Essay on Various Sensory Impairments

Different students’ daily problems depend on their ability

Teachers should always be considerate and accommodating, even when it may be difficult to do so. It is a common misperception that people with sensory impairments are totally helpless and unable to take care of themselves. They are challenged and have unique strengths and skills. I’ve learnt to work with people who have sensory impairments by looking for their assets as a student teacher. As a result, these students feel valued and accepted for who they are rather than only for their obstacles (Picard, 2015).

When given the chance, people who are blind or deaf can learn new abilities

Including them in the general population where they can engage in general activities with their peers demonstrates massive improvements in their fitness and in skills to a level which can be compared to their abled peers. Allowing these individuals take part in a physical activity which has been slightly modified to accommodate their special needs helps them adapt and become independent. Eventually, such people become confident in themselves allowing them to even try other things with ease (Lieberman & Wilson, 1999).

Conclusion

Through inclusion programs, both the blind and the deaf get to interact with the seeing and hearing world. They get a chance to take part in education and other activities with the rest of the world. However, both believe they will be isolated either by teachers or students. When the deaf are included in a general classroom, the instructions are passed to them through a translator. Most deaf individuals believe this leads to lack of direct contact with the general students affecting their development. The blind may lack the direct interaction during a classroom session but easily develop relations with their peers (Belson, 2011).

References

Belson, S. (2011). The Benefits and Risks of Inclusion for Deaf Students - The Special Ed Wiki. Retrieved from

http://sped.wikidot.com/the-benefits-and-risks-of-inclusion-for-deaf-students

Lieberman, L., & Wilson, C. (1999). APH — Overcoming the Barriers to Including Students with Visual Impairments and Deaf-Blindness in Physical Education. Retrieved from

http://www.aph.org/physical-education/articles/overcoming-the-barriers-to-including-students-with-visual-impairments-and-deaf-blindness-in-physical-education/

Picard, D. (2015). Teaching Students with Disabilities. Vanderbilt University. Retrieved from https://cft.vanderbilt.edu/guides-sub-pages/disabilities/