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Teaching students with disabilities
Case study on teaching special children
Case study on teaching special children
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Recommended: Teaching students with disabilities
This course really opened my eyes to see how difficult it can truly be for those that are involved within an IEP, no only the student, but the parents as well as the advocates. This would have to be one of the first times I hurt for T as I realized how hard it must be for her as she is completing her academic assignments. When I first asked T if it would be okay for me to work alongside of her while I completed this project, she mentioned an insensitive tutor that compared her to “normal kids”. Possibly that tutor did not mean to sound that way, but I know that it must have hurt T to hear those words as it makes it seem like she is not normal. If T is not normal then what is she? This allowed me to see first hand that those who are involved
This is simply not the case. Students who have not had the benefit of previous instruction often feel a debilitating inability to contribute (Martin, VanDycke, Greene, Gardner, Christensen, Woods, & Lovett, 2006). Without specific IEP instruction, students have no idea how to participate in IEP meetings, nor do they fully understand the purpose of their IEPs (Martin, Van Dycke, Christensen, Greene, Gardner, Woods, and Lovett, 2006). Lack of instruction, however should not be the hindrance that prevent students from participating and leading the IEP process. Students with disabilities must be taught how to direct their IEPs.
The IEP team may include the student, their parents, a regular teacher, a special education provider and other representatives, such as a social worker or relative child care provider. These meets are required to be held within 30 days of the student’s acceptance into the special education program. Every IEP has the two main goals of setting reasonable learning goals and establishing academic services that the school will provide. The IEP should state which state and district-wide assessments that the student will or will not participate in and why.
IEP Development. In developing the IEP, the team should determine the child’s present level of academic achievement and functional performance and project whether any additions or modifications to the instruction or services are necessary to enable the child to meet measurable annual goals and to participate, as appropriate, in the general education curriculum. IDEA requires that the team considers the student’s strengths; parents’ concerns; evaluation results; and academic, functional, and developmental needs of the student. The IEP team must also consider individual circumstances. One special consideration is whether the student’s behavior impedes that student’s learning or the learning of other students. If so, the IEP team must consider the use of positive behavior interventions and supports (PBIS), and other strategies, to address the behavior.
The assessment I have created is for my eighth grade history class. My edTPA class contains 21 students. At this point in the school year I was teaching the students about the Constitutional Convention. More specifically, for this assessment, we were learning about the major debates that took place during the Constitutional Convention. Those debates being; whether to adopt the Constitution or stay with the Articles of Confederation, whether representation should be equal for states or based on population, and whether slaves should or shouldn’t count towards a state’s representation. The main learning objective for this assessment was that SWBAT analyze different viewpoints of the Constitutional Convention through a three paragraph essay following
Most parents know, or at least have a general understanding of the environment or atmosphere that their student needs be in to succeed. The district encourages that parental input be given to the IEP team during a multi-disciplinary meetings, and always tries to take that input into consideration. However, sometimes what the parent wants is not always in line with the student’s ability level, and the IEP team will try to find a compromise, or even offer trial periods to evaluate progress and behavior (S. Cummings, personal communication, November 12th, 2015).
Response: The education team review the prior IEP and explain each section to MHS. Each member of the education team explains their class and role to prepare Angel in a short time ready for high school. It was explained Angel missed the school tour of Fort Dorchester High School, however the foster parent can call for a tour. Angel is the vocational track unable to obtain a diploma based on her past school
The Individualized Education Program is developed by a team that includes the parents of the student, a general education teacher, a special education teacher, a school representative (principal), a person knowledgeable about evaluation (school psychologist), and others at request of IEP participants. The primary job of the IEP team is to plan a program of special education and related services that is reasonably calculated to provide a meaningful education benefit. The IEP Process includes a review of assessme...
Teacher- We can show Smith how to interact with his peers in a safe and calm manner. We can start with simple tasks such as getting one's attention and sharing. Since you have been at other IEP meeting, I will show you some goals and objectives we have in mind per grading period.
We had this morning Jonathan’s IEP and his dad was supposed to attend the meeting, but he did not showed up, due to being sick. The developmental preschool teacher called Jonathan’s parents and they will be signing the IEP tomorrow. Anyway, the IEP was discussed and concerns came up about Jonathan’s learning disabilities and services that he qualifies for special education. the Special Education team mentioned that he could be under the spectrum of autism, although, it is not stated on his medical history or have been diagnosed by any physician. But he shows many of the symptoms. He will be attending developmental preschool as soon as the paper work is sign.
I have attended IEP meetings where parents ,therapists and teachers plan goals and objectives for the IPE year to promote growth and learning of the student.I have attended Trauma workshops after school which provided me with insight into how trauma affects student learning and how to promote better learning for the students who deal with trauma.( April 5 Trauma Conference)
This was another class where I was exposed to ideas and topics that I had little prior knowledge about. Though I knew that students with disabilities can be labeled as having “emotional disturbance,” I didn’t know that there was an actual process that educators must undertake (apart from the IEP process) in order to determine the reason for such unique behavior. The Functional Behavior Assessment (FBA) process is used to determine and target chronic or severe behaviors, that are usually very different from societal norms. Even though an FBA is commonly a part of the pre-referral stage of an IEP, general education students can have an FBA. When the professor announced that students without an IEP can have an FBA, I was pleased to hear this comment
In my group we were figuring out plans for our students with Individual Education Plans (IEP), we had several people working in our group and all were experienced in this field. There was the General Education teacher, Exceptional Student Education teacher, School Psychologist, Guidance Counselor, IEP Councilor, and me the ESE Paraprofessional. With all of these professionals, we were able to hammer out the entire list of First grade ESE students in a short period of time.
Each session, I observe students being assessed on their daily behavior; all students attending the alternative program are identified as having emotional/behavior disorders. The daily behavior goals are individualized, correlating to each student’s Individual Educational Plan (IEP) (for example, proper use of coping skills, on-task, personal space, and non-disruptive); the students are assessed each hour based on a score of 0-5. The daily behavior sheet is filled out by the teacher, individually discussed with each student, and sent home for the parent(s) to sign. This assessment allows the teacher, and other members of the IEP team, to track the behavior progress and aids in creating future steps for each student.
...rks. In a word, the MA experience was considered to be a bridge that combines the student learning with working skills, it would be of great help for my future career.
Special education is an incredibly important, but often underappreciated aspect of education. There is a stigma around individuals with disabilities, that leads people to assume those in special education are less capable or smart as their peers in in a strictly traditional classroom setting. That could not be farther from the truth though, and the individuals in special education are just as capable of learning and maturing in to successful adults. As a future teacher, I was not really aware of how little I knew about special education until I enrolled in this course. This course has helped change and shape my views of special education, and helped me gain a better understanding of what exceptional children are and how I can better serve them