Low Incidence Disabilities

All children have the right to a free appropriate public education and students with special needs should receive all the necessary supports to give them an even playing field. My role as an educator is to advocate for my students and ensure that they receive a quality education. All children are unique in their own special ways. With the help and support of general education teachers, special educators, and the child’s family students with low incidence disabilities can learn and become more independent. In a safe and supportive environment, anyone can be successful. At the elementary school level my instructional priorities would be to help the students learn functional academics such as numbers, letters, and how to read and write. I would
differentiate my curriculum to fit the needs of each student so that everyone has a fair opportunity to succeed. It is also important to include life skills into the curriculum at the elementary level. The life skills will teach the student skills that they will need to take care of themselves and participate in society. At the middle and high school level my instructional priorities would focus on functional academic courses with the inclusion of life skill development courses. In middle school there should be an even balance between life skills and functional academics, but in high school there may be more life skills. Many students with low incidence disabilities do not have the ability to live on their own, but they should still have the opportunity to feel independent. I would teach students life skills such as cooking and personal care skills. At the high school level I would also include vocational skills that will help the students attain a job after they graduate. I think that students with low incidence disabilities should be included in the general education classroom full time and be pulled for a short time period during the day for specialized direct instruction from special education teachers, if needed.
Full inclusion may not always be appropriate for the student in question, however. All students have different needs and it is important to take that into consideration before making placement decisions. Everyone can benefits from inclusion in the general education classroom, however. Children with disabilities have the opportunity to interact and form relationships with typically developing students and typically developing students have the opportunity to appreciate diversity. The general education teacher benefits also, because they get to practice teaching students with special needs and differentiating their
curriculum. Students with low incidence disabilities may also need special health care or medical care needs while in the classroom. It is important to find out what your role will be in the child’s health care by talking to the parents and the school nurse. As the teacher your main role is to make the curriculum accessible and not to provide personal care for a child, but if you notice that something may be wrong you should contact the nurse. Assistive technology is also extremely useful for students with low incidence disabilities.
When people think of assistive technology they may think of high tech, complex devices, but assistive technology can also include low-tech devices and classroom modifications to improve the child’s functional capabilities. Complex devices could include augmented communication boards. These are useful with children who have speech and language issues. An example of a low-tech assistive device would be a paperweight or a clamp to hold a piece of paper in place while the student writes. I believe that assistive technology can help students feel more independent and also improve their self-esteem and self-determination. Self-determination is a child’s ability to make choices on their own and exercise control in their life. Self-determination should be promoted throughout all levels of the student’s education starting in elementary school. Self-determination is important for all students, not just those with disabilities. To promote self-determination, teachers can help students set goals, make decisions, use problem solving skills, and advocate for themselves. Overall teaching students with low incidence disabilities can be challenging, but it is very worth it! All students are unique and bring something special to the classroom. As teachers, we need to be advocates for all of our students and help them learn and achieve. Classrooms are a diverse place, and teachers need to embrace that
diversity and turn it into a learning experience.