Pros And Cons Of Cognitive Disabilities

Counter Arguments and Rebuttals
• When it comes to an in class experience for children with cognitive disabilities, it is imperative to have specialized instruction, collaboration and adequate supports. Specialized instructions has the goal to focus on the individual needs of the child such as having activity-based interventions and peer-mediated intervention. Collaboration is vital because it makes inclusion successful regarding the relationships of students and teachers. Additionally, adequate supports are necessary because the staff need to be prepared when it comes to the cognitive needs of children with cognitive disabilities. However when it comes to implementing collaboration, the adequate supports and specialized instruction, it is
not always possible to do so right away. It is hard to maintain collaboration because life gets busy. Specialized instruction has specific training and people have to be their full competent self to be successful and it is difficult to always have a positive attitude. Finally, there is not always support from the government, administrators, faculty and etc. because resources are scarce.
• Regarding attitude of school teachers towards children with cognitive disabilities, there are many things to address.
First, it is crucial for teachers to possess better knowledge, attitude, and competencies to handle children with cognitive disabilities. Second, teachers need to be trained to identify students with needs, be collaborative with the students, and to see themselves as part of something bigger. Third, there is a need to incorporate common childhood disorders in the curriculum because then this is accomplished, advocacy for the child is sufficient. On the other hand, there can be problem when addressing attitude. If the knowledge is not acquired than one can struggle to develop a positive attitude and a useful competency. Being trained should not be the problem, but when one is not trained correctly or when one does not put the effort to be trained correctly it could messed up the outcome for the child who is receiving help. When incorporating common childhood cognitive disorders the challenge is almost always won, but it does not guarantee that all the needs of the child will be provided
for.
• Experience is crucial for teachers to gain, but learning in the process is even more important. When it comes to the experience of teachers, one may think if the benefits and the challenges of implementation the inclusion of children with disabilities. There is benefits for the child, benefits for the peers and benefits for the teachers the benefits of the child include intrapersonal, interpersonal advantages and feeling welcome in the classroom. The benefits for the peers include having moral values such as tolerance, acceptance and empathy. The benefits for the teachers include a change in their schedule, it is always good to be challenges and to try new things. Nevertheless there are always challenges that can slow down the process of inclusion. Such challenges are the children’s initial beliefs taught by their parents or by society. When a child is experience insecurities, than they may feel judged when they aren’t and it is important to make sure no one feels like that. Children can be mean when meeting someone who is different but when they are taught to respect them than it is no longer a challenge. A problem with new things is adaptation to new skills and knowledge, these things may not be sufficient so if it is not solved than the problem can grow bigger.
• The world of each and every person is different, but the purpose is the same.
We are all meant to help each other, and to make things possible. In our homes, our families, career and lifestyle is crucial to achieve self-actualization. In the education system it is crucial to develop trust and have good leadership. Principals have an influence on trust because it is there attributes and actions that can make a positive experience. The facets of trust are also important to address because parents need to feel that the environment they are placing their child helps them grow. Benevolence and authenticity are the two characteristics that are crucial to have a healthy relationship between parents and principals. A leader has specific function and when a leader follows their vision, model, coaching management and mediations than they could fulfill their duty. In contrast to these arguments, there are underlying problems that need to be addressed. Just as principals can make an experience positive, they can also make it negative, so their job needs to be done correctly. When the facets of trust aren’t present, a parent may feel uncomfortable with the environment and can then therefore affect the trust between then and the principal. When a leader does not lead correctly than obviously the trust between parents and school principals will
fail.
• The elements of a successful inclusion for children with disabilities are the adaptation of a physical setting, adaptation of activities and the adaptation of peer socialization. Physical accessibility is the first step for the process of inclusion, it is required to make the appropriate physical modifications. Regarding the adaptation of activities, proper materials, programs and settings set the atmosphere for a fun learning environment. Children also need to feel that they are part pf the classroom. It is not just about being physical present in a classroom but also feeling emotionally supported by their peers and teachers.
• When theses physical modifications aren’t made adequately than it will just became an obstacle for a child to learn in a normal classroom environment. When the supplies aren’t given to complete an activity, children may get bored or may feel that they are not learning. It becomes a problem to be part of a classroom when after school activities for children with disabilities are segregated, if there is not an inclusive after-school setting than peer socialization will fail to succeed.