How do elementary grade teachers at the Anna L Klein School perceive integrated therapies for children with special needs?
Subsidiary Issue Questions:
• What are the perceived benefits and challenges of integrated therapeutic therapy interventions for children with special needs?
• How do they impact the teacher’s ability to manage the classroom or teaching?
• How do integrated therapies affect the child who receives the intervention and other children in the classroom?
• How do integrated therapeutic therapy interventions for children with special needs influence teacher –child relationship and teacher –therapist relationship?
• What are barriers to integrated therapeutic therapy interventions for children with special needs? How can it be
…show more content…
The current trends in occupational therapy practice provide a variety of strategies that can be used as integrated therapies to facilitate the child’s participation in the classroom. From a therapist’s perspective, the successful implementation of integrated therapies in the classroom is challenging and inconsistent as it requires therapists to rely on other professionals to implement the strategies. Although the success of integrated therapies depends on various factors described above, teachers play a crucial role in the successful implementation of these interventions. As integrated therapies are delivered in the classroom under the teacher’s supervision, the teachers control the degree and frequency of implementation. As a result, these interventions add another layer of responsibility to teacher’s day. My anecdotal experience indicates that not all teachers prefer or implement integrated therapies. The reasons for inconsistencies in the degree of implementation are varied. However, for successful outcomes of the integrated therapies and collaboration with teachers is necessary. Consequently, for effective collaboration, understanding the teachers’ perception of integrated therapies and factors influencing their perceptions is …show more content…
Grounded theory tradition analyzes actions and processes to develop a theory to explain a phenomenon that is grounded in fieldwork. The grounded theory tradition assumes that the usefulness of the theory depends on the process, and the context used to generate the theory (Patton, 2015). Therefore, this tradition will help to understand actions and processes involved in the teacher’s perception of integrated therapies and develop a theory to explain the phenomenon of the teacher’s perception. The theory developed based on the fieldwork data collection methods can be useful to improve the teacher’s perception of integrated therapies and consequently, outcomes of the integrated therapies. The theory developed from this study can be used to develop strategies to implement effectively integrated therapies.
The study was conducted in Anna L. Klein is a public school. This school provides education to typical and children with special needs attending pre-kindergarten through 8th grade. The school has five special education classes, one occupational therapist, two speech therapists, one behavior personnel and a consulting board certified behavioral analyst. Consent was obtained from the head of special education department to conduct a survey and interview among special education teachers to gather information about their perception of
Standard 1.1 discusses how special education teachers need to understand how language, culture, and family background influences the learning of students with exceptionalities. Standard 4.3 discusses how teachers should collaborate with other teachers and parents to use multiple types of assessment information in making decisions. Standard 5.5 discusses the transition plans they have to implement in collaboration with the students, families, and teachers. Standard 6.3 discusses how teachers understand that diversity is a part of families, cultures, and schools, and that they can interact with the delivery of special education services. Standard 7.0 discusses the collaborations that teachers need to start having with families, educators, and related service providers. 7.3 discusses the promotion of collaborations for the well-being of the individuals with exceptionalities. These standards show what the teacher is beginning to do with the families that have a child with
Bryant, D. P., Smith, D. D., & Bryant, B. R. (2008). Teaching Students with Special Needs in
One obstacle that I believe many special needs students and families will face is understanding and dealing with the disability itself. Speaking from experience, this process can take time to understand and accept. This is where a special education teacher plays a significant role, assisting the student and family with information and support for understanding the student’s disability, facilitating education programs, and most importantly hope and progress for a bright future. Another obstacles that students with disabilities may face, is social interaction and acceptance. It is vital that all special education teachers and programs, try to incorporate strong social connections with their regular education peers and other community members and
Living with a child with special needs can have profound effects on the entire family including the extended family members, siblings, parents, and the child with the special needs. It can affect all aspects of family functioning, since they have to be on the watch for the child. On the positive side, living with a child with special needs can expand horizons, develop family cohesion, increase the family members’ awareness of their inner strength, and promote connections to community groups. On the negative side, this child will need time, physical and emotional demands and financial cost in order to make the child’s life comfortable. However, the impacts will depend on the child’s condition, and its severity, as well as the emotional, physical, and the financial resources available to take care of the child.
Two years ago, I embarked on a journey that would teach me more than I had ever imagined. As a recent college graduate, I was thrilled to finally begin my teaching career in a field I have always held close to my heart. My first two years as a special education teacher presented countless challenges, however, it also brought me great fulfillment and deepened my passion for teaching students with special needs. The experiences I have had both before and after this pivotal point in my life have undoubtedly influenced my desire to further my career in the field of special education.
Lynch, S., & Irvine , A. (2009). Inclusive education and best practice for children with
Klein, M. D., Cook, R. E., & Richardson-Gibbs, A. M. (2001). Strategies for Including Children with Special Needs in Early Childhood Settings. Albany, NY: Delmar.
I have worked with many teachers in this line of work and have watched how they interact with the kids. I have worked with all kinds of kids with special needs, ranging from reading disabilities to severe mental retardation. Some of the teachers that I have worked with, I have not approved of their tactics on how they handled the kids, but you learn and you adapt. Eventually you will know what is right and what is wrong.
I picked virtue ethics because I believe that it is very close to what I am. Character is something that I value a lot in a person. However, I very seldom think about what the other person can think of me. I am always thinking about what I do and how do I become better. I do not worry about what other think of me and I try to not judge them either. Treat others the way you want to be treated. Virtue is a broad term and can mean many things.
Thorburn, J., & Corby, M. (2002). The ECE inclusion handbook: practical guidelines for early childhood teachers working with children who have special needs. Christchurch: User Friendly Resouce Enterprises Ltd
Glazzard J, Hughes A, Netherwood A, Neve A, Stoke J. (2010). Teaching Primary Special Educational Needs. British library: Learning Matters. p7.
In this article, Patrick Wall (2014) cited how teachers effortlessly tried to discipline Joseph—but it failed. However, this sparks a rather differences between the general educator to special educators. According to Anne M. Hocutt, she conducted some findings revealing the contrast between the two positions: General educators are far more concerns on whether or not they are capable of being discipline—education is often secondary. This lead to the stereotype among teachers that students with disabilities have “irrational behaviors” (1996). However, special educators on the other hand, are more patient, promote one-to-one instructions and have a better understanding with the students. Teachers have lower tolerance of special education students compare to students in general education (Hocutt 1996). Special educators are more likely to praise students, ignored any disruptive behaviors, provide more answers about themselves and the students (Hocutt 1996). Melissa Ferry offers feedback in usual, special education classroom tended to be smaller, children become individualized and more responsive to positive feedback (Ferry 2011). In fact, a study conducted by Kris Zorigian and Jennifer Job (2016) concluded positive behaviors interventions and support brings out the best out of students in special education differs little when compared to general courses – strengthen by another study that isolation
I was working at a camp and got into a conversation with a friend who has Asperger Syndrome about his experience with special education. He told me how long it took him to get into a program and how much those teachers had helped him to become the person that he was. The teachers were able to help him understand what he was learning as well as life lessons. He and other children with special needs at the camp I have worked at for the past few summers have instilled in me a stronger need to reach out to those in both special and general education classes. This was again enforced in the class “Intro to Special Education.” I was taught even more that school is not just about learning the information, but learning about yourself and how to grow in yourself. Each student is different and therefore each student must be seen as
Research suggests that the integration and inclusion of students with special educational needs can be beneficial to not only the student, but also to the parents, teachers and peers of the student (Stainback, Stainback & Jackson, 1992). It is also suggested that integration and inclusion is also beneficial to students in areas of learning other than academic, including that of emotional and social development.
Someone working with special needs children should be aware of the many factors that contribute to a child’s improvement. Although there are many factors, some of the main ones include the child’s social interaction, environment, and also overall health.