarding
individuals with disabilities.
Requirements for the discussion board/share folder posting:
1. Posting of a video of a high or low incidence disability (see box, below) for fellow students to view
(live link). Label the thread with the disability and high or low incidence (Example: Autism: High
Incidence). Also acknowledge where the video was found (e.g. YouTube [include channel], news,
etc.). (2 points)
2. Brief overview of the content of the video get us to want to watch the video you chose. Use
your own words, not the description provided with the video. (2 points)
3. Explain how you feel this video portrayed the individual(s) with a disability in a positive manner.
(2 points)
4. Watch two peers videos, one being a high incidence disability and one of a low incidence
disability and composes an honest and sincere reply to each. (4 points)
Total 10 points
For purposes of this assignment only:
High Incidence: SLD, SLI, ED, Autism, OHI, ID (MR)
Martin, S2024
Low Incidence: Hearing Impaired, Orthopedic
Impairment, Visual Impairment/Blindness,
Deafness, TBI, Multiple Disabilities, Deaf/Blind
