Jake is described as an energetic third grader with a learning disability. Jake gets along with his classmates and excels academically during the 2 hours he gets to be in the general education classroom, but the other time his is in a special education classroom. Jake excels in his math work and his classmates consider him “one of the gang”. Also, Betty says he is an excellent reader. When Jake is in the general education he is not very organized and likes to be the center of attention and for these reasons, Betty, the gen ed teacher does not believe he can make it full time in a general education classroom. Sharon, the special education teacher, thinks Jake deserves a shot but the fact that Jake is unorganized and disrupts class outweighs …show more content…
Even is a child with a disability is in the gen ed class he or she can still receive special services to scaffold learning. In Jake’s case, he has shown academic advancement, his organizational skills and ability to stay on task however, are lacking. He has the potential to succeed and could be in a general education classroom the entire day. He obviously gets along with his peers and is performing on grade level. Jake would benefit from goals for organization and staying on task to be included within his IEP. He is easily distracted by environmental factors such as papers on his desk or his crayons. A behavior management system would improve his ability to stay on …show more content…
Jake cannot be the only one making changes as that is not fair. Each student is different and they must make accommodation for their teachers; while each teacher is different as well they should be willing to make accommodations for their students, especially when it comes to their success. Even though Betty Armstrong has strict rules and classroom management procedures, she could try and loosen up some of the rules and or procedures that are not that important and could maybe help Jake become more successful. Another thing that will help this transition is communication. It is critical that Betty Armstrong, Sharon, Jake, and Jake’s parents all keep communication open in order to talk about Jake and areas that he needs to improve in and areas that he has made positive changes in. This will allow Jake to see what he needs to do and it will allow for his parents to be on the same page as everyone at the school. If they are on the same page they could start enforcing some of the rules and procedures, within reason, at home as well. This will help Jake because it will be consistent and if he does not follow through, consequences can be put into
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...
The central issue with the general education classroom teachers and Ms. Isabelle is that they were so willing to push Juanita onto Ms. Isabelle and not put any real effort or make changes themselves. That dealing with Juanita was a hassle that they were overall not willing to put up with, and that Juanita be put in special education even though she did not fit statistically wise.
Through differentiated instruction, UDL, modifications, and other accommodations, students who are receiving special education can learn with a general education teacher, not a special education teacher. This is also why IDEA is in place as well. The principle from IDEA that applies here is appropriate education as well, as a student IEP will state how much time they spend in the classroom and outside of the classroom as well. With that being said, the circumstances have to be pretty significant to warrant the inability for a student to remain in the general education
Nyla was a student that took a lot of work and effort that would make her successful. Although she did have some limitations such as her communication and transportation, Kissinger made it possible for her to be a special part in the classroom. The students in this school room then grew respect for Nyla and had an open mind of always looking out for others. This story of Holding Nyla was a story that had touched my heart. This is an exact model of what I want to strive for in my future classroom. The main lesson I got from this text was not to focus on the child’s disability and limitations as a student, but utilize the student and as one could see, that had a great impact among her peers and overall environment of the classroom. By the end of this transforming story, Nyla was not the only one feeling praise and importance in this classroom, or not feeling underestimated by her disability, but every child that was in that room felt that as
In the case study, Jim Colbert, a third grade teacher, struggles to help a boy named Carlos. This Public School 111 was located in a metropolitan, run down neighborhood. The school was surrounded by drug dealers and trash. However, the inside of the school was bright and welcoming. Here the students were placed according to their abilities, and Jim had a 3-A class for the high achieving students. Jim had a routine that he followed every day. He would take the learning and apply it to the student’s lives with practical examples. To begin the day Jim would go through the homework with the students, and here he began to notice that Carlos was misspelling many of his words. Carlos comprehended the readings, but he was behind in his spelling. Jim talked with the other third grade teacher, Paul, about Carlos. Then, he talked to Carlos about the problem, asking him if he could get help at home. Here Jim discovered that Carlos would get little to no help at home. Jim sent home a dictionary with Carlos so that he could check his spelling, and he saw
In the book Jake Reinvented the theme seems to be not to stress over the unimportant things but to focus on the little things and as times go by. In times in the book Jake focuses on having fun and living life to the fullest. In this book the main character is Jake Garrett who is a smart kid who is the long snapper on the football time and likes to throw lots of wild parties. He tends to some times in the story veer away and party too much and get in trouble.
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
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.
From the very start Helen Williams was controlling and not cooperating with the ideas of Mary King. Before meeting, Helen already created lesson plans even though she knew she was going to be working with another teacher. Instead of discussing and working together, Helen dictated Mary’s role in the classroom as “helping the ones having trouble” which not only divided their relationship, but their class and students as well. Helen and her inflexible ways led her to dismiss Mary’s instructional ideas and initiated an ineffective co-teaching experience. Helen had complete control over the classroom which defeats the purpose of a co-teaching partnership. This dominance and control caused students with disabilities like Jim O’Hara to lose hope and motivation. Jim O’Hara was unable to pass his spelling tests due to his disability. In this setting it was both Mary King’s and Helen Williams’ job to find different techniques to modify and/or accommodate instructional practices for students like Jim to be successful. Due to the lack of communication in their partnership, the adaptations to the curriculum were ineffective because they weren’t on the same page. This is a problem because not only was Jim skipping class, he was also failing English and could potentially lose his scholarship. Mary King’s lack of assertiveness also resulted in this ineffective teaching partnership. When they first met Mary King believed that “Helen had made up her mind and that discussion would be futile so she said nothing”. In order to have an effective teaching partnership, communication is a key component. So by Mary trying to avoid potential conflicts and confrontation it hurt the relationship even more because it was that first day they met that a discussion about their roles, objectives, and goals should have been discussed. They were both unable to put their differences
David a Senior that goes to a not so wealthy school gets good grades and has friends. But because of where he lives and the amount of African Americans in his school, he has less technical hands on items to use such as a computer, ipad or Smartboards. David’s classes are also very small. Owen on the other hand goes to a good school with more a percentage of whites than African Americans. Owen’s school has more advanced technology and his class is very well organized with more hands on activities. David’s school barely has enough money to do fundraisers so they take gain money from taxes to do these activities. Many of the teachers are not as well educated as the school with a higher percentage than African American. In Owen’s school you can tell that the teachers are more into their jobs than the ones at David’s
“I always knew I wanted to be a teacher,” she stated. Her passion for helping children with special needs was developed at a later age. The reason why Chris decided to be a special education teacher was because of two twin boys in her grade who had special needs. Chris was only in kindergarten at the time, but she recalls that one of these boys did not get to go to school. The other boy, Jimmy, could come to school, but he would have to leave halfway through the school day. Chris was confused and upset about how Jimmy could not be at school and asked her mom about this. The reason why Jimmy and his brother were not able to be at school was because there was no special education program available. This moment, even though she was in kindergarten, shaped Chris’s plan for her life.
If I were in Amber’s situation and I decided to stay at the school I would be persistent with principal in allowing me work with the teachers on instructional matters. Even though he might be against...
Public Law 94-142: The Education for All Handicapped Children Act of 1975, now called Individuals with Disabilities Education Act (IDEA), requires states to provide free, appropriate public education (FAPE) for every child regardless of disability. This federal law was the first to clearly define the rights of disabled children to receive special education services if their disability affects their educational performance. A parent of a special education student also has basic rights under IDEA including the right to have their child evaluated by the school district and to be included when the school district meets about the child or makes decisions about his or her education. If a child is identified as in need of special education services, the school district must devise a written individual education program (IEP) for the child, which includes related services. An IEP is a statement of a student’s special education and related services including speech services, psychological services, physical and occupational therapy, counseling and assistive technology and transportation. In addition, this legally binding, individualized plan outlines reasonable educational goals for the student and is reviewed and updated yearly.
It’s Wednesday and a mother just kissed her son goodbye as he walked into the classroom. The mother walks back to her car and proceeds to work. Her son has Down Syndrome, but attends a private school where special needs children have their own classroom. Her son Alex loves going to school to see his friends, like any child would. With having Down Syndrome, Alex has some rough days in the classroom.
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