Introduction The CFE took place in the Potosi School District which is one building and about 20 minutes away from Platteville, Wisconsin. I was under the supervision of Mrs. Tammy Cooley, Director of Pupil Services, Director of the Special Education, and School Psychologist. I worked in Mrs. Cooley’s office the majority of the time, which is located in the elementary part of the building. I also worked with children in general education and special education classrooms. I observed children at recess and in classroom environments. I attended multiple meetings with Mrs. Cooley including IEP (Individualized Education Plan), special education, and faculty problem solving meetings. On occasion, I accompanied Mrs. Cooley to CESA III conferences, …show more content…
It should be strategies that facilitate the highest student learning and have been proven as effective. Because of the ambiguity of the term “best practice”, it has been changed or replaced by the term evidenced-based practice (EBP). This term means practices and strategies that have been proven effective by reliable, well done, and extensive research. There has been a tremendous push towards using EBPs in special and general education classrooms. It has also been deemed important by recent legislation. The article shares that “The Individuals with Disabilities Education Improvement Act of 2004 repeatedly highlights the need for teachers to be trained in scientifically based instructional practices” (p.311). Teaching EBPs to future education teachers has become a priority so that they are prepared to use the practices as soon as they begin …show more content…
This instruction is meant to focus on the general curriculum and be flexible enough to provide differential instruction. Just because it is assumed that teachers are providing this type of instruction does not mean they are. This article wishes to assess the data collection methods available to track teachers’ methods, instructional time, and efficiency. These data collection methods are not to “checkup” on teachers, but are to be used to make systematic school-wide cultural changes, as well as, training changes. Developing staff’s teaching strategies and classroom management should be an ongoing process and the data should be used to help steer professional development strategies/topics. Opportunity-to-learn (OTL) is discussed in the article. OTL is the access students have to the intended curriculum presented in a way that imparts knowledge and skill. There are three keys to OTL: instructional time, content coverage, and instructional quality. These can be measured and indicate how a teacher allots their time with students. OTL can be used to identify teaching strategies to create and refine evidence-based practices that can be turned into student-specific or subject-specific
Standard 1.1 discusses how special education teachers need to understand how language, culture, and family background influences the learning of students with exceptionalities. Standard 4.3 discusses how teachers should collaborate with other teachers and parents to use multiple types of assessment information in making decisions. Standard 5.5 discusses the transition plans they have to implement in collaboration with the students, families, and teachers. Standard 6.3 discusses how teachers understand that diversity is a part of families, cultures, and schools, and that they can interact with the delivery of special education services. Standard 7.0 discusses the collaborations that teachers need to start having with families, educators, and related service providers. 7.3 discusses the promotion of collaborations for the well-being of the individuals with exceptionalities. These standards show what the teacher is beginning to do with the families that have a child with
The government’s primarily goal is to close the achievement gap between special education students and general education students. In October of 2001, before the No Child Left Behind was put into action, President Bush appointed a commission called The Presidents Commission on Excellence in Special Education (PCESE). The purpose of this commission was to bring together 100 experts to evaluate the special education system. In conclusion, the commission could not agree more with President Bush that the special education system needed radical reform (Kauffman, 2004 p. 1). One of the main changes that the commission wanted to see was the achievement gap between special education students and general education students. The PCESE states, “The ultimate test of the value of special education is that, once identified, children close the achievement gap with their peers” (Kauffman, 2004 p. 4). I’m assuming the word peer means the same age child in general education. I don’t see how they expect students with a mental disability to be able to learn just has fast as general education students. I mean that’s what closing the gap means. “The gap to which the PCESE refers is simply not closable for reasons obvious to anyone with a rudimentary understanding of statistics and disability” (Kauffman, 2003 p. 3).
Bryant, D. P., Smith, D. D., & Bryant, B. R. (2008). Teaching Students with Special Needs in
Field Experience Description (Preamble/Introduction/Background): the following field experience observation took place at Plainfield Connecticut’s Shepard Hill Elementary School, 234 Shepard Hill Rd, Plainfield, CT 06374, herein S.H.E., during the fall of 2017, and was conducted by Sacred Heart University M.Ed. candidate Peter Scott Harmyk, Esq. Because of confidentiality requirements per request of the interviewees, specifically the classroom teacher and the special education teacher, herein “Ms. Teacher” and “Ms. Special Ed” the two students observed for the purpose of this essay shall also remain anonymous; further, this candidate was respectfully denied access to the appropriate IEP and 504 documentation corresponding to the two first-grade
The purpose behind this report is to analyse inclusive practice within an early years setting of a child with a special educational needs (SEN). This is done through a case study. In order to establish whether inclusion is being taken into consideration and put into place, theoretical views, legislation and appropriate intervention methods will be discussed in this report. There is sufficient evidence being drawn upon as how the setting provides equal access to the curriculum for the child. The report will consider strategies that are in place to promote and factors that hinder inclusive educational practice.
The purpose of integrating practices within the MTSS framework has multiple features with in its three level of tiers, that benefit both students and teachers resulting in improved outcomes in content learning as well as behavior and emotional domains. The intent of the integration of practices is to optimize learning, keep students engaged in learning and in the classroom, eliminate distractions, and the efficacy of instruction time using evidence based practices for academics and behavior skills. (McIntosh & Goodman, 2016). When selecting an evidence base practice it should have validation of multiple rigorous research studies that improve student outcome, as well as met standard of criteria from respected publications and meet four suggested criteria: (1) have at least two high-quality experimental studies, (2) studies conducted by teams from different institutions with at least one having no affiliation with the developers, (3) consist of documentation of positive educational outcomes with no negative side effects, and (4) evidence the practice can be fully implemented by school personnel with standard resources.
My purpose for this paper is to find and list web sites that will assist teachers who are teaching "special needs" students. As more "special needs" students are entering the classroom, teachers need more and better information on teaching them. The purpose of this paper will be to enable teachers access to information about teaching these students in the field of Geography. It is my endeavor to create a list that will span most grades that will be helpful to both new and experienced teachers.
It is appropriate to know that this teaching practice is “multidimensional” because it involves getting new knowledge, performance assessment, techniques of instructing, classroom climate, the content of curriculum, relationship between a teacher and student. There is need for teachers from different disciplines to cooperate in disseminating concepts of a single culture as students play an active role in evaluating their performance (Banks, 2006).
My personal philosophy of special education drives not from teaching in the field, but from, observations, and personal experience, and the workshops I attended. I have had the opportunity to work with individuals with special needs in many different settings, all this help cultivate my knowledge in handling the needs of the special needed student. Special needs students have the ability to learn, to function, to grow, and most importantly to succeed. The difference comes into how they learn or how they need to be taught. There are as many beliefs about the "hows" as there are teachers and each of us forms our own philosophy through our experiences and research. As a student in a special education teachers’ program, learners with special needs includes all students in special education programs in the public school system or other appropriate settings. However, the students I would like to focus on in my career are students with learning disabilities and therefore when thinking about learners with special needs, my mind focuses on this population.
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.
Special education is no longer restricted to schools that cater for specific disabilities. Increasingly mainstream classrooms must cater for a diverse range of abilities and be inclusive of children with disabilities, therefore providing special education (Heward as cited on Pearson Prentice Hall, 2010). In catering for all children within a class, teachers also need to provide intervention as necessary. Intervention according to Heward (as cited on Education.com, 2011) intends to reduce, eliminate and/or limit the hurdles faced by students with disabilities that may prevent them from maximising their learning and becoming productive members of society. This essay will discuss how teachers can provide all three kinds of intervention; preventive, remedial and compensatory on behalf of individual students who may require it (Pearson Prentice Hall, 2010). Each type of intervention will be explored with examples to demonstrate the possible use of each one and the potential issues that may be associated with them.
For Doman 1, planning and preparation, I believe that I demonstrate adequate skills. I work hard to make connections to my content knowledge with other subject areas through discussions with general education teachers for social studies and science curriculums (Danielson, 1996). As a special education teacher, I must have a full understanding of my students (Danielson, 1996). I design lessons that are the instructional match for my students, modify grade level curriculum, and accommodate for different learning styles. I also try to choose books that would be interesting to my students and create math story problems around the activities that students participate in. Assessing student learning is critical to monitor instruction and to report student progress accurately (Danielson, 1996). The development of this component was a goal of mine during the first semester of this school year. I feel that now, I have acc...
Continuity and progression, in the context of education, refer to the ways in which pupils' understanding builds and develops during their time in School. Cohen et al. (2010, pag 134) defines continuity as "an important educational principle, arguing that the curriculum that is planned must build on prior curricular experiences that the students have had." This requires the teacher to assess where the student is in intellectual development, knowledge, skills, organisation and so, in order that subsequent plan can stretch the pupil instead of rendering the learning boring or impossible. Planning for continuity requires to know previously what students have already done, thus during teaching practice one, planning for continuity was achieved after some time getting information about the students and, some meetings with the mentor, in which pupils' previous knowledge and abilities were discussed.
Education is a profession which requires a teacher to be able to communicate with a multitude of students on a variety of levels. There is not a class, or student for that matter, that is identical. Therefore, teachers must be able to identify and help educate students from all different types of backgrounds and at different levels. Teaching a singular subject presents difficulties, but teaching students with disabilities should not be one. There are three main teaching areas that need to be focused on when teaching a student with a learning disability. Teachers need to focus on the strategies that will assist students with reading comprehension skills, writing skills, and maintaining appropriate behaviors in a classroom setting.
There is so much to know about special education that is separate from teaching in a traditional classroom. One thing that has really stood out to me is how many acronyms and terminology these teachers need to know. IEP, LRE, IDEA, FAPE, IFSP, and that is just to name a few (DREDF, 2017). Special education teachers, really need to be knowledgeable about a ton of things. Not only all of the terminology associated with special education, but about disabilities and the best way to go about educating a child with disabilities. When working with children in special education, there will be students of all ages with all kinds of disabilities and different ability levels that you are teaching. It is important to know about each child’s disabilities, what they should be learning and how they should be learning it. There may be times that are challenging education students with disabilities, but when a teacher properly educates themselves on all the aspects of special education and the resources out there for them, it may help make your classroom run more smoothly and easier to