...with exceptionalities’ mean? Slavin (2012) classifies learners with exceptionalities as “any individual whose physical, mental, or behavioral functioning is so different from the norm-either higher or lower- that additional services are needed to meet the individuals’ needs” (p. 355). The development of special education was set in motion in the early 1800s. Some progress was made in regards to how individuals with exceptionalities were treated; however, there was also a period of time where no progress was seen. In fact, instead of progress, for many years things stayed the same for individuals with disabilities, and then there was a decline. Throughout the years, themes developed which impacted the progression...
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...CHILDREN Special Education Professional Ethical Principles Professional special educators are guided by the CEC professional ethical principles, practice standards, and professional policies in ways that respect the diverse characteristics and needs of individuals with exceptionalities and their families. They are committed to upholding and advancing the following principles: 1. Maintaining challenging expectations for individuals with exceptionalities to develop the highest possible learning outcomes and quality of life potential in ways that respect their dignity, culture, language, and background. 2. Maintaining a high level of professional competence and integrity and exercising professional judgment to benefit individuals with exceptionalities and their families. 3. Promoting meaningful and inclusive participation of individuals with exceptionalities in their schools and communities. 4. Practicing collegially with others who are providing services to individuals with exceptionalities. 5. Developing relationships with families based on mutual respect and actively involving families and individuals with exceptionalities in educational decision making. 6. Using evidence, instructional data, research, and professional knowledge to inform practice. 7. Protecting and supporting the physical and psychological safety of individuals with exceptionalities. 8. Neither engaging in nor tolerating any practice that harms individuals with exceptionalities. 9. Practicing...
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...Play is “a medium for change and a means to foster and enhance language, cognitive, social, and emotional development” (Ivory and McCollum, 1999, p.238). Undertaking the literature review on play made me realize how important and underused play is when working towards improving developmental domains for children with exceptionalities and when promoting learning. The first main finding that stood out to me was that children with exceptionalities display delays in play development (Lifter, Mason and Barton, 2011; Messier, Ferland and Mainimer, 2007; Bray and Cooper, 2007; Hine and Wolery, 2006; and Pierce-Jordan and Lifter, 2005). This is useful information if we want to foster meaningful interactions between children with and without exceptionalities in the inclusive classroom. If some children are using more complex play skills, children with exceptionalities may not be able to keep up if they are unable to play at the same level. This could result in a decrease in the amount of social interaction that takes place between children and to some extent exceptional children may become alienated within the classroom. Exceptional children who are physically present in the classroom but do not belong (their presence isn’t valued) are known as squatters (Kliewer, 1998). In an inclusive classroom all students should be full citizens; Rapp and Arndt (2012) discuss the importance of this. Kliewer (1998) outlines four principles of citizenship: believing in one’s own ability to think...
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...key toward resolving solutions. “Conflict may arise from differences both large and small”? Seagel & Smith, (2015). Conflict can occur when people disagree over perceptions, values ideas or even desires. These needs can cause one to feel unsecure or even disrespected. In the following scenario, the IEP Team issued a specific plan for a student with Exceptionalities that required the teachers both General Ed and Special Ed to accommodate and modify lessons to meet the needs of a student with special needs. During this scenario the General Ed teacher was monitored and it was noticed that he/she did not use any accommodations or implement any strategies to accommodate the student with exceptionalities. Action Plan: The current action plan will assist General Ed and Special Needs teacher in providing an equal opportunity to receive an quality education using every resource possible to accommodate and modify curriculum to meet the needs of students with exceptionalities IEP Team/ Parent Meeting: * Inform parents of IEP meetings( Who, What, When, Why and How) * Include all IEP goals specific for the student with exceptionalities * Review assistive technology that maybe used * Identify Core subject areas that will be taught * Identify the roles of the Educators and Parent responsibilities * Design PBS (positive behavior support) plan * Review methods to modify the schedules of students with special needs * Review maps for assumptions; Inclusion, flexibility...
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...SPE-226 Educating the Exceptional Learner Benchmark Assignment: Teaching for Exceptionalities Braydon Smith Grand Canyon University: SPE226 15 November 2013 Abstract This paper reflects on the teacher candidate’s observations of the student “Junior” and the various accommodations that were made for him in various classroom settings. It also discusses different accommodations that could be made in general education classes and special education classes. The paper discusses the need for high school students to be self-advocating or self-determining and learning to make decisions on his or her own. SPE-226 Educating the Exceptional Learner Benchmark Assignment: Teaching for Exceptionalities Students with exceptionalities are a breed all their own. Each student has individual strengths, weaknesses, and individualized education programs/plans (IEPs) tailored to those needs. There are many resources, accommodations, and settings for these students to help ensure their academic success. One particular student, herein called “Junior,” is a mixed bag of interesting. Junior’s cognitive abilities are on par with his classmates. However, he needs help with reading, writing, and other social and behavioral skills. He likes to engage in discussion, enjoys music, and is diligent in his work. Observing him, his teachers, and other various special education classrooms has given valuable information to increase my teaching strategies. Inclusive Math Class Junior’s first period class...
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...Kauchak and Paul Eggen Published by Prentice-Hall/Merrill. Copyright © 2005 by Pearson Education, Inc. ISBN: 0-536-29980-3 Introduction to Teaching: Becoming a Professional, Second Edition, by Donald Kauchak and Paul Eggen Published by Prentice-Hall/Merrill. Copyright © 2005 by Pearson Education, Inc. Learner Diversity Differences in Today’s Students T eachers begin their careers expecting to find classrooms like the ones they experienced when they were students. In some ways classrooms are the same. Students go to school to learn, but they also want to have fun and be with their friends. They expect to work but often need encouragement from their teachers. They’re typical kids. Classrooms are changing, however; the population of our schools is becoming increasingly diverse. Students come from different cultures and speak many different languages at home; they possess a range of abilities and talents; and issues involving differences between boys and girls are receiving increased attention. In this chapter we examine this diversity as we try to answer the following questions: ♦ ♦ ♦ ♦ ♦ What is cultural diversity, and how does it influence student learning? How are the educational experiences of boys and girls different? How do schools accommodate ability differences in learners? What are learning styles, and how should teachers respond to them? Who are learners with exceptionalities, and how can schools best meet their needs? Let’s see how learner diversity influences...
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...History of Special Education Law Grand Canyon University Special Education Litigation and Law SPE-350 Virginia Murray August 11, 2013 History of Special Education Law Throughout the ages, people with disabilities have been hidden away at homes or institutions and were often not educated. This was common practice and as such, when the education system was designed, children with disabilities were not even considered. Then, starting soon after the civil rights movement in the 50’s, a series of lawsuits was brought against school boards and the federal government took notice. Then the Education for all Handicapped Children Act of 1975 was passed and these children were finally allowed the education they deserved. As time went on, the Education for all Handicapped Children Act of 1975 became outdated and so it was revised and renamed the Individuals with Disabilities Education Act (IDEA) in 1990. IDEA completely changed the face of special education by adding and refining many stipulations. Both the Education for all Handicapped Children Act of 1975 and IDEA had specific, legal ramifications on the classroom. Each act, the Education for all Handicapped Children Act of 1975 and IDEA has similarities and differences from each other and there is a Venn diagram included in the assignment to illustrate it. As the first incarnation of federal education law, the Education for all Handicapped Children Act of 1975 was relatively basic. In the article Disabilities: An...
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...teacher for children with exceptionalities -really interested in special education due to my background of having an autistic brother *Already had the experience of a “poorly educated” special education teacher’s assistant under my belt: -volunteered as a camp counselor in the summer camp program that my brother’s school (NSSA in Commack) has for one month, interacting and taking care of autistic children ages 4-6, that very summer -have a lot of previous experience, besides being with my brother daily, because when my brother was diagnosed at the age of 2, my mother immediately became involved and educated herself, becoming a teacher’s assistant and working at my brother’s (old) school in Queens, QSAC. 2010: *Started high school -My brother, Kevin, got epilepsy, which really impacted and changed my whole family’s lives. -became even more involved with my brother’s school, which was a really incredible source of experience and connection for me 2011-2013: *Sophomore-Senior years of high school Involved in: - Varsity Kickline team all four years -Frequent blood donor -Masquers Theater Department (2 plays and 3 musicals, as well as stage crew all 4 years) -Hero Club (Anti-bullying club) Treasurer 2014: *Graduated high school, accepted into SUNY Cortland, major in special education and minor in psychology of children with exceptionalities 2015-2017: * Had the best years of her life studying and living at Cortland, getting my B.S in special education 2018: *Graduated Suny...
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...Intellectual Disability KAR 91-40-1 (oo) "Intellectual Disability" means significantly sub-average general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period, which adversely affects a child’s educational performance. Exclusionary Criteria: A child must NOT be determined to be a child with an exceptionality if the determinant factor is: Exclusionary Factor How to Evaluate Evidence shows that the student’s previous reading instruction Lack of appropriate instruction in reading, and curriculum addressed phonemic awareness, phonics, including the essential components of reading vocabulary development, reading fluency (including oral reading instruction (defined in section 1208(3) of the skills), and reading comprehension strategies. This evidence may ESEA(NCLB); come from; (a) an evaluation of the school’s basal curriculum and supplemental materials, and (b) that the student actually received instruction provided by highly qualified teachers using appropriate basal curriculum and supplemental materials. For a child three to five years old, who is not yet enrolled in kindergarten, teams should consider “appropriate instruction” as the child’s participation in appropriate activities. This evidence may come from interviews with family and other caregivers and through observation in the child’s natural environment that indicates whether or not the child has been exposed to activities appropriate for...
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...Family I believe that parents are active participants in their child's education and need the support to perform that responsibility. • Therefore, the first consideration a new teacher should keep in mind, when dealing with parents, is communication. A healthy community of learners involves the positive relationship between the parents, children, teachers, administrators and staff of the school. Regular communication with parents, in order to discuss the social, emotional and academic development of the child will benefit all parties concerned. This can be done through a combination of newsletters, parent-teacher conferences, samples of student work and phone calls when necessary. • Another thing a new teacher could do, to make their job easier, is to get the parents help with their children while at home. Involving parents in academic activities outside the classroom allows parents to also monitor their child’s progress and to become familiar with the content being covered during class. It is also helpful in that it ensures the student’s needs are being met. • I believe that a teacher should be familiar with the student’s exceptionalities if they are going to best help the student. Also, this knowledge will earn the parents respect, which is essential if a cooperative relationship is to be established. • Having said that, a teacher shouldn’t assume that parents of students with exceptionalities know everything about the needs of their children. It is therefore important...
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...The opportunity of a National Board Certification came on the eve of celebrating fifteen years of teaching. Almost half way through my career as a Special Education teacher, I was enticed by the possibility of a new challenge and intrigued by the notion of a pay increase. The two-year trek toward certification tested both my both personal and professional fortitude. Although the outcome brought great satisfaction, the true benefits came as a result of the journey. Given the complex work demands and complicated students, it’s no surprise that the attrition rates of special educators in public schools are twice that of regular education teachers or that there has been a national shortage of special educators for decades. After fourteen years teaching students across K-12 with various exceptionalities, I was in a teaching slump. Since I had no plans to leave the field, I needed to reflect, revaluate, and rededicate myself to the practice of teaching. The prospect of a National Board Certification was one way I knew I could revitalize my interest and practice. From the beginning,...
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...given respect. The employee must be provided with utmost support and resources by the employer for career growth (Ali, 2013). Attitudes Exceptional Employee towards Work Employment takes a vital part in the life of people with disabilities it add reasons for them to continue seeing life as wonderful as it should be (Lemaire & Mallik, 2008; Wang, 2010). Compensation and others benefits help an individual survive everyday necessities of life but employment brings a greater opportunity to an individual with exceptionality develop his intrapersonal skills and engage himself in social activities and increase his self-confidence and become more independent (Wang, 2007; Wang, Lin & Shu, 2012; Wehman & Revel, 1996; Wehman et al., 1998) Self-confidence, self-worth and drawing self-concept affects employment attitude towards people with exceptionalities. Studies have revealed as early as their young age people with exceptionalities are completely aware that discrimination on their education and employment lies on their way (Khor, 2002; Watson, et al., 1999). People with disabilities see their selves as feeble and are incompetent of doing good things that could put a stop towards seeking employment (Facchini, 1986; Long, 1997; Khor, 2002; Masi, et al., 1999). Having a doubt on oneself or lacking confidence could put a limit on building one’s self-concept and in either way could create a negative effect towards career aspiration and employment (Hendey & Pascall, 2001). Majority of people with...
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...Educating Learners with Diverse Needs Benchmark Assessment Teaching for Exceptionalities Grand Canyon University: SPE 526 Educating Learners with Diverse Needs February 27, 2013 Kerry Fitzmaurice, Instructor Lesson Plan: Mrs. J. Koneri, Mrs. D. Curry, Mrs. T. Brown Unit: Cellular Division: Mitosis and Meiosis Dougherty High School Essential QuestionsObjectives:Students will be able to: | 1. Which cells in an organism undergo mitosis?2. What are the stages of mitosis and what occurs at each step?3. In what part of the body does meiosis take place? 4. How many chromosomes are found in a somatic cell compared to a sex cell? (gametes)5. What do haploid and. Diploid mean? 6. How does meiosis differ from mitosis? 1. Define, draw, locate using a microscope and give examples of the phases of mitosis, meiosis, cytokinesis, and replication. 2. Compare and Contrast mitosis and meiosis. 3. Explain crossing over and how it contributes to the production of unique individuals. 4. Summarize the major characteristics of spermatogenesis and oogenesis. 5. Describe the structure of a chromosome 6. Explain the differences between sex chromosomes and autosomes. | Standards: | SCSh4. Students use tools and instruments for observing, measuring, and manipulating scientific Equipment and materials.SCSh8. Students will understand important features of the process of...
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...The article, “Gifted Students with Disabilities: ‘Twice Exceptionality in the Music Classroom’” by Joseph Michael Abramo, is significant in determining the various strategies that can be incorporated into the classroom for students with a disability. Before reading this article, I was unaware that the teacher has to modify each lesson twice for students who are twice exceptional. I did not contemplate how the teacher would need to differentiate for both their giftedness and their disabilities. This seems as if it would take a significant amount of extra time, especially since the teacher needs to encourage the students to pursue their strengths and interests as well. Overall, it will be extremely challenging to accommodate for students with special needs, but taking on this task will be well worth the additional effort to see the students succeed!...
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...from Marcus Tullius Cicero. I believe that my role as an educator will forever affect the students that I will encounter. To me my role is more than being a teacher; I play an intricate part in how children perceive education. For the year that I teach those students it will be my actions that will entice children to want to be in school and learn. I will be in the position not only in educating them, but to get to know them as individuals. I believe that by assessing each student for their individual qualities I will be able to provide differentiated instructions to connect with each student. My direction in education is to teach middle school science. I chose the subject of science because I feel that this subject can be difficult to understand and overwhelming. I know for me, I had to work hard to learn and understand certain topics in science. But because of my teachers and the way they taught; I began to love science. That is what inspired me to want to become a science teacher. I look forward to creating a curriculum that will challenge students to apply concepts and analyze results. I want to witness children not only learning, but becoming involved in their education. I see myself as a teacher following several theories immersed in education. One theory I accept as a true concept is the constructivism theory. Susan Doherty who is teacher and believed in the constructivism theory wrote: One key, I think, is to allow and encourage the students to ask and...
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