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The difficulties of raising a disabled child
Inclusion in public schools
Inclusion in classroom
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I observed an IEP meeting for one of my students who has a TBI, traumatic brain injury. She just moved to this school district last year, so this was a follow-up IEP meeting to see how she was doing on her short-term objectives and overall goal. They also talked about transitioning her into high school, because she is in 8th grade now. The People who attended the meeting were the DAPE teacher, the mom, the student, the three special education teachers, the para-professional, and case manger. The student is apart of the special education program at her school. She attends general physical education classes Monday through Thursday and then DAPE on Fridays. She also has a Para-professional with her at all times, but the Para also has two other students. Because of her TBI she has …show more content…
Right now she has a Para that has the student as her main student, but she also cares for two other students. The mom is scared for her daughter and for the other two students safety. One example they gave was that during the fire drill last week, the student seized as all the other students were out of the building and the Para had to help the other students too. Another example is that the student seized when about to enter the pool and she almost smack her head. When they were talking about this topic I really started to think what I would do in the situation. This student seizes everyday the mom says, so that is a huge safety concern. I think she should have one, but at they meeting they were saying that the mom is really going to have to fight for this. Which reminded me of the Dear Collage letter and how the parent has to be the biggest advocator for their child, if they want it done right. I believe this mom will, because you could see her concern not only for her child but the other children that would be unintended in a situation when the student does have a
The Gaskin Settlement Agreement is an agreement between a group of families and advocacy organizations who filed a class action lawsuit against the Pennsylvania Department of Education (PDE) on behalf of a group of children with disabilities in 1994. This agreement does not change a student’s placement, program, or IEP in any manner. Only the IEP team has the authority to make modifications that will impact a student’s IEP. The main goal of this settlement is to make sure that IEP teams will determine if the goals in a student’s IEP may be implemented in a general education setting with supplementary aids and services prior to considering an environment that is more restrictive in nature. The elements of this case were designed to help increase the capacity of school districts to provide related services, SDI that is appropriate, supplementary aids and services, and supports to students who have disabilities that are placed in general education classrooms. The PDE lists many important elements of the Settlement Agreement to be aware of...
While it is not required for Amy to attend her IEP meeting it should be encouraged rather than discouraged for many reasons, especially when a student is old enough to participate in his or her own education. If Amy should want to attend, she should be present. There is so much that she could offer at the meeting, along with creating a sense of responsibility in her own learning. She can help with setting up learning goals along with accommodations that she might benefit from, after all, she is very involved in what she is learning. Also, transition planning for college and other postsecondary goals will be considered after a child turns 16, thus she should be present during this time. Probably the most important reason to involve a student in their IEP meeting at 17-years-old would be to help them develop the ability to self-advocate. This will be important as they move on from high school and into the real world, or college.
This is simply not the case. Students who have not had the benefit of previous instruction often feel a debilitating inability to contribute (Martin, VanDycke, Greene, Gardner, Christensen, Woods, & Lovett, 2006). Without specific IEP instruction, students have no idea how to participate in IEP meetings, nor do they fully understand the purpose of their IEPs (Martin, Van Dycke, Christensen, Greene, Gardner, Woods, and Lovett, 2006). Lack of instruction, however should not be the hindrance that prevent students from participating and leading the IEP process. Students with disabilities must be taught how to direct their IEPs.
The IEP team may include the student, their parents, a regular teacher, a special education provider and other representatives, such as a social worker or relative child care provider. These meets are required to be held within 30 days of the student’s acceptance into the special education program. Every IEP has the two main goals of setting reasonable learning goals and establishing academic services that the school will provide. The IEP should state which state and district-wide assessments that the student will or will not participate in and why.
Susie works as an 8th grade science teacher in a title one school in San Antonio. She teaches co-teach classes which means she works with the students who are intellectually below average and need the extra assistance and extra push. With her, she has another certified teacher, Jenny, who aids her in the classroom. My mom, aside from her co-teacher, has a teaching partner that works in the same department as her, and they coordinate lesson plans and teaching principles. Dennis, her teaching partner, is a diligent worker and helps with preparing power points for him and my mom to utilize. My mom however, has struggled with the lack of assistance in her classroom ever since Jenny became her co-teacher in 2013. Jenny is Dennis’ wife. The ethical
Kaylan Little’s mom, Ms. Covington, called around 2:20 today February 8, 2017. She stated that Kaylan was upset because Mr. McKnight was saying she had a bad attitude, needed to go the alternative school, and was gossiping with other teachers regarding her behavior in the hallway. Kaylan’s mother was concerned with Mr. McKnight’s lack of professionalism. I pulled Kaylan out of her 4th core class which is also Mr. McKight’s class. We talked about her concern regarding Mr. McKnight addressed her. We discussed that she has him 3 times a day and she does not feel like he respects her. We also discussed that there was an incent last year in which Mr. McKnight was accused of using the “n” word and she still has some animosity towards him.
As a special educator, I would not solely be able to supply all that a student like Sam would need. Sam would not just require special education services (replacement versus supplementary), but a one-on-one aide, group and individual counseling, and much more. A student like Sam requires teamwork and collaboration to ensure he is meeting developmental milestones and maintaining a sense of social awareness and academic success. A student with both an intellectual disability and ASD also requires a vast amount of attention and care at home. These disabilities require routine, structure, repetition, and care.
student named David that break's every rule at the school and having to stay at school after it is
I chose to do my observation at the Independence Association, EnvisionME day program. I have my internship at the Independence Association and I am in the same building as EnvisionME I thought I would take advantage of a good opportunity for me to study the ADA Standard guidelines It is located at 643 Lewiston Rd. Topsham, Maine. EnvisionME is located on the first floor of the Founders Building. EnvisionME is a center-based program that works with clients of varying physical, mental and developmental disabilities. EnvisionME manifests itself under Title II of the ADA Standards for Accessible Design is geared towards “public entities” within the state and local governmental facilities and programs.
She may in turn be an oppressor to her students as she attempts to discipline these students while using aggressive teaching technique to get them to meet testing and other policy
The class attended for my Participant Observation Assignment was a yoga class at the Recreation Center at State University. Such a class is for one session and is forty-five minutes in length. During this class, we covered beginning yoga moves at a slow pace so everyone felt comfortable. The nature of the class consisted of simple yoga moves, serine atmosphere, and relaxing music. Learning theories that were address, applied, and by the instructor wanted us to use were Skinner’s Operant Conditioning, Bandura’s Social Cognitive Theory, and Observational Learning. The instructor also taught using the Direct Instruction Approach and wanted the students to use Lave’s Situated Learning Theory.
My job is not to tell her what to do therefore I presented her with a few different options allowing her to lead her case plan. I believe that with Sandra taking the lead and choosing what she wants to accomplish will lead to a lasting behavior change. Also, through this process I utilized the knowledge and understanding I have of the family systems theory without telling Sandra about this
There is also a chance I was just observing at a bad time for the student. Regardless the student seemed to be consistently unhappy. MV also has many symptoms of depression according to the National Institute of Mental Health such as: “Persistent sad, anxious, or “empty” mood, Feelings of guilt, worthlessness, or helplessness, Loss of interest or pleasure in hobbies and activities,Decreased energy or fatigue, and Appetite and/or weight changes.” (NIMH, 2016, signs and symptoms section) MV shows each of these symptoms a daily basis. For example the loss of interest in favorite activities, as previously mentioned MV enjoyed soccer on a separate occasion the teacher and I were talking about a soccer game involving his favorite team very close to him and he did not join into our conversation like he did previously. I believe his depression may be caused by his bullying and another major factor may be involving his family. MV would talk to the teacher about his family in the mornings after the weekend and two things stood out to me more than anything: MV never mentioned his father and whenever he would talk about his mother the word beer would also pop up at some point. Which leads me to believe that MV’s parents split up and his father has no visitation or his father may have passed. Either case however also leads to the idea
The Individualized Education Program is developed by a team that includes the parents of the student, a general education teacher, a special education teacher, a school representative (principal), a person knowledgeable about evaluation (school psychologist), and others at request of IEP participants. The primary job of the IEP team is to plan a program of special education and related services that is reasonably calculated to provide a meaningful education benefit. The IEP Process includes a review of assessme...
There are many things that need to be included in an IEP. There are the obvious things like the students name and identifying information. Also, the date that the special services will begin, where the services will be delivered, and the duration to which these services will extend. Places to which these services can be administered include schools, homes, and/or hospitals. The age for which services can begin are at the age of 3 and end at the age of 21. Another thing that will be included in the IEP is a statement of the child’s present academic achievement and functional performance. This may include how the child’s disability affects his/her performance in the general education classroom, or how a child may be unable to participate in certain activities. After identifying the child’s problems in the general education curriculum, goals can be put into place. These goals include both academic and functional goals that are designed to allow the child to progress in the general education curriculum. There must also be assessment information in the IEP. This information includes