Standards 4 and 5 of the InTASC Model Core Teacher Standards address the Content Knowledge and Application of Content. Standard 4 states: “The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.” Standard 5 states: “The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.” To me, Standard 4 and 5 means as a teacher I should have knowledge and flexible understanding of the content to create a program …show more content…
It was entitled “Research Project”. In this class, I gained the knowledge necessary to identify dependent and independent variables in published research, as well as identify the different dimensions of behavior, identify appropriate measurements for a target behavior, and identify the appropriate methods of collecting data on that target behavior. For this project, we were asked to choose a student with disabilities from our classroom and complete a project to examine a method of improving the student’s behavior. I focused my research project on reducing the duration of tantrums with self-injurious behaviors by presenting the student with vibratory stimulation and wrist weights. Vibratory stimulation and wrist weights were used as an antecedent intervention to reduce the duration of tantrums with self-injurious behavior in the …show more content…
The use of Individual Education Programs (IEPs) specifically addresses standards 4 and 5 by addressing writing an IEP as a curricular planning tool as well as using the IEP to document access to the state standards through the IEP development. Over the course of the semester, I completed several mini-assignments that help develop each section of the IEP. Although, for the final project I was asked to complete a full IEP on Sue. When completing the Individual Education Program for Sue, I felt it was a little difficult for my to get a full understand of what her needs might be through reading her case study. I knew that in order for Sue to be successful she needed an appropriate IEP to address all of her needs. Therefore, when developing Sue’s IEP, I focused on creating supports that would assure mastery of the content and her measurable goals. I created supports for instructional and classroom testing accommodations as well as supplemental aids and services for Sue to become successful within the classroom. Since the data indicated that due to resistance/refusal, and minimal attention on task, Sue has difficulty with all written classwork/homework which impacts her grades. Sue is currently failing in all of her academic areas. Therefore, I created instructional accommodations that will help in
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...
Teaching students how to direct their IEPs creates an additional step in the process that might seem like an undue
The Department of Education states that an Individualized Education Program (IEP) is an academic opportunity for parents, teachers, administrators and human services personnel to provide assistance to students with disabilities. Individualized Education Programs are written plans that state specific learning goals and designate educational services that are designed to meet a student’s individual needs.
*** Special Education - Are there skills (disability related) necessary for the student to achieve the outcome? If so, identify the type of skill the IEP goal should address and write goal in IEP.
Since 2010, there were 45 states that have adopted the same educational standards called Common Core State Standards (CCSS). The initiative is sponsored by the National Governors Association and the Council of Chief State School Officers and seeks to establish consistent education standards across the states. The Common Core Standards is initiative state-led effort that established a single set of clear educational standards for kindergarten through 12th grade in English and Mathematical standards. These standards help to educate all of the students equally, they help children who move from state to state, as well as they help to prepare students for college and workplace. The common core standard helps to provide a clear understanding for teachers and parents of what is expected of the students to learn. It is designed to help educate our children for the future; it gives them the knowledge and skill they need to be prepared for post secondary education and employment. "The standards are designed to be robust and relevant to the real world." (National Governors Association Center for Best Practices, Council of Chief State School Officers)
I chose to do my paper on students with Individualized Education Program’s for this fact alone. The majority of these students do not look any different from the other students. They want to be a part of the general education classroom setting. They may have mainstreaming and inclusion with IEP’s which makes the lives for these students more thriving. The main goal I have discovered in my reading of Individualized Education Program is placing the student at the center. The student is the main priority and their IEP focuses on meeting their educational needs. In reading, Inclusion and Mainstreaming I learned in the past, physically and mentally disabled children were often stricken form society and placed in separate institutions. This ended on November 29, 1975 when the Education for all Handicapped Children Act was signed. The Act required the government to provide ample funding for all handicapped children from ages 3-...
When going about mainstreaming a student and putting together their IEP you first have to identify if it is a learning disability that they are struggling with or if it is a physical disability that they are struggling with. We first are going to talk about the students that have physical disability’s that they are struggling with. A 6-year-old in a wheel chair would need different resources then a Blind 17-year-old with average intelligence.
The defendant Rachel Holland was at the time a nine-year old girl with an intellectual disability with an I.Q. of 44 and an academic functioning level of a four-year old child. Rachel was described as being well behaved and popular with her second grade classmates. She enjoyed school and was motivated to learn. The plaintiff Sacramento Unified School District proposed to educate Rachel half time in a special education class, and half-time placement in a regular classroom. Rachel’s core classes such as Reading and Math services would be rendered in a special education class and classes such as PE, Music, Lunch, and Recess would be rendered in a general education classroom. Rachel’s Individual Education Plan (IEP) stressed language and communication goals such as speaking in four or five word sentences, initiating and terminating conversations, verbally stating name, developing twenty-four word sight vocabulary, counting to twenty-five, and printing first and last
Most parents know, or at least have a general understanding of the environment or atmosphere that their student needs be in to succeed. The district encourages that parental input be given to the IEP team during a multi-disciplinary meetings, and always tries to take that input into consideration. However, sometimes what the parent wants is not always in line with the student’s ability level, and the IEP team will try to find a compromise, or even offer trial periods to evaluate progress and behavior (S. Cummings, personal communication, November 12th, 2015).
IEP Development. In developing the IEP, the team should determine the child’s present level of academic achievement and functional performance and project whether any additions or modifications to the instruction or services are necessary to enable the child to meet measurable annual goals and to participate, as appropriate, in the general education curriculum. IDEA requires that the team considers the student’s strengths; parents’ concerns; evaluation results; and academic, functional, and developmental needs of the student. The IEP team must also consider individual circumstances. One special consideration is whether the student’s behavior impedes that student’s learning or the learning of other students. If so, the IEP team must consider the use of positive behavior interventions and supports (PBIS), and other strategies, to address the behavior.
Smith, S. W. Creating Useful Individualized Education Programs (IEPs). ERIC Digest E600. Arlington, VA: ERIC Clearinghouse on Disabilities and Gifted Education. (ED 449 636)
...here are specific procedures that must be followed in writing and developing the students’ IEP. This act or regulation provides that the student is educated to meet his/her needs and that they are able to have skills necessary to function in post school settings (ADA, n.d.).
Over the past 10 years, there has been a dramatic increase in the number of students who have been diagnosed with learning disabilities. I need to be aware of how to help those students who have learning disabilities and teach to the best of my ability. I also need to be supportive and understand not every student learns in the same way which is why it is important for me to be flexible in my own style of instruction. I need to be knowledgeable and patient, caring and kind, as I work with all of my students, regardless of ability. Some students are aware of other students who have special accommodations or extra time on tests. One way I will make it easier for students to understand why another student is allowed additional time taking a final would be to explain that being fair does not mean everyone gets exactly the same. Being fair means everyone gets what he or she needs. Since there will be a team of professionals involved with any student who has a disability, I will be working as a team player in the best interest of the child. I look forward to working with a team of personnel such as counselors, parents, special education teachers, medical professionals, social workers, and anyone else involved in supporting the student’s Individual Education Plan (otherwise commonly known as an IEP).
IEP stands for Individualized Education Program. An IEP is a written document required for each child who is eligible to receive special education services. It is provided to a student who has been determined first to have a disability, and second, to need special education services because of that disability. An IEP is very important and should never be overlooked by anyone. The purpose of an IEP is to make sure that only students whose educational performance is affected by a disability receive special services. An individual program plan is designed to make sure that students get the kind of educational experience that they deserve; an experience that results in success. The end goals for students who are on an IEP are to be involved in
This has been a challenge my 1st year of teaching. An effective teacher will know and understand the Common Core Standards. A teacher should be able to bring their own life experiences into the classroom by understanding a remembering what might have kept us from learning. Applying rewards to students as we go through the learning process. Little bonuses are a plus when working, whether you are a student or working in the real world experiences. An effective teacher needs to know the goal and how to motivate their student to the end goal. Begin with the end in mind is a good