Academic Standards and Fostering Improvements

Academic Standards and Fostering Improvements
Introduction
Different medical diagnoses and subsequent health issues could have chronic or temporary ramifications on the student’s academic achievement. These conditions include but are not limited to health disabilities, Traumatic Brain Injuries (TBIs), and Other Health impairments (OHI). These health issues could result in academic challenges for the student, such as missing school for prolonged and unpredictable timescales and problems attending school full-time. In a society where we recognize the tremendous importance of children’s education, it is necessary to embrace the value of educating those with the most severe disabilities. This essay reflects on different materials to provide an objective and thoughtful report about the significant issues in educating youth and children with the most severe disabilities.
Part 1 Response
Several classroom interventions can assist students with health disabilities, TBIs, and OHI-related issues to constantly participate in the classroom or school setting. According to Friend (2018), these students suffer physical, cognitive, and emotional deficits, significantly impacting their academic activity. The authors add that other than access to physical classroom and instructional materials, these categories of students demand other paraprofessional care and personal flexibilities due to their absences. Therefore, they are not supposed to be segregated from their peers but to be included. The concerns on inclusion are raised focusing on students with multiple disabilities such as intellectual, physical, and medical disabilities. According to Utley et al. (2019), setting an inclusive stage is the first step in helping students with multiple disabilities make up for classwork after long laps.
In this vein, Utley et al. (2019) propose that common sequelae for all students, regardless of their disabilities, must be sustained in an inclusive environment to return their communication skills, self-care capabilities, and behavioral and emotional regulation normal. Providing an inclusive environment is necessary to assist TBI, OHI, and other disabled students in effectively prioritizing, analyzing, planning, and completing class assignments. Since most of them suffer cognitive and emotional deficits, the classroom environmental structure should be consistent and predictable. Friend (2018) considers that students with multiple disabilities may get attitudinal status from society; hence, parents have a significant role in encouraging these students to develop a positive self-image. Teachers, on the contrary, believe that including disabled students in a class won’t spoil the school image. In this line, teachers formulate inclusive guidelines in the mainstream domain to make students with disabilities comfortable mentally and physically. Even though virtual learning makes learning easy when a student is absent, the challenged students may not integrate due to a lack of guidance. They lack reliable technology and support, and lack school resources (Friend, 2018). Compared to classroom teaching, where teachers employ mindfulness techniques and take-on moments to help TBI or OHI students solve stress, virtual learning only escalates their...