In today’s stressful, full of pressure society the percentage of students with disabilities, intellectual disorders and developmental delays continues to increase annually. These individuals meet daily challenges in their social, emotional, and academic functioning. Some of them experience inattentiveness, emotional imbalance, behavioral instability, hyperactivity or impulsivity; others can experience a combination of symptoms, which only worsen the situation and cause a number of problems and challenges in their daily functioning and academic performance. Of course, much of what still depends on pediatricians and family physicians as it is important to provide early interventions, effective medications, behavioral interventions, and treatment. But educators still play one of the core roles in disabled students’ learning progress and achievements. After this course, it becomes obvious that the more severe the symptoms of student’s disorder the more serious the negative impact on student’s learning progress, memory skills, social interactions, teacher-student collaboration, and performance engagement. Poor listening abilities, lack of focus, difficulties in organizing tasks and activities can lead to serious complication in academic performance, thus it is critical to encourage environmental support, educators’ interventions, and the implementation of special teaching philosophies to achieve progress among students with disabilities. The students with disabilities meet a number of challenges and issues in their learning and daily interactions in school settings. It is essential to note that students with autism or other nervous/psychological disorders require not only special approaches and effective collaboration but also special communication methodologies and “intelligent” educator’s influence. As known, students with disabilities are a special category of individuals who meet certain difficulties in social interactions, intellectual development, sensory responses, communication, cognition, and challenges in the overall educational performance. As evidences shows, psychological, genetics, and environmental factors can significantly contribute to the development of intellectual delays or autism. Thus, it is important to enhance strong parental and physicians support, which help to achieve certain progress in child’s behaviors, moods, learning, and academic performance. This course significantly helped me to transform my vision, values, and approaches regarding education of students with disabilities in inclusive classroom and school settings; the gained knowledge changed my thoughts, personal beliefs, and provided new perspectives and understanding of educating students with developmental disabilities, mental delays, or chronic developmental illnesses. Analyzing the received knowledge from this course, I found that much of what depends on the student’s emotional health and inner perceptions. Students with disabilities often experience emotional disbalance, which in its turn negatively affects their learning and performance; as a result, they meet problem solving challenges, lack of critical thinking, poor creativity, and memory problems. In order to “correctly” understand the student’s academic difficulties, behaviors, and provide effective intervention in their learning process, it is crucially important to develop effective teacher-student collaboration, trustworthy relationships, and educational approaches, which may allow students to feel more freely, reveal their inner learning potential, and develop news skills and abilities. For students with disabilities and developmental delays, it is essential to create so-called “fit in environment” as they require longer periods to adapt to given situations or events, practice new skills, or remember the new course material. Students with intellectual disabilities slowly process the information, thus educators should develop special educational methodologies to simplify students’ learning process and positively affect their academic performance.
This course partly changed my vision about educating students with disabilities and made me reconsider my personal opinion regarding their emotional and psychological health, which can play a core role in learning, memory, and the overall academic performance. This course helped me to better understand all possible challenges and issues of students with disabilities, their special requirements, and needs. It helped me enriched my personal philosophy and implemented innovative stretegies and approaches regarding “intelligent” interactions and effective collaboration with disabled students or students with developmental delays.