...For stage 3 the team used the general education teacher’s lesson plans as the driving force for the standards for the student. The team sat down weekly to discuss the lesson goals what the overall goal for the student was during the lesson. This model also included reflection which involved the team reflecting on the lessons with feedback and suggestions from the other service providers. They noted and celebrated his achievements and gains which encouraged the team working and altering the instruction to best meet his needs. When I taught inclusion, I found it very hard to collaborate with the general education teachers. I felt that myself and the general education teachers put forth an honest effort to collaborate yet have an agreed up time never worked for us, one of us was always called to another meeting. We often discussed lessons in the hallway between classes, at our duty posts, or even in the cafeteria at lunch, the team I worked with...
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...was born to ensure that states and school districts provided children with disabilities a free and appropriate education. To facilitate state compliance, IDEA provides federal money to states for the sole purpose of educating students with disabilities. IDEA categorizes thirteen disabilities and to qualify for services the student’s disability must negatively affect their education. To be considered for special education a student must go through multiple steps to determine whether they qualify for services. The steps to determine eligibility include a Referral, a Response to Intervention (RTI), a Nondiscriminatory, Multi-disciplinary Evaluation; and if eligibility for services is deemed necessary, an Individualized Educational Program (IEP) is developed and Placement is determined. Referral If a student is not responding successfully to instruction in a general education classroom and any RTI the school has in place; a parent, school personnel, or anyone involved with the education of the child may make a referral to determine if the student qualifies for special education services. Once a referral is submitted, at least 3 people meet to obtain parental consent to conduct initial evaluations. The 3 person team must include designated school personnel and at least one teacher. The parent(s)/guardian(s) of the child should be included and the child may be included if deemed appropriate. A special education teacher will serve as the student’s caseload manager and will be the...
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...Teresa Flanagan Individual Transition Plan Shenandoah University Transitions for Students with Disabilities SED 575 June 25, 2014 Individual Transition Plan OVERVIEW: Student J is a 14-year-old eighth grader at Seneca Ridge Middle School. He was found eligible for special education services in September 2008 as a student with Other Health Impairment (OHI) and a secondary label of an emotional disability (ED). When student J was in his late elementary school years he experienced inability to interact with his peers and maintain social relationships, and was observed shutting down and displaying self-destructive behaviors. There were interventions and accommodations implemented in elementary school including a behavioral plan, which was revised each year he was in middle school, based on what his interests were which were used as the motivators and rewards he would receive for displaying appropriate behavior and completing work. Student J became academically successful and was showing great progress at the end of seventh grade. During his 8th grade year he went through the reevaluation process and was found continued eligible under the same primary and secondary labels. The areas of concern for Student J were identified as problems with using appropriate language, and the same behaviors of shutting down when he was experiencing frustration. This cased a lack of progress in content subject areas during his eighth grade year. Student J receives special education services...
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...<Course ID Number> SE7004-8 | <Instructor> Dr. Peggy Cramer | | | <Course Title> Developing Curriculum for the Mentally Disabled | <Assignment Number or Title> II | | | <Add student comments here> ------------------------------------------------- ------------------------------------------------- Faculty Use Only ------------------------------------------------- <Faculty comments here> ------------------------------------------------- ------------------------------------------------- <Faculty Name> <Grade Earned> <Date Graded> Special Education Service Delivery and Federal Law Sherry Maxey Northcentral University Special Education Service Delivery and Federal Law The federal laws which are designed to create Free and Appropriate Public Education (FAPE) for all students have provided guidelines on establishing a “Least Restrictive Environment” (LRE), with a focus on students whom have special needs (What is idea?, 2014, para. 4-5). These laws such as Education for all Handicapped Children (EHCA) enacted in 1975, and the Individuals with Disability Act of 2004 (IDEA) furnished instructions, programs, and support to educators for assisting exceptional students with their behavioral and learning skills/challenges in the classroom (Blackwell & Rossetti, 2014, p. 1). In this paper, an administration implementation of the IDEA 2004 federal law in a school...
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...ESE 633 Week 6 Final Paper To Buy This material Click below link http://www.uoptutors.com/ese-633-ash/ese-633-week-6-final-paper After completing this assignment, you will have demonstrated your understanding of the following objectives: Analyze the value of co-teaching as an inclusion model of instructional delivery. Analyze the value of collaborative consultation as an inclusion model of instructional delivery. Analyze ways to create a collaborative school culture to promote professional growth and leadership. Determine some of the causes of education-based conflict. Evaluate problem solving and negotiation strategies to resolve education-based conflict. Recognize the importance of knowing personal strengths and weaknesses in conflict resolution. Evaluate verbal, non-verbal, and para-verbal cues that impact communication with educators, administrators, parents, and community members. Analyze the range of placements and services offered to students who have a disability. Additionally, this assignment demonstrates your mastery of the Course Learning Outcomes 1, 2, 3, 4, & 5 and the MAED Program Learning Outcomes 2 & 8 and will have reinforced your competency with the MAED Program Learning Outcome 7. As you have learned throughout this course, it takes a team to educate a student. The team is composed of stakeholders who have a professional and/or emotional investment in the student’s education and post-graduation success. Although everyone has the same...
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...Chapter 1: Student Characteristics Understand Characteristics of Students with Disabilities Some students with disabilities pass through typical developmental milestones and express skills within an average range for their age group. Others show delayed growth at certain developmental milestones, and many students with disabilities experience challenges as they navigate through the school curriculum. It is critical that special education teachers know how to differentiate between typical individual differences among children without disabilities and differences that may indicate a disability that requires interventions and/or specialized designed instruction. In addition, special education teachers need to know the most common types of disabilities that students may experience and how those disabilities affect their ability to learn and their behavior in the classroom. Competency 1 thus focuses on the characteristics of typical and atypical human growth and development and the characteristics of students with various disabilities that special education teachers are likely to encounter. The test includes a wide range of multiple-choice questions that address Competency 1. * Questions on typical and atypical behaviors and abilities for children and adolescents at particular ages. * Questions on the types and characteristics of various disabilities. * Questions on the similarities and differences among students with and without disabilities. This competency encompasses...
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...ESE 633 Week 6 DQ 1 Course Reflection Discussion To Buy This material Click below link http://www.uoptutors.com/ese-633-ash/ese-633-week-6-dq-1-course-reflection-discussion This discussion is your opportunity to demonstrate your understanding of the objectives; Analyze ways to create a collaborative school culture to promote professional growth and leadership; and Recognize the importance of knowing personal strengths and weaknesses in conflict resolution. Additionally, the discussion represents your master of the Course Learning Outcomes 1, 2, 3 and the MAED Program Learning Outcome 8. Throughout the course you have learned the importance of collaboration between teachers in an inclusive teaching environment, how each person plays an important role as part of a team effort, and how an array of opinions can be united into one common goal using proactive problem-solving strategies. The same foundational theories can be applied to a larger system when creating a proactive school culture that is fully inclusive, and requires each stakeholder to play an important role in the team and to use proactive problem-solving to avoid potential conflicting situations. According to Nadine Engels article Principals in Schools With a Positive School Culture (as cited in School Culture Matters, (2013), contributing factors to positive culture include “a shared sense of purpose and values, norms of continuous learning and improvement, collaborative collegial relationships… and sharing...
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...the child’s ancestors. Parents of children with disabilities often try to shelter them from the outside world (Tsao, 2000). Asian parents with children, who have disabilities, often experience great shame and feelings of obligation toward the child. Because it is believed that it is the mothers fault, she often bears the blame for her child’s disability. Most mothers of children with disabilities assume the majority of caring duties for the child especially in the public settings. Some fathers deny or ignore the child with disability and frequently do not participate in caring for their disabled children. Asian parents are stereotypically very hard on their children when it comes to their academic performance; their grades are seen as a reflection of the family. When it comes to the academic performance of children with disabilities, the importance of academic success is not stressed as much or not stressed at all (Tsao, 2000). Children with disabilities who are from Asian families usually fall through the cracks in regards to their academics and assessments (Doan, 2006). The current assessment system that is in place needs to be revised. Often the parents...
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...the child’s ancestors. Parents of children with disabilities often try to shelter them from the outside world (Tsao, 2000). Asian parents with children, who have disabilities, often experience great shame and feelings of obligation toward the child. Because it is believed that it is the mothers fault, she often bears the blame for her child’s disability. Most mothers of children with disabilities assume the majority of caring duties for the child especially in the public settings. Some fathers deny or ignore the child with disability and frequently do not participate in caring for their disabled children. Asian parents are stereotypically very hard on their children when it comes to their academic performance; their grades are seen as a reflection of the family. When it comes to the academic performance of children with disabilities, the importance of academic success is not stressed as much or not stressed at all (Tsao, 2000). Children with disabilities who are from Asian families usually fall through the cracks in regards to their academics and assessments (Doan, 2006). The current assessment system that is in place needs to be revised. Often the parents...
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...approach for all students. Based on what you know about inclusion at this point in the course, do you agree or disagree with inclusion? Explain your rationale and support your assertions with evidence from the readings and your own experiences LD Processing. Watch the video F.A.T. City LD Processing (http://www.youtube.com/watch?) by Rick Lavoie. Based on the readings, your experiences, and this video, what are some of your new insights on students with learning disabilities? What are some of the social, emotional, and academic, and processing needs of students with LD? What are five strategies you can use to support their needs? Inclusion. Reflect on this week’s learning on inclusion. Why do you think inclusion is an important element in meeting the needs of students with disabilities? What factors do you think would impact inclusion being successful in a school? How would you define “success” for an inclusive classroom? Raising Disability Awareness. For this assignment, you will explore disability areas to increase awareness regarding the characteristics and educational needs of each area. The disability areas that will be explored are learning disabilities, emotional/behavioral disabilities, intellectual disabilities, and autism. For each disability area, find one source specific to the disability (i.e. children’s book, journal article, multimedia resources, advocacy organization websites, professional...
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...I was able to lead IEP meetings, yoga group lessons, teacher and team meetings, run classroom programs. I was fortunate enough to get to a complex care appointment at Children’s Hospital with one of the kiddos. I got to see a student figure out how to use a one arm drive wheelchair. I was able to assess students on a daily basis regarding health status, and made lots of clinical decisions regarding care. I was able to collaborate with a variety of professionals, including SLPs, OTs, other PTs, teaching assistants, special education teachers, vision teachers and administrative staff. By the end of the experience Alysha, my CI, noted that I was less like a student to her and more like a co-worker, where we could really bounce ideas off of each other and collaborate to bring the best care to...
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...ESE 633 Week 5 Assignment Collaborative Problem Solving To Buy This material Click below link http://www.uoptutors.com/ese-633-ash/ese-633-week-5-assignment-collaborative-problem-solving In this assignment you will demonstrate your understanding of the following learning objectives: Analyze ways to create a collaborative school culture to promote professional growth and leadership; Determine some of the causes of education-based conflict. Evaluate problem solving and negotiation strategies to resolve education-based conflict. Recognize the importance of knowing personal strengths and weaknesses in conflict resolution. Justify the collaborative role of transition team members who actively participate in transition meetings. Additionally, the assignment represents your mastery of Course Learning Outcomes 1, 2, & 3. Providing tools for academic success to students with disabilities is a collaborative effort. Sometimes however, individuals within the collaborative team face conflict due to a strong emotional or professional investment from a particular member. Examples of education-based conflict include disagreements over the allocation of limited resources and funding, differing curriculum delivery methods, class behavior management styles, misinterpreted conversations (due to cultural differences, communication styles, personal or professional backgrounds, and other differences), and misunderstanding of professional roles, school policy, and other school or district-based...
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...proficiency (female: 37%; male: 37%).” In turn, “At the state level, females at elementary schools in Georgia have performed about equally as well as males on the math assessment (female: 39%; male: 39%).” After reading this statement, I found this to be interesting. The reason I found this interesting is because throughout my school career the generalization made by many was that females are more likely to be more proficient in English and Reading and males are more proficient in Science, Math, and Social Studies. In addition, about 7% of all students at Tolbert Elementary School are learning disabled. This is lower than the state reported elementary schools in Georgia with 11% of students with disabilities. In turn, there are no students with IEPs, 504s, or TPCs, but there are four students within the homeroom who are considered to English Language Learners. Techniques, Methods, and Strategies While at placement, I observed multiple math lessons. During these lessons I saw little to no manipulatives used which frustrated me because I believe many of the students would have benefited from using more manipulatives. In addition, the type of instructional strategies consisted of using the white board to work out problems or worksheets for students to practice examples over the various topics covered. In addition, the students seemed to struggle to pay attention during these lessons. Furthermore, the most excited I saw the students during math was the day before their test. Additionally...
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...Jennifer Cooper The Reflections of Life’s Existence PHIL201 –Introduction to Philosophy July 31, 2014 Abstract The discussion of life’s questions is not easy. Philosophers use many points to prove their arguments. The debates of how and why we make our decisions will go on as long as we are around to research ourselves. Philosophers use metaphysics to study the world around us using science and knowledge. Epistemology is the study of how we gather knowledge and how it is trusted. Ethics is the framework by which people make decisions of right and wrong. Ethics also deals with individual, social, and cultural moralities. The Reflections of Life’s Existence Introduction Why do we care about the meaning of life? Do we need to ponder questions about our existence in order to be happy? Scientists and philosophers have pondered these questions and tried to find answers to concerns about free will and do we have a soul. They also have deliberated about how reason effects our decisions and if ethics plays a role in how humans interact. Do people with higher morals make for happier people? Metaphysics: What is real and how do we know the correct reality? Metaphysics is the study of reality and how we understand the world around us explained using science and reason. Internet Encyclopedia of Philosophy (IEP) explains (n.d.) Aristotle believed that we perceive our world around us with our eyes. We are visual creatures. That is why sight is so important and...
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...Mitchell’s classroom, I asked her how she plans her lessons for her classroom, and she told me that she and the rest of the teachers at Northeast Lauderdale Middle School formally group plan once a week in a meeting of all of the sixth grade teachers, but she also said that the teachers informally discuss lesson planning in the teacher’s lounge on a daily basis. Mrs. Mitchell also mentioned that they subject plan as well, gathering all of the English teachers together and discussing what is working and what is not working. When I asked how frameworks and benchmarks are incorporated into planning, Mrs. Mitchell explained that Northeast is given a pacing guide from the school district, and the teachers are to plan accordingly so their students will have reached a certain percentile ranking by a certain time in the semester or end of the year. She expressed that they overshoot their lesson plans so if they have something happen, the students still obtain...
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