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Instructional strategies term paper
Need and importance of instructional strategies
Effective teaching and learning strategies
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Over many years there has been issues regarding placement of special education students. Determined by which environment is the most effective learning setting is to either place a student into full inclusion general education classes or if he or should be placed in a “continuum of alternative settings” (O’Leary, 2016). As stated in O’Leary (2016), general education teachers and special education teacher’s work together to meet the students need when placed in a general education setting. This setting benefits the student social interactions with peers, but also incorporates the necessary services needed (O’Leary, 2016). Students do not want to seem like an outsider or someone who is “special” so this placement setting makes students feel more
In the Evan v. Board of Education of Rhinebeck Central school district, the mother of the child Frank Evans, Catherine Evans filed a case for the reimbursement of the child’s education at the Kildonan School. The Kildonan School, which specializes in special education for children with learning disabilities like dyslexia. The basis for her case is that the school did not provide her son with the appropriate education, as is required for children with learning disabilities under the provisions of the Individuals with Disabilities Education Act (IDEA) (Wrightslaw - Caselaw - Evans v. Rhinebeck (S.D. NY 1996), n.d.).
Culturally and socioeconomic diverse students already have to overcome one stigma, but when they are placed in special education, they find their selves struggling to overcome another. If they need the support of specialized education then the eventual outcome is more beneficial than the label. One the other hand, when students are placed in special education services they do not need i...
In public schools across the United States, students with special needs are placed in self-contained and resource classrooms in an attempt to facilitate effective teaching and learning practices. However, for some students, the physical placement of self-contained classrooms in and of itself is cause for concern and can impede the learning process (Jones & Hensley, 2012). When students feel isolated or stigmatized by their school environment, their confidence and self-determination levels can be negatively impacted, thereby, diminishing academic progress.
My field experience for EDUC 2130 was done at Rabun County Elementary STEM camp. The camp and its instructors had the goal of increasing the student’s awareness, knowledge, and interest in STEM. The student age groups I worked with went from kindergarten to 5th grade which gave me a wide range of behavioral, moral, and developmental stages to observe. The teachers running the program used many of the techniques we have discussed such as whole class discussions, small groups, and observational learning.
“The 1% of US students with labels of severe disabilities including mental retardation have been historically excluded from ‘inclusive’ education” (Bentley, 2008, p. 543). Laws such as PL 94-142 and “No Child Left Behind” (as cited in Bentley), say that ‘public school students with all types of disabilities be educated in the least restrictive environment—‘to the maximum extent possible…with children who do not have disabilities’ the majority of these students with special education labels, such as, mental retardation and multiple disabilities are still isolated in special education classrooms (Bentley, 2008, p. 545). Wehmeyer (as cited in Bentley), points out that mere access does not promote authentic participation (Bentley, 2008, p. 546). Burkowski et al (as cited in Webster and Cater), “Friendship has been defined as a bond between two individuals that is stable across time and involves mutual affection, mutual preference and having fun together” (Webster and Carter, 2007, p. 201). It is up to parents, teachers and other paraprofessionals to seek ways to facilitate and encourage the types of positive interactions that will foster these types of friendships. If done successfully all students will benefit and there will be true inclusion.
The true purpose of school is to prepare children for their future in becoming lifelong learners and global citizens. For children with special needs, special education services prepare and provide support for them in dealing with the challenges they face daily. Laws such as Individuals with Disabilities Education Act has enforced schools to provide education to all children and reinforces the purpose of the school, which is to provide children the Least Restrictive Environment to help them develop to their optimal potential. There are myriad of concerns regarding inclusion’s effect on typical developing students, yet a research done by Bui, Quirk, Almazan, and Valenti shows that “[p]resence of students with disabilities results in greater number of typical students making reading and math progress compared to non-inclusive general education classes” (p. 3). Therefore, inclusion not only benefits children with disabilities, but it also benefits typical developing student’s academic skills and allows them to learn acceptance and respect for students with disabilities.
The majority of students with disabilities should be in an inclusive setting. These students are generally placed based on the Least Restrictive Environment (LRE). Furthermore, the majority of these students are able to keep up academically with their peers, even
I have been a Special Education Para-Educator for eleven years now. My decision to do this was based on the needs of my family and kids. When my last child was born, the doctors did not think that he would make it. He had a heart malfunction and was born with RSV and Von Villibrantds disease (which I did not find out until he was three); those factors lead me to want to work with special education kids, knowing that I could make a difference.
For my visitation I went to the public high school in my hometown. Due to time constraints I was not able to visit the school on a weekday when classes were in session. I did however get to witness another part of the special education/inclusion program called the Rooster Buddies. I did, however, get some information on the special education program from an administrator via phone and fax.
Those who support an inclusion model for all students take the stand that students with disabilities should be placed in and inclusion setting with the idea that all special education students will benefit from an inclusion setting with their general education peers. An inclusion setting will provide academic growth and social growth. The placement of special education students in a general education classroom would also benefit students to respect and accept those students who are different. Students should be placed in an inclusion setting whenever possible (Noll, 2013).
Upon review of the case study on Ashley Martinez, I have reached the conclusion that there are three issues in this study, 1) the district did not set up the infrastructure to facilitate data driven decision making, 2) the administration fighting over which database will be used to gather data from and 3) the ad hoc committee could not reach a decision and the superintendent refusal to mandate on system. After review of the information, I have concluded that Principal Martinez knows that her problems are as follows: 1) one data base was not mandated to be used by all participants; 2) teachers were not computer literate; and 3) the teachers had not been prepared to use data to drive decision making in the classrooms. (Kowalski, 2008)
Over the past few weeks, a number of local education agencies (“LEA”) have raised questions about special education prior written notice (“PWN”). Failure to provide legally sufficient PWN continues to be a frequent allegation in special education due process hearing. In fact, six of the Texas Education Agency’s (“TEA”) 2017 published special education decisions involve the issue of PWN. While the statutory requirements for the content of PWN can be found at 34 CFR 300.503, we would like to share some practical advice and address some common misconceptions.
Education is a vital part of growing up. Everyone goes through the education system to help carve a path towards their future self and what career they want to focus on as they get older. However, what most people become confused on is the difference between “general education” and “special education.” General education is the education provided to students who physically attend school. Now, special education is the education provided by the school plus extra programs and services to help aid and guide the students through the general education. Special Education is defined as, “the means through which children who have disabilities receive an education specifically designed to help them reach their learning potential” (Friend, 4). The emotions
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