The follow essay I’ll conduct a report from my observational hours at my old high school. In which I had the pleasure of meeting some intriguing students who taught me a lot. I also made a connection with a young man because he reminded me a lot of myself at the age of seventeen.
During my observational study I completed at Myrtle Beach high school I had the luxury of spending time with a young man that had a disability. The young man name was Chris he’s a 17th year old junior and he transferred from Georgia and he was a first year student of Myrtle Beach high school. While completing 30 hours of my observational study I collected notes on the studies to assist me on Chris strengths and weakness academically. Chris strength was defiantly math
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By providing those extra time it could make the difference between a student making a failing or passing grade. Modifications is also important element because it effects what a person learns. In the current technology area we live in allowing a student to use a laptop, or iPad during lectures or any note taking activates. During my observational study I was blowing away that my old high school now allowed students there are numerous helpful accommodations & modifications that make away for students to achieve success. There are four types of accommodations which include presentation, response, setting, and timing/scheduling which are all conflicts. Common accommodations that teachers can provide to students would access to iPad they even supplied laptops for each student for educational purpose considering we weren’t able to have cellphones out just 6 years ago. Another modification that students faced with disabilities such as ADHD would be to shorten assignments and minutes is beneficial to the student. lectures. This disability makes it hard for a student to concentrate or sit still so cutting class 5 to 10 minutes. If I had to do all over again I would defiantly change my approach the very second day. During the middle of that school day there was a class dispute between a student and the instructor which was intense. The young student curse out teacher I got in the middle of the …show more content…
Both make up the interchange activities that can occur within a school year and as a licenses instructor you’re expected to perform and rise up to the challenges. Even as it applies to a special education classroom there are still accommodations/modifications that have to be illustrated but it differs from a regular education classroom. When dealing with students that have disability it’s in a teachers best interest to make accommodations regular to make students feel comfortable. For example a student with ADHD who loss focus easily and constantly has to move I would make it a habit to give this particular student breaks in intervals to stretch, take water breaks, and move around this will dissolve on trouble before it occurs. Modifications that occur when dealing with special education would Repeated Reading use a variety of repeated reading activities to improve reading skills. The student Chris from my observational study this would be a great modification for him. He would improve his reading technique by applying the repeated reading activity. As stated there are various accommodations/ modifications related services also ties into this also. “Related services means transportation and such developmental, corrective, and other supportive services as are required to assist a child with a disability to benefit from special education” (CFPIH, 2016). An
Stanberry, K., & Swanson, L. (2009). Effective Reading Interventions for Kids With Learning Disabilities. In LD online. Retrieved January 13, 2014
Least restrictive environment (LRE) is among the six standards enacted by the Individuals with Disabilities Education Act (IDEA), to govern the education of students with various special needs and disabilities (Jacob, Decker, & Hartshorne, 2010, p. 106). The other five principles are; free and appropriate public education, individualized education program, parent participation requirement and the protection of rights of children with disabilities and their parents (Farris, 2002, p. 1). This principle supports the education of students with disabilities together with non-disabled learners to the greatest extent that is appropriate. This means that the special needs student should be allowed access to the education curriculum, extra and co-curricular activities and any other program that non disabled scholars benefit from. The San Francisco Unified School District (SFUSD) is among the public school districts that offer least restrictive environment opportunities for special needs students. This paper which is an interview with the special education coordinator of the San Francisco Unified School District; addresses various issues concerning least restrictive environment.
Some of the adaptations that I would do for my students with disabilities, would be: have high expectations of them, sit them in the front of the class, design special curriculum to fit their needs, make things as comfortable as I could, set goals, laugh and have fun. I would expect all my students to participate, and cues learned from F.A.T. such as giving students time to answer a question when asked. I will give praise for jobs well done and encouragement to keep
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
Special Education was one of those things I never truly understood as a student in the public school system. Who were these children that had to be taken out of the class for reading and math or who remained in a separate class all day? What was so “special” about them? Believe me, I could have tried to find out what was different about them and how they were taught anytime I wanted; my mom teaches Elementary Special Education. I always heard her throwing around terms like resource room and inclusion when she talked about work. But being the typical self-involved child that I was, I never listened to what she said about teaching or asked her more about her students. What I do know is that teaching Special Education involved a lot of ups and down. As a Special Education teacher, the specific tasks of my mom’s job change frequently. She has taught full-time special education classes, has worked with individual students in an inclusive setting, and most recently she teaches resource room. Now that I don’t have to listen to her work stories all the time, I find myself wanting to know more about what special education entails. What I discovered is that none of the methods utilized in Special Education are entirely right or wrong in addressing the educational needs of children with LD. Children with learning disabilities should be educated in the most appropriate way to meet their specific educational needs.
As classrooms become more diverse, and with the push-in model being implemented for special education, this can be a difficult task. There are many things to consider when deciding upon a teaching format for each lesson. The most important is the student’s instructional level or Zone of Proximal Development. There is a fine line between independent, instructional, and frustration level. Lessons should be differentiated so that all students are challenged. To meet the needs of all students it may be necessary to collaborate with the special education teachers and the ESOL teachers. Teachers should be facilitators to student learning. It is helpful to connect the learning to a student’s prior experience. Teachers also need to consider the role of technology in their
My personal philosophy of special education drives not from teaching in the field, but from, observations, and personal experience, and the workshops I attended. I have had the opportunity to work with individuals with special needs in many different settings, all this help cultivate my knowledge in handling the needs of the special needed student. Special needs students have the ability to learn, to function, to grow, and most importantly to succeed. The difference comes into how they learn or how they need to be taught. There are as many beliefs about the "hows" as there are teachers and each of us forms our own philosophy through our experiences and research. As a student in a special education teachers’ program, learners with special needs includes all students in special education programs in the public school system or other appropriate settings. However, the students I would like to focus on in my career are students with learning disabilities and therefore when thinking about learners with special needs, my mind focuses on this population.
The administrator that I spoke to wrote in a fax "the Special Education classes are transitioning into study skills classes so the teacher can provide additional help and support for the student to succeed in the regular class environment. During the four or five periods, when the teachers and instructional aides do not have students assigned to them, they are providing support for their students in the regular education classroom. The level of support is directly related to two factors: 1) What the student needs to be successful. 2) What the teacher needs to help the student succeed. So the support provided by the teacher may be provided daily in the regular education classroom, in the form of helping the student take notes, monitoring behavior, doing a lab activity, etc. The support may also take the form of weekly program checks with the regular education teacher, modifying and/or adopting curriculum, or teachers meeting informally to talk."
Students with learning disabilities in the regular classroom may have challenges that require special attention. If the teacher is able to identify the disabilities and the features associated with them then the teacher can tailor the lessons to meet the needs of the students. These may include differentiated instruction and facilitating an inclusive classroom which will see inclusive strategies employed that will cater to the needs of students with learning disabilities. These inclusive strategies can range from individualized learning programs to team and co-teaching. In some cases, the teacher can arrange for a special education teacher or arrange for a pull out program to assist students who have learning disabilities. Strategies that will also cater to learning disabilities may also include the use of technology. According to Ford 2013 ‘In some situations it may be best for students with LD to be taught in separate pull out classrooms with a teacher who can provide targeted skill instruction in areas where a student is struggling.’ ‘When provided appropriate support within this setting, many of these students can achieve academically and develop positive self-esteem and social skills. (American Speech-Language-Hearing Association 1991). They also recommend that schools should ‘require in-service programs for all school personnel to give them the knowledge and skills necessary to provide education for students with learning disabilities in the regular education classroom.’ Schools should include activities to help participants learn strategies to meet individual needs of students, foster attitudes conductive to educating students with learning disabilities in the regular education classroom, and promote
Special education is no longer restricted to schools that cater for specific disabilities. Increasingly mainstream classrooms must cater for a diverse range of abilities and be inclusive of children with disabilities, therefore providing special education (Heward as cited on Pearson Prentice Hall, 2010). In catering for all children within a class, teachers also need to provide intervention as necessary. Intervention according to Heward (as cited on Education.com, 2011) intends to reduce, eliminate and/or limit the hurdles faced by students with disabilities that may prevent them from maximising their learning and becoming productive members of society. This essay will discuss how teachers can provide all three kinds of intervention; preventive, remedial and compensatory on behalf of individual students who may require it (Pearson Prentice Hall, 2010). Each type of intervention will be explored with examples to demonstrate the possible use of each one and the potential issues that may be associated with them.
... The disability does not and should not ever define who they are. A teacher can also set clear behavioral rules and expectations for the entire class. A teacher should provide accommodations for them, which should be in their IEP, be on their IEP team to help shape their special education program, and have a strong communication with the student’s parents.
Reading is an essential skill that needs to be addressed when dealing with students with disabilities. Reading is a skill that will be used for a student’s entire life. Therefore, it needs to be an important skill that is learned and used proficiently in order for a student to succeed in the real world. There are many techniques that educators can use to help improve a student’s reading comprehension. One of these skills that needs to be directly and explicitly taught is learning how to read fluently for comprehension. “To comprehend texts, the reader must be a fluent decoder and not a laborious, word-by-word reader” (Kameenui, 252). Comprehension can be difficult for students with learning disabilities because they tend to be the students that are reading below grade level. One strategy is to incorporate the student’s background knowledge into a lesson. This may require a bit of work, but it will help the students relate with the information being pres...
Accommodations will help students achieve these academic goals, which can be instructional or environmental changes that help students to successfully understand and respond to the regular curriculum. These kinds of accommodations may be a change of seating in the classroom, sitting up front during story time or allowing more time on an exam. For example, a child who may have dyslexia needs to have an additional 20 minutes on exams, or have test questions and answers read to them aloud. These are accommodations made in order for the student to have the best chance of success. A student, who does not have a learning disability, doesn’t need those accommodations and would not necessarily benefit if they were given to
There is so much to know about special education that is separate from teaching in a traditional classroom. One thing that has really stood out to me is how many acronyms and terminology these teachers need to know. IEP, LRE, IDEA, FAPE, IFSP, and that is just to name a few (DREDF, 2017). Special education teachers, really need to be knowledgeable about a ton of things. Not only all of the terminology associated with special education, but about disabilities and the best way to go about educating a child with disabilities. When working with children in special education, there will be students of all ages with all kinds of disabilities and different ability levels that you are teaching. It is important to know about each child’s disabilities, what they should be learning and how they should be learning it. There may be times that are challenging education students with disabilities, but when a teacher properly educates themselves on all the aspects of special education and the resources out there for them, it may help make your classroom run more smoothly and easier to
Technologies like computers or iPads (or anything with internet access for that matter) in the classroom could possibly distract students from their work. Classroom administrators seem to forget that the majority of students really don’t want to be in the classroom.. I remember when I was in highschool, whenever a teacher would bring students into a computer lab, or bring class sets of computers, or bring iPads into the classroom for a lesson a large portion would go onto twitter, or onto any unblocked flash game website whenever the teacher was not looking, try to access anything for them to “escape” the classroom. When there are a large majority of children and/or teens that do not want to go to school, and are given tools to be rebellious so easily, what is going to stop them? Aside, who really wants to sit through the same autonomous paper typing over and over again...