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Introduction
It is imperative to have very effective programs that take care of the students with various disabilities in school. Any learning institution should adopt Disabled Student’s Program that ensures that all students get or access to equal educational opportunities. It ensures that there no are cases of discrimination in allocating educational opportunities to students (Allyn & Bacon, 2007). This enhances free and active participation of students in all facets of learning institution. The programs established should gather or serve students with disabilities of all kinds such as hear impairment, chronic illness such as AIDS, eye vision impairment, seizure disorders, head injuries, back injuries, carpel tunnel syndrome, and psychological disabilities such as bipolar disabilities, depression and other learning disabilities. It should also cover and gather for the needs of students with temporary disabilities upon their request during the time of disability (Allyn & Bacon, 2007)
Main body
It is the responsibility of the experts and other specialists who are concern with monitoring of the needs of the disable student in the institution to determine the physical, psychological weakness of a student whenever he or she request services from the DSP. These experts should ascertain any impeding educational access that the student might face. It is imperative to conduct a very comprehensive assessment and evaluation process in order to fully ascertain these students’ limitations. The evaluation process can be best done through interviewing of the individual student. It can also be done by reviewing of documentation that the student has which was provided by physicians. After the evaluation process and that it is discovered that a student have disabilities impeding educational access, the experts should establish a program of services for these disable student. Program modification has been recommended to enable the student to be equal with the rest of the students. As an incentive and a form of discount, the program should reduce the course of these very individuals. These are very vital in that they cannot cover or undertake same course load with the students who are disable (Hartman, 2008).
Auxiliary services should be provided to these classes of students. These include provision of laboratory assistants and note takers. Academic adjustments should be used to ensure that the students are not assigned duties that are beyond their abilities. Modifications in the instructional methods have been very paramount aspect in ensuring that students with disabilities cope with the learning conditions of the institution. Such modifications include brailled textbooks and class handouts. The institution should also extend examination time to enable them finish their work like other students. Oral presentation should be used mostly than an essay for the students with vision impairments (Hartman, 2008).
Conclusion
The learning institution should also ensure that students who are deaf are treated in a very special way as they face enormous impediments in academic setting. Effective communication with the deaf students should be priorities by the instructors. Sign language should be used when instructing such students. It is recommendable to have sign language interpreters in a class where they are students with hearing impairments. It is mandatory to provide advance copy to individuals who have hearing problem if the text is to be read directly. The instructor should pause whenever he or she interjecting material that is not available in the text. There should be overhead projection system and when the instructor should pause briefly when using it so that the disable student may look first at the screen and then at the interpreter to understand what is been taught (Summer, 2007)
References List
Summer, C. (2007). Student Disability Programs. Texas Tech University Press. 29-89.
Hartman, R. (2008). Disabled Students’ Program. Merrill Trade Publishers, USA. 120-167.
Allyn & Bacon, G. (2007). Contemporary Issue in Curriculum. Trade paperback Publisher, 131-167.
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