Introduction:
There are several academic, social, and behavioral problems which I observed in my class. The principle challenge I observed with the special education students was their inability to attend to a task independently. There are a variety of reasons for this, including, but not limited to, diagnosed ADHD for reading limitation, not having the confidence to pursue and persist, and not having a developed strategy to understand how begin and attend to work. These students were entering the classroom without the ability or know-how to begin the assignment unless prompted several times. After several promptings. they would begin the search for a pencil, the Do Now booklet we use daily, and a calculator which they more often than
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Graphic organizers allow students to sort information and classify it as essential and non essential information. A graphic organizer gives the student a starting point which my students struggle with so much. After further research on graphic organizers I have found one that can be used for problem solving. It is called Diamond graphic organizer and the student “always” identifies what they need to find, what they know, brainstorm possible ways to solve problem, tyr you ways here and things to include in response. This organizer is easy to make, kid friendly and works for all problems. The designs allows for flexibility, they can enter information as they identify it. This does not have restrictions for the student to begin and end at a particular point but does guide them to all parts of the problem. Technology, for math calculators, use rhymes, songs, movement music and physical routines help the student link fact to learn and act as cues for retrieving specific information. Using songs and rhymes is an easy addition in math, there are endless supplies available on the Internet. Teaching using songs is fun and long lasting in a child's memory. It has also been noted that songs strengthen listening skill as well as calm and focus the mind. An improvement in the activities would be incorporating more songs into the lessons. The goal will be one per unit. The power of learning with songs is apparent in my own home. Our daughter learned and taught us a song about dinosaurs in pre-k. We both still remember the song which I taught my kindergarten gym students last year. We sang it out to the playground each week. a powerful link between music and learning and in addition strengthens memory that should not be
During my time observing in the special education room I got to see a read aloud where the teacher attempted to get all the students engaged in the lesson, to the best of their ability. The teacher would ask questions after reading each page, and had the students turn the page and make connections to the text. There were four students in the classroom at the time, and they were corrected if any errors were made during the reading, and they were encouraged to participate (to the best of their abilities.)
This services are designed to help learners with special needs in order for them to achieve a higher level of success in academics. Learning disorders affect people 's ability to connect information from different parts of the brain and to interpret what they see and hear. “Specific difficulties with spoken and written language, coordination, self-control, or attention. Such difficulties extend to schoolwork and can interfere with learning to read, write, or do math.” (Connelly). Moreover, due to discrimination, and as well as learning disorders affect children of all cultural backgrounds and intelligence levels. The tension or shame they feel can lead them to act in several ways, such as aggression, they might feel depressed and rejected, or they even might want to stop trying to learn and achieve. “Children with learning disabilities often absorb thoughtless comments by peers. They may define themselves in light of their disabilities, as slow, different, or even airheaded. Sometimes they don’t know how they’re different, but they know how awful they feel.”(Connelly). The more children fail, the more frustrated they will become, and more damage will be done to their
Though there may be challenges when faced with including students that have special needs in the general education classroom, the benefits out way the challenges. By having these types of students included in to the classroom we, the teacher, exceptional learner, other students, and parents, can all learn from one another by communicating and collaborating on what needs to be done to succeed in and out of the classroom. It is important to consider and understand all the aspects to a child with special needs because I, a future teacher, will have these types of students in my classroom and I want to do anything and everything it takes for them to achieve and succeed in life.
Through surveys and interviews, data was collected to determine the participant’s knowledge of special education issues, beliefs, attitudes and instructional practices. Coombs and Richardson’s results indicated participants had a great awareness of themselves, colleagues and individual needs of their students. They also reported greater collaboration with special education teachers and quality effort in helping all students in need of assistance.
Special education students often lack the necessary mathematical skills needed to be independently successful in the secondary classroom. These students face challenges in applying the basic math skills needed as well as retaining basic math skills from grade level to grade level. Lack of understanding, in addition to causing classroom difficulties, can cause other personal and social dilemmas for the special education students. Lack of motivation, anger, lack of self value, and other disruptive behaviors may occur as a result of the difficulties the special education students have in the classroom. In order to help these students to overcome poor problem solving skills, effective strategy based instruction is needed. Teachers look to research for effective strategies to successfully instruct these students (Maccini & Strickland, 2010).
In this article the authors discussed how "goal setting, choice making, and problem solving are important […] especially for students with disabilities" (Danneker & Bottge, 2009, p. 225). Research shows that students who have these skills would result in better quality of life after school. They expressed focusing on building self-determination and self-advocacy skills early will help students practice them more and use those skills as they go through school. While students in a general education class might have chances to practice these skills, students that are in a structured special education classroom will not have as many chances to determine what they want to do or speak up for themselves. The authors sought to include the students in the IEP meeting so that they could advocate for their needs and see if this process helped the student succeed.
During my research for this paper there was so much I knew about special education already. In our Intro to Education class we talked about a lot with this program. As a teacher you have to have your stuff together so you don’t get the students files mixed up. You also have to know exactly what you are doing. This whole thing can be so stressful. You have to make sure the students goals are not too much. Special Education teachers are hard to find. But when you get one you keep them for a long time.
Whether it was in school, the classroom or the home environment students with disabilities may exhibit various behavioral problems. Occasionally, these behaviors are hostile, aggressive, and disruptive and may impede learning for the ones who display such behaviors as well as others. It often a challenge to deliver a lesson or maintain control of the class due to the fact that teacher may not have sufficient knowledge on how to manage these types of behaviors. In “When the Chips are Down” Richard Lavoie give helpful advice that emphasizes on dealing with behavioral issues in a successful manner and also how these problems can be anticipated before they start.
Students who are not making adequate progress with good classroom instruction should have an opportunity for intensive small-group or individual intervention instruction prior to a referral to special education services, but that instruction must be responsive to each student’s current knowledge
In the education workforce, special education teachers have a variety of different jobs depending on the types of students they work with because some students may require more than just an education. They need support in how to behave in class and how to function out in the “real world”, so to speak. Many special education teachers face unique problems and stresses with their jobs. Some of these may be violent outbursts from students, the student who don’t learn at a normal pace, and social awkwardness from students, which can make some group projects more challenging.
Contemporary students with learning disabilities such as ADD/ADHD are continuously perceived as incompetent to adapt to a traditional classroom setting with students who have no learning disabilities. Consequently, many students with learning disabilities are placed in classrooms that are designated only for students with learning disabilities. Schools use a non-inclusive setting when students with learning impairments like ADD/ADHD are placed in a “special class” with other learning impairment students. This non-inclusive classroom placement causes many learning impaired students to do worse academically and socially than if they had been placed in an inclusive setting. By definition, ADD/ADHD students that are placed in an inclusive setting are seated in the same classroom with students who do not have ADD/ADHD. ADD/ADHD students receiving special support in regular classes succeed academically and socially more often than ADD/ADHD students in special classes.
Students, all over the world, enter into a classroom environment all with a common purpose. The purpose is to learn and excel in all subject areas. This purpose is the same whether the student is in kindergarten or at the university level. The same is true for male and female students, and it is also the case for students who have a learning disability. For these students, the goal is the same, but they can not effectively learn without the help of educators. Learning disabilities alter how these students learn; therefore, the outcome changes. It becomes one of failure and frustration. The student with the disability fails, and educators become frustrated and discouraged.
The independent work that I would give them would be modified for the special education students and I’ll have them do half of the worksheet instead of the whole thing to see their progress. Whenever I can, I will give them the easier problems with the same concept. For the students that are learning the lessons quick I will give them harder problems of the same lesson. I will make sure for the students that don’t understand the lesson do not feel rushed and give the other students more work so they can spend more time on the lesson. This helps to make sure the whole class is on the same level and no student is falling behind. It is always helpful to focus on every type learner in the classroom and not only help the students who are
The class I visited is comprised of 24 five and six year old children, a lead teacher and a ‘Para-Pro” who assists the teacher and provides support and guidance for the children. Within the classroom itself, there are 6 tables organized in the center of the room in a grid formation. Children have their own workspace at a shared table. Around the perimeter of the room are ‘centers’ where each day, the children work on tasks such as listening, story development, gross and fine motor skills, math, reading and other important skills that are needed to develop socially and academically. In several places on the walls, there are displays or ‘brag boards’ where children can post their work that they feel best represents their efforts. The walls are brightly decorated and are filled with pictures, letters, numbers and other basic elementary school information. It is energizing and interesting without being chaotic or overstimulating.
However, a phrase that represents a common goal for many teachers in special education is, “modification without limitation.” Through modification, teachers can take a common goal, for example, learning to add numbers, and modify activities to help their students learn how to add in an individualized, unique way. Some students may best learn to add while using blocks, and some may learn best while using a number line. These simple, yet noteworthy modifications are most commonly found within Special Education and less commonly found in General Education. Students in General Education classrooms are generally only given one method to approach a problem and are merely forced to abide by the instructed, single way of thought. Students in Special Education are capable of doing merely any task; they just might need additional guidance to help them along the