Abstract
Children face a variety of obstacles when attending school. These obstacles include needs that demand particular consideration. For example, disciplinary actions, student adverse reactions to medication, lack of support for student needs and impediments to mental health, and the hostility they confront in addressing these obstacles. The research will collect, assess, and synthesize data to address these challenges. This is accomplished by integrating research questions as an efficient method for filling in research gaps. Surveys, interviews, and focus groups served as efficient data collection methods for the study. The research revealed that disabled children face numerous obstacles that prevent them from completing their academic and personal objectives. For example, exposure to attention Deficit Hyperactivity Disorder (ADHD) induces impulsive and hyperactive behavior in children. It is appropriate to address these obstacles as a means of aiding children in achieving their life objectives.
Keywords: Special needs, mental health, and ADHD
Introduction
Students face a substantial number of obstacles that hinder their development and success. Among these obstacles are disciplinary actions, unpleasant reactions to medicine, a lack of support for students’ needs, mental health barriers, and their opposition to addressing these obstacles (Imaniah & Fitria, 2019). In response to these obstacles, research questions are developed. Among the research questions are:
- What can the Texas Education Agency do to assist School Districts in identifying habitual behaviors in students?
- Are more children being put on medication to slow them down?
- Why is it hard for students with a learning disability to be identified immediately?
- What barriers to children’s mental health does the School District face opposition?
Consider the research question, “What can the Texas Education Agency do to assist school districts in identifying habitual behaviors in students?” Primary data was the most effective method to address the research question (Hair, 2019). Habitual behaviors include frequently watching movies, playing video games, studying, listening to music, and exploring the Internet (Imaniah & Fitria, 2019). Data was collected from teachers, school administrators, and professionals from the primary state agency (Texas Education Agency) using interviews and surveys. The academic study was conducted to comprehend student behavior and uncover behavior patterns. This academic research article provides evidence-based strategies that provide insights into the difficulties of identifying pupils’ routine behaviors (Imaniah & Fitria, 2019). The research aimed to collect information from 100 respondents, evenly split by gender. Specifically, the study employed a mixed methodology and sequential explanatory design to address the research issue.
Determining Special Needs Affecting Children
Children attending school, especially those with disabilities, confront various obstacles that affect their success. Medication is the most effective means to enhance student learning and progress to decrease obstacles. Unfortunately, the medicine can negatively affect children with disabilities (Foster et al., 2018). The research question, “Are more children being put on medication to slow them down?” was developed to address this problem. The research topic was addressed by gathering primary data from school stakeholders such as students, disabled parents, school administrators, and medical professionals. Interviews and surveys were the most efficient data collection methods (Hair, 2019). The acquired data was examined using a sequential exploratory design to comprehend the student’s unfavorable reaction to the medication, determining if additional children are placed on medication to slow them down.
Instructors and student stakeholders are responsible for ensuring that all students, including disabled children, receive an education. Children with disabilities struggle to study and perform efficiently in their academic lives and development. The fact that it is difficult to identify students with learning disabilities contributes to poor performance (Imaniah & Fitria, 2019). Appropriate recommendations of effective methods for recognizing learning impairment and modeling successful methods for assisting impaired children in learning to achieve their professional goals were suggested to solve the issue. Primary data was the most effective method for addressing the research issue, as this method guarantees effective data collecting and techniques that result in effective research findings (Hair, 2019). A total of 100 responses from instructors and parents were received. Analyzing the collected data required a mixed research methodology.
Schools play an important role in educating students with mental health issues. All school stakeholders are responsible for ensuring that students with mental health issues are treated equally. Building a balanced society in which students with mental health issues face multiple obstacles (Imaniah & Fitria, 2019). School Districts encounter these obstacles when addressing the emotional needs of children despite opposition to their efforts. A research problem is addressed by formulating a resConsider the study topic, “What can the Texas Education Agency do to assist school districtsearch question. To address the research question, “What barriers to children’s mental health face do the School District face opposition “the most effective criterion that addresses the research issue was the use of primary data. The survey, focus groups, and interviews were utilized to collect data (Hair, 2019). The obtained data and pertinent study findings, such as methods for addressing the mental health needs of children, were analyzed using a mixed methodology.
Research outcomes
The data was gathered, analyzed, and synthesized to give study findings addressing the identified gaps. Considering the study topic, “What can the Texas Education Agency do to assist School Districts in identifying habitual behaviors in students? The research revealed that the Texas Education Agency could assist school districts in identifying pupils’ ingrained behaviors differently. Existing policies, such as disciplinary and student attendance, were essential for recognizing kids’ habitual behavior. The findings recommended that school districts receive training and resources to solve the difficulties. TEA should include tools and training programs that assist teachers in identifying and addressing habitual behaviors and developing intervention and support techniques for students. Using screening tools that identify habitual tools was one of the methods (Miranda et al., 2018). Teachers can use these surveys and checklists to identify students who are struggling
The study’s finding pertains to whether or not more children are given medications to slow them down. As a means of assisting disabled youngsters in learning, students are medicated. The findings revealed that more disabled children are administered medication. As a result of frequent diseases such as Attention Deficit Hyperactivity Disorder (ADHD), more youngsters are prescribed medicine, according to the study findings. Children with ADHD pay less attention in class because they are easily distracted and exhibit impulsive and hyperactive conduct (Fokides et al., 2019). In order to address these issues, the research suggests expanding access to behavioral therapy, which is a non-pharmaceutical method of assisting youngsters in addressing impulsive and hyperactive behaviors (Fokides et al., 2019). Medicine usage can be minimized by addressing the underlying causes, such as anxiety, with counseling.
Schools and student stakeholders struggle to recognize students with learning difficulties immediately. According to the research, most stakeholders were unaware of the indications and symptoms of learning disabilities. Some learning issues are difficult to diagnose in students with a learning disability due to underlying illnesses such as ADHD. In order to solve the difficulties, the research indicates that teachers must receive training and professional development to raise awareness. The research proposed the response-to-intervention (RTI) model (Fokides et al., 2019). The model uses an algorithm that employs data to identify students with disabilities and proposes suitable accommodations for impaired youngsters.
Students encounter mental health difficulties that must be handled regardless of objections. The stigma that mental health students endure due to prejudice and unfavorable attitudes is one of the obstacles to children’s mental health. The report recommended that schools raise teacher awareness and implement training programs to address the issue. Schools should have resources that facilitate research to support kids’ positive mental health (Ungar & Theron, 2020). Instead of facing opposition, schools should be encouraged to give interventions that provide additional assistance for students with mental health issues.
Conclusion
In conclusion, the research aims to identify a problem and develop solutions. Specifically, this research aimed to address the educational and developmental obstacles faced by children with disabilities. In response to these obstacles, the study generated research questions crucial for identifying solutions to the observed gaps. Students with disabilities confront various obstacles that prevent them from reaching their life objectives and academic excellence. Among these obstacles was exposure to conditions such as Attention Deficit Hyperactivity Disorder (ADHD). The research proposes behavior therapy as an effective means of assisting youngsters in addressing impulsive and hyperactive behaviors to mitigate ADHD.
References
Fokides, E., Chronopoulou, M. I., & Kaimara, P. (2019). Comparing videos and a 3D virtual environment for teaching school-related functional skills and behaviors to students with ADHD or developmental dyslexia, displaying challenging behaviors: a case study. Research and Practice in Technology Enhanced Learning, 14(1), 22. Web.
Foster, N. E., Anema, J. R., Cherkin, D., Chou, R., Cohen, S. P., Gross, D. P., & Woolf, A. (2018). Prevention and treatment of low back pain: evidence, challenges, and promising directions. The Lancet, 391(10137), pp. 2368–2383. Web.
Hair, J. F., Page, M., & Brunsveld, N. (2019). Essentials of business research methods. Routledge.
Imaniah, I., & Fitria, N. (2018). Inclusive education for students with disability. In SHS Web of Conferences (Vol. 42, p. 00039). EDP Sciences. Web.
Miranda, A. H., Radliff, K. M., & Della Flora, O. A. (2018). Small steps make meaningful changes in transforming urban schools. Psychology in the Schools, 55(1), 8–19. Web.
Ungar, M., & Theron, L. (2020). Resilience and mental health: How multisystemic processes contribute to positive outcomes. The Lancet Psychiatry, 7(5), 441–448. Web.