...for Exceptionalities Benchmark Jettie McGraw SPE 226 February 24th, 2015 Abstract Special education teachers are required to accommodate their student’s special need by maintain and adapting lesson plans to meet their individual need and ability. Adapting the lesson plan to their specific need and ability requires observations, meetings and lots of patience. This essay details my experience within a special education classroom, it includes observations and a detailed accommodated lesson plan. This experience provided me with insight on the daily life of a special education teacher, and prepares me for a future career in teaching. Teaching for Exceptionalities Benchmark Students with special needs require adapted teaching methods that vary from those of their peers. These adapted methods stem from detailed observations, that are then included in an adapted lesson plan that is specific to that child’s need. Each adapted lesson plan has a goal, both short term and long term. These goals are then further extended in the form of evaluations and even more observations that are essential in determining a child’s ability in a core area, which then aides the teacher in creating a lesson plan suitable for this child and their need. It is essential that a special education teacher actively observes her students, evaluates what they have learned, and adapts the lesson plan to their need, to create a learning environment that is developmentally appropriate and educationally enriching...
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...I observed at Teravista Elementary School in Round Rock ISD. During my observation, I was in a fifth-grade language arts/reading and math class. My focus was a female student (11 years old) who was placed in Special Education for behavioral issues. I was there for approximately three months (February - April). During my observation, I noticed a few strategies and techniques the teacher used to deter undesirable behaviors. One of the tactics I noticed the teacher used was to ignore the student. In previous observations, I have noticed that this is a common strategy teacher and paraprofessionals use to help reduce disruptive behaviors. In this instance, the teacher did not cater to the student’s need for attention. For example, the student would do random verbal outbursts in the middle of the lesson. At this point, the teacher would either ignore the outburst and continue with the lesson. However, at times that teacher would simply...
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...February 1, 2018 (7:38-10:05 a.m.) Observation 1: Part A (Philosophies and Teaching Models) • Observation: Upon entering Mrs. Mitchell’s sixth grade classroom on February 1, 2018, at 7:38 that morning, I immediately noticed the classroom was set up in a way that I believe a behaviorist teacher would set up their classroom. As I entered, on my left was a white board with the objectives for the day written on it, at the very front of the classroom was a lectern, and to my right were 5 rows students’ desks. There was also a virtual board in the front of the classroom and Mrs. Mitchell’s desk was right beside the virtual board. Once the students entered the classroom, Mrs. Mitchell immediately told them to pull out their homework so she could quickly check it, and the students were very quick to pull out their homework out for her to check it. As she checked the homework, she gave each student a thumbs up if the answers were correct or said,...
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...of Key Terms 5 Brief Review of the Literature 5 Summary 7 Research Method 7 Operational Definition of Variables 9 Measurement 10 Summary 11 References 12 Appendix A: Annotated Bibliography 13 Introduction Inclusion is the current terminology (replacing mainstreaming and integration) that is used to describe a classroom where students with and without disabilities learn together. According to Georgiadi, Kalyva, Koukoutas, and Tsakiris (2012), “Inclusion is defined as access to mainstream settings, where children with special educational needs are educated together with their typically developing classmates through an array of useful and appropriate activities” (p. 531). The belief is that students with an identified disability should be educated and integrated into the regular education classroom and be given the same benefits and access to the general curriculum that their peers are given. According to Golmic and Hansen (2012), “the Individual with Disabilities...
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...Parents are involved with the program at all levels. Some of the area that parents have an input in is program planning, policy development, program governance and curriculum that is taught in the classroom. In 2013, 2,582 parents volunteered in the classroom, attended parent meetings and policy council meeting, all with the goal of improving the Head Start program for their children and the children to come after they leave. Through all of their hard work they logged a total of 262,673 parent volunteer hours and helped create programs such as the parent institute where parents can take training on topics like bed time routines, early literacy skills, financial literacy and many more. Other programs offered by Head Start that have been started by parents is parent focus groups, volunteer training, participation on the Health Services Advisory Committee, exercise programs and food and nutrition education programs. Professional development Programs Through Head Start...
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...Modifications Teaching students with special needs is a challenge and requires dedication. I have always been told that as a teacher you are either going to love teaching children with special needs or you don’t. I feel that it is vitally important to know what you are facing when having to work with this population of people. Disabled students are very unique in their own way and require special attention to be able to address concerns in a way that it is beneficial to the student. Considering that each student learns differently, there are many teaching styles that can be used to help disabled students to learn. Also as a teacher you must evaluate the student so that you are able to know whether or not accommodations and modifications are needed in order to help the student to learn as much as possible. During the assignment, I had to do fifteen hours of observation hours in either an inclusive or self-contained classroom setting. So I notified a school and was able to do these hours in a self-contained classroom. During this week, state tests were being administered in the regular education class, so therefore the inclusive classrooms weren’t available. Special education students are required to take state test as well, but they have a test that’s been modified to the needs of the students. In this classroom there were five students. Each of these students was deemed disabled according to the requirements of IDEA. Just form observation, I could tell that one of the students...
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...Content Review: Week 2 EDUC - 4004 2012 1. Explain why the following terms should not be used interchangeably: impairment, disability, handicap, and at risk. Learning and understanding the related terms of exceptionality helps others to understand the similarities and differences of those with exceptional needs. The terms impairment, disability, handicap, and at risk should not be used interchangeably because the terms have different meanings. Additionally the terms refer to different types of individuals with or without exceptional learning needs. For example, the term impairment refers to the loss or reduced function of a particular body part or limb (Heward, 2009). Such as a soldier who may has a missing limb due to the current war or a child losing their leg after an accident. Handicap is a term that refers to a problem or disadvantage that a person with a disability or impairment encounters when interacting with the environment (2009). Children who may not have an identified disability but have a greater chance of developing a disability are considered at risk (2009). When an educator apply this term to infants, preschoolers, and young school age children because of biological, the home environment, or developmental problems. 2. Explain how each of the six major principles of IDEA will guide your thinking about working with young children as a child development professional. Based on what you learned in the first 2 weeks of the course, if you could recommend...
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...STATEMENT I To establish and maintain a safe, healthy learning environment As a teacher of young children I am aware of the need to provide a learning environment that helps children grow, develop and learn. As I reflect on my teaching practices, I make sure that I provide appropriate teaching strategies and services in each of the three Functional Areas below to meet Standard I. Safe - Each day, I make sure the environment is safe for the children in my care. The classroom is free of dangerous objects that can harm the children. All electrical outlets are covered, cleaning supplies/chemicals are stored in a locked cabinet, and the floor is checked throughout the day for unsafe conditions. The outdoor play areas are checked before the children go outside to play. The fire extinguisher, smoke detector, and other emergency equipment are checked monthly. I practice emergency drills monthly. I also keep a well-stocked first-aid kit available. Health - Good health habits are very important and must be practiced daily. The children and I practice good health habits throughout the day. We wash our hands before meals, after toileting, outside play, messy activities, etc. All tabletops, counters, chairs, etc. are sanitized daily at appropriate times. Toys are washed daily or more often if needed. Learning Environment - In my classroom, I make sure all toys are within the children's reach. All materials are displayed on low labeled shelves. My walls have colorful...
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...Child Study Cynthia Machol ED603 – Human Growth & Development University of New Haven March 28, 2011 Introduction As a future teacher it is important to be able to understand the physical, cognitive, and emotional changes that students are going through. Teachers must be versed in the basis of all areas of development. Teachers have a huge responsibility to give their students a positive, enlightening classroom in which they can blossom physically, cognitively, and emotionally. A teacher that understands their students’ physical development may find it easier to identify a possible cause to a problem a child is having in school. Understanding the stages of cognitive development is of the utmost importance. Knowing a child’s starting point is essential for a teacher so they can plan the right way to help move the child through their zone of proximal development. It is a teacher’s job to promote thinking abilities in their students. By asking higher order questions a teacher will help in their cognitive development. A child’s development of personality and self-esteem is important to not only their schooling, but in their whole life. A teacher can help their students establish this personality and give them multiple ways to develop their sense of self. My purpose in this child study is to be able to analyze an individual child’s physical, emotional, and cognitive development and determine how the changes she is going through will affect her learning and behavior. ...
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...CENTER/PANGASINAN DIVISION II | | | MFO | KRA and TOTAL WEIGHT | Objectives and Weight | Quantitative Target | Performance indicators | To be filled up during evaluation | | | | | 5 | 4 | 3 | 2 | 1 | Actual Result | Rating | Score | Basic Education Services | Pupil Development(Teaching-Learning Process)(25%) | Prepared an up-to-date lesson plan with the appropriate and flexible teaching materials that suit the varying needs of the pupils with special needs. (5%) | | Complete lesson plan for the whole school year. Lesson Plan is taught using different teaching devices and varied teaching strategies. No repetition of lesson for three days. | Complete lesson plan for the whole school year. Lesson Plan is taught using different teaching devices and varied teaching strategies but some lessons were repeated in 10 instances. | Teacher was found to have no lesson plan in three instances. | 10 times w/o lesson plan.The lesson plan is not well planned. | Many times the teacher was found to have no lesson plan and not discharging his work in the classroom. | | | | | | Documented the learners’ academic and behavioral progress by means of an anecdotal record and learners’ portfolio. (5%) | 1 Anecdotal Record Book with Pupil’s Portfolio | 1 Anecdotal Record with Complete Portfolio | 1 Anecdotal Record Book with Incomplete Portfolio | 1 Anecdotal Record w/o Portfolio | No Anecdotal Record Book with Complete portfolio | No Anecdotal Record Book with incomplete portfolio...
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...educators need to determine whether the difficulties are due to English language learning a learning difficulty, or both. Students may need to be taught differently depending on: the root cause of their difficulty, considerations of developmental...
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...Individuals with Disabilities Education Act (IDEA) Diversity and Inclusion FDT 4/5 Natalie C. Miller May 4, 2012 Western Governors University Individuals with Disabilities Education Act (IDEA) Before Congress enacted the Education for All Handicapped Children Act of 1975, an underserved number of children in the United States living with disabilities received a fair education. The Education for All Handicapped Children Act of 1975 (PL 94-142) enabled states to provide for and improve the availability of an education for individuals with disabilities. Renamed the Individuals with Disabilities Education Act (PL 101-476) or IDEA in 1990 (Allen and Cowdery, 2009) the amended Act authorizes a Free Appropriate Public Education for children with disabilities from birth to 21 years of age. Since 1990, amendments to IDEA now include changes to how the Individualized Education Programs are implemented; funding is appropriated; identification and determination of children with disabilities; due process procedures for parents of children with disabilities; and the effectiveness of educational services for children with disabilities. This paper will summarize the various changes to IDEA since the acts inception, and the guidelines and steps needed to create an IEP. Six Key Components of the Original 1975 IDEA The Individuals with Disabilities Education Act of 1975 mandates states and public schools provide a “Free-Appropriate Public Education” to students...
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...Culturally Responsive Teaching: Bridging the Gap Michael Warren University of Texas at El Paso Culturally Responsive Teaching: Bridging the Gap The changing demographics in classrooms are not often reflected in the pedagogies, curriculum and strategies used in represented grade levels and content areas by the education professionals that drive our education system. Recent research has considered the idea that culturally responsive or culturally pedagogical teaching may be the answer to closing the achievement gap created by the absence of cultural awareness. The concept of cultural awareness may be simply defined as an understanding and awareness of the diversity in the classroom (Villegas & Lucas, 2002); however, such a simplistic definition does not recognize the many dimensions involved in the pedagogy of culturally responsive teaching, which for students includes seeing germane links between subject matter and lessons and their experiences outside the context of the classroom and how those links influence what and how they learn. The purpose of this literature review is to examine the many facets that make up the term Culturally Responsive Teaching (CRT) and the impact and implications implementing such a broad concept may have on the education system. While the literature discusses several topics connected to CRT, I will confine this review to the following: (1) CRT Background/Definition (2) The methods of study, the participants involved and the significance...
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...acceptance, belonging and community.” (Salend 6) “Inclusion recognizes that all students are learners who benefit from a meaningful, challenging, and appropriate curriculum, and differentiated instruction techniques that address their unique strengths and needs.” (Salend 6) “Inclusion programs provide all students with access to a challenging, engaging and flexible curriculum that helps them to be successful in society.” (Salend 6) Inclusion not only benefits those children who are disabled but also the children without disabilities because it is an opportunity for them to learn about disabilities and learn to accept the differences that everyone has. While inclusion may not be for every child out there, the benefits greatly outweigh the negatives, thus why an inclusive classroom has been more and more pushed as the way to go for education of younger children. (Browne 117-118) “Children with disabilities need the same things in their environment as other children. They need an environment that is safe, secure, and predictable and one that provides a balance of the familiar and novel, so that there are materials and activities that provide for their development.” (Browne 342) There is no one law that forces classrooms to be inclusive, but when the Americans with Disabilities Act was passed in 1990 it made it illegal for any facility to deny any person or persons admittance into a facility because they had a disability. Another law that has made waves in the equality...
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...provide information for practitioners using observation for special education evaluations, including initial and re-evaluations, functional behavioral assessments (FBA), and monitoring IEP (Individualized Education Program) and BIP (Behavior Intervention Plan) progress. Observational procedures for research purposes are often more demanding and these suggestions are for practitioners and not meant to meet a research standard. Collecting data involves a variety of techniques, including both direct and indirect methods. Examples of indirect data collection include interviews, record review, and examination of permanent work products. This booklet focuses on observational data, which is a direct method of data collection. When collecting information, it is important to use multiple sources and methods, and to triangulate the data collected. No one method stands alone. Behavior always occurs in a context, and observing in that context is critical for defining and understanding the behavior. Observations may also help to identify the antecedents (what happens before the target behavior) and consequences (what happens after the target behavior) so that meaningful behavioral interventions can be developed. The data we collect during systematic classroom observations is used as a baseline, and/or present level of performance for an IEP. We might also use the data to evaluate whether or not an intervention is working. Observation is one method for collecting data for an...
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