Jimmy’s school is a special kind of school where it is not a typical K-12 school setting, the school runs its course for the student until the student becomes 21 years of age. The school plays a very big part in Jimmy’s success as an adult with Autism Spectrum Disorder. The school makes up Jimmy’s IEP. Jimmy’s school also does assessments three times per school year and they forward the reports home to Jimmy’s mother to look over. The number one concern for Jimmy’s parents were if he was able to talk and be social, as Jimmy was non-verbal until age five. Over the years that Jimmy has attended the school, the school has helped Jimmy form better communication skills. Another important factor to Jimmy’s parents was social interaction. Jimmy needs …show more content…
The school improved Jimmy’s abilities in these areas as well. In school, Jimmy uses the computers and the iPads, these software’s help with recognizing patterns and using verbal skills. Jimmy does not need a tablet at all times because he is verbal and can communicate basic needs and his opinions to people he is comfortable with. Jimmy is being faced with real life situations at the school he attends. The school is diverse; there are students of color and even females in his classroom. Jimmy’s family and the school make sure to stress to Jimmy that people do look different from one another, this is a precaution so Jimmy is not surprised or unexpected by diversity. Overall, Jimmy’s school does a good job in involving the parents and family members of the student. Jimmy also has an annual family day where last spring there were recreational activities such as dancing, playing tag, and a BBQ. The school does very well with having the family involved. At the school, Jimmy is taught office skills where he works in a print shop. Jimmy has learned how to organize files, how to use a stapler, how to cut things on the line, and how to laminate …show more content…
Courtney and her family have seen so many improvements in Jimmy’s social skills and life related skills. One thing I would do if I was part of Jimmy’s school was to recommend more activities for Jimmy to do after school that involve others his age with disabilities, or maybe just other outside of school activities that will getting him active and social. These activities will allow Jimmy to gain more experience relating and communicating to others. Since, Jimmy’s parents do not help Jimmy at home with his homework and do not force him to do his assignments there is not much more the school can do on their part. Overall, the interview with Courtney went very smoothly, I tried to keep my prior knowledge about Jimmy out of the interview so I can hear what she had to say about Jimmy’s disability in full. This experience really opened my eyes on how having a sibling or child with a disability affects the whole family. After this experience and if I decide to pursue a career in special education, I see how important communication is with the students family. If the family wants their child to have certain skills that I can teach him/her, I will do everything I can to make that happen. Communication is definitely necessary when having a student who has a disability. You want to constantly communicate to the student and his or her family as much as possible, to try to see where you can
We dread the thought of school because to us it is a chore, it’s a hassle, it’s something that messes with our sleep schedule, it is something that gets in the way of lounging around and binge watching Netflix. Pashtana doesn’t take her school and education for granted because she does not have the same liberties we do. While we enjoy driving into the city and shopping over the weekend, Pashtana unwillingly makes wedding arrangements with her cousin. While we complain about our mom nagging us to clean our room, Pashtana is getting beaten by her father because she wants to learn more about the world. While we have stocked fridges and pantries and
My assignment is a combination of two interviews. I interviewed an Assistant Principal, Ms. Katis Romig, as well as, our Curriculum Director, Mrs. Maria Petkanas. They are both responsible for the curriculum development and instruction for the school where I work, P.S. 811Q. I also learned a fair amount from Ms. Romig and Mrs. Petkanas including that District 75 Citiwide Special Education’s Deputy Superintendent, Ms. Barbara Joseph, had given the school feedback and suggested writing curriculum and textbooks. This was the only feedback she gave our principal during her observation last week.
Possible Outcomes: A meeting will be planned with the Special Education teacher, General Education teacher, Principal (or district representative) and individual who can evaluate the child. We will work on goals for Tiffany and set those goals with a yearly IEP and a 3 year revaluation. Tiffany will receive a new annual goal and her schedule will most change. Tiffany’s schedule may be altered and she will be in the general education room for whole group instruction and for a portion of the day the special education room for academic support. Tiffany’s parents will be informed of the services that will be provided for their daughter. Tiffany’s parents will also be informed of the modifications/accommodations that Tiffany can
Once a week, Ms. Neiman has an occupational therapist visit our nonverbal student and our student with autism. Occupational therapist uses special equipment to help children with developmental disabilities, they help students develop and improve the skills needed for daily living. The occupational therapist uses techniques that work the children’s brain, for the nonverbal student since she is at a lower learning level she is teaching her to match colors and unscrew lids. For the student with autism, she is teaching him to tie knots and how to properly draw shapes. She removes the obstacles for the children by supplying the students with the necessary specific help needed in the areas in which the students are lacking or not doing well. One of the gestures Ms. Neiman wanted the nonverbal student to learn was, “I want more”. In trying to do so, she contacted the speech therapist for her input. The speech therapist found a device where she could record her voice saying “I want more” and the student could press the button when trying to relay that message. Ms. Neiman tried the device for about a month and she realized the student was not responding to the button. She removed trying to teach the student how
Parents have the right to be included in placement decisions, IEP developments, and evaluations. Schools should collaborate and communicate consistently with family members due to the fact they know their child better than anyone else and can be a powerful resource, as well as an advocate, for their development and education (American Foundation for the Blind, 2015). Furthermore, information regarding a student’s disability is highly confidential. IDEA clarifies that such information may be shared with only individuals who are working directly with the student (Friend, 2014).
Cedric’s experiences at Ballou High School in Washington D.C. were ones that no one should have experienced. Cedric was a honor student who had little to no friends, and only worried about his grades. An honor student at Ballou is very different then it is somewhere else because it is an inner-city school with very low resources. Having the ability to be one of those students
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).
In order to help students develop these meaningful relationships there must first be a base of communication and collaboration between teachers, parents and paraeducators who all share a stake in supporting and empowering students with and without disabilities. Downing and Peckham-Hardin found that both teachers and parents cited communication and working as a team were essential for truly inclusive education. Some of the most important components of this communication and team work ...
Children with autism have social skills deficits, which cause them to not socialize with their peers or learn from their peers (Carpenter, Soorya, & Halpern, 2009). In general, children with autism do not attend specialized schools for their needs. Instead children with autism attend regular schools with typical peers (Laushey, Heflin, Shippen, Alberto & Fredrick, 2009). Typical peers are children of the same age that display no mental or physical delays; as a result, they are normal. Without a foundation in social skills children with autism will continue to be left behind as their typical peers grow and learn more.
During the 1950’s and 1960’s, people with autism were isolated and some were sent away to institutions. Today, many of those with autism can attend school with other children. Methods are available to help improve their social, language, and academic skills. Even though more than 60 percent of adults with autism continue to need care throughout their lives, some programs are beginning to demonstrate that with appropriate support, they can be trained to do meaningful work and participate in the life of the community.
"At Lincoln Elementary school, there were three types of kids, the really bad kids, the really good kids, and the really smart kids. Nick Allen wasn't any of them, because he was a kind of his own, and everyone knew it. Was Nick a troublemaker?" We'll leave that for you to decide. "One thing's for sure: Nick Allen had plenty of ideas, and he knew what to do with them. Lincoln Elementary needed a good jolt once in a while, and Nick was just the guy to deliver it.”
Janice said her son was clearly not wanted at that school, so she took the kids’ stuff and enrolled them into a public school where Alex was much more comfortable. Teachers were more comfortable dealing with children with complex needs. We need to work on accepting and including children with Down Syndrome in local schools so that they are given an equal opportunity to advance their education and become successful.... ... middle of paper ...
Sean is an active nonverbal 25-year-old man with a diagnosis of autism, OCD, seizure disorder and obesity. He currently is in an out of state residential placement due to a history of high intensity challenging behavior for the last 2 years and 3 months. He has received ABA services school and program as well as home based and residential programs. Sean is from a high metropolitan area due to his history of eloping from buildings it was deemed necessary that he live in a campus setting. Sean attends day program all on the campus where he continues to receive 1:1 staffing 24 hours a day. Sean does not have a formal mode of communication, currently the way that he communicates with others is by grabbing others by their hand or arms and leading
Lately, I have been staying at a class mate’s house, so that the two of us could motivate each other to study more and help each other with any assignments for class. My class mate, Cynthia, has an autistic 6 year old son. Going into this situation, I did not realize the impact that this would have on my life. This discussion question asks us to become more self-aware and to basically analyze our communication techniques. Living with someone with autism has required me to become extremely patient and self-aware.
She believes some of the challenges contemporary families are facing are the economy, healthcare, loss of employment, lack of basic necessities, and broken homes. Despite these challenges, schools and families can work together to make schools stronger by creating a positive learning environment and show the student that they are there to help the student in any way possible. She also states that it is important for the teacher and parent(s) to be on the same page and support each other in regards to learning styles and techniques.