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Classroom management strategies research paper
Brief reflection points special education
Classroom management strategies research paper
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I really enjoy reading your post. Your thought process reminded a great deal of the conversation I had with the Special Education Teacher who is part of my SPED Team that I used as a resource to answer this DQ. It also reminded of my many years of training individuals in the corporate security field. I often found no matter how much classroom time I spent with my security students, it was the on the job or using your verbiage “day to day workings” where I found the most success in retaining knowledge and adaptive skills needed to complete specific tasks. In my interview with my special education teacher she noted “…that that because many of her students do not learn by just “traditional instruction” they often used a hands on approach for
Where I a special education assistant attempting to work with Buddy in the situation described in the case study for this assignment, I would respond as such. If I were just an assistant and could work with Buddy exclusively while the teacher was able to continue on with a lecture and educating the rest of the class, I would tell Buddy he had to follow me outside of the classroom so that we could talk. If he did not respond initially to this entreaty, I would pretend that he was in trouble and that we were going to the principal’s office—simply so I could get him away from the rest of the class and be able to work with him in this situation alone.
The students in our classrooms, both special education and general education classrooms, require individualized education to reach their full potential. Each child’s potential is different just as each child’s road to reach it is different. Our job as teachers is to be there for the student’s to help them reach their potential through their own unique way.
The site is called vbschools.com it has a specific list of what it expects of its special education teachers. The first point was to provide direct and indirect support to the student. This also included when teaching use strategies that will help the students develop their sensory, cognitive, motor, language, condition, and memory skills. This already seems like a demanding task. I have seen Mr. Mitchell do this by mixing activities. He would mix sensory such as having the kids shape number out of clay instead of just writing the
...ce educators could use to create effective programming for students identified with developmental disabilities. With the evidence supporting the use of structured teaching strategies, specifically the work system, for students with ASD, it would be constructive to generalize this intervention to students with other developmental disabilities.
Two years ago, I embarked on a journey that would teach me more than I had ever imagined. As a recent college graduate, I was thrilled to finally begin my teaching career in a field I have always held close to my heart. My first two years as a special education teacher presented countless challenges, however, it also brought me great fulfillment and deepened my passion for teaching students with special needs. The experiences I have had both before and after this pivotal point in my life have undoubtedly influenced my desire to further my career in the field of special education.
I was placed at Buies Creek Elementary with Mrs. Emily Pivec, a fifth-grade math teacher. Going into the interview I was curious to see who she was and what she was like. I do not plan on teaching elementary, but I wanted to experience what it was like to be in an elementary classroom. I was interested to see her reasons for teaching and why she picked elementary.
I had an interview with my resource teacher, Mr. Kriegel on Thursday, February 4th. His full name is Mark Kriegel. He was raised as a farmer in his family, but something told him farming wasn’t going to be his life career. Being the 3rd oldest of 12 siblings can definitely make your personality different from the rest. (Kriegel).
I interviewed a woman who has a child with special needs. The child is now in kindergarten. The mother reported having a normal pregnancy with no complications. This was the second child for the mother, who has another child who was five years old at the time. The mother disclosed that during the pregnancy, she was in the process of separating from the child’s father and that this caused a moderate level of stress. At the time of the pregnancy, the mother was also working full time as a waitress in a local restaurant. The mother reported that her job required her to be on her feet for long periods of time. She was able to work until around a week before her child was born. The mother reports that the child was born around two weeks early but that labor was easy and the child was born healthy.
Carrie Scott works at French Elementary in Widefield district three. She has been teaching since 1995 she first started at Webster Elementary in fifth grade and then moved to French where she now teaches fourth grade. Mrs. Scott is very good about communicating with parents. She is constant contact with parents who she believes she needs to be in contact with. With her students that don’t need that constant email contact with parents she requires of everyone to get their planner signed every day. Also in addition to that she has a monthly piece of paper that is stapled inside of their Friday folders. When those folders go home once a week the papers are to be signed by parents just so she knows that the parents are seeing all the graded papers they need too. Mrs. Scott hardly ever phones parents unless the parents have been avoiding her emails and not signing their child’s Friday folder and planner. She said she does it this way because she has learned that most parents will respond to a simple email but may get snippy on the phone and not respond as well. Mrs. Scott understands that the parents of her students should be her partners for the school year and she feels that if she constantly “bothers” them for small things when she needs them for big things they won’t want to support her. For each subject, Mrs. Scott most uses one-way communication she emails and for two way communication she uses the Friday folders and the student planners. In Math, she uses primarily one-way communication she uses email when she knows students are struggling. Also though she uses two- way communication because if the students are really struggling she will have the student and the parents come in before or after school to talk about how they can ...
Another way they might occupy the children is by a special education needs assistant who would discover ways to make the children learn things they are not self-confident in. For instance, they might make the children have a certain amount of sessions where they would improve their handwriting.
“I don’t think anything would help increase my joys, because I get excited every time I come in. This is truly a job where I don’t really think about the paycheck, I don’t think about the time, I pretty much get lost in my entire day, because I truly love what I do”, expressed Mrs. Leen . Mrs. Leen began her career in 2004, after realizing she had “the calling, and a love for kids”. Before making her final career decision, Mrs. Leen was studying to become a Speech Pathologist, but soon realized, like her family and instructors had insisted, that she was meant to be a teacher. Her educational career then consisted of four years of college and two years of the credential program. After asking her how helpful
When President Bush signed the No Child Left Behind Act (NCLB) into law, it had a purpose of making sure that all students’ will have a better chance at learning, and to fulfill their dreams. (www.whitehouse.gov/infocus/achievement/chap12.html). This law stated that every teacher has to be highly qualified in their core subject areas, utilize research based instructional methods, and present information to parents in a timely fashion. While fulfilling the requirements of NCLB, schools across the nation are trying to minimize the gap between student achievements, including those in special education. One way of doing this is by using effective, proven teaching strategies/methods which must include
The students I choose to feature is my 1st period Special Education Literacy class. Sources I used to gather information about these students are colleagues, interventionist, families & stu-dents. Prior to school starting, a transition to junior high meeting (evidence #1(E#1) (Group In-formation Profile (GIP) was held with my colleagues who teach 6th grade special education. To-gether we evaluate the student’s current IEP & placement evaluations. Wanting to understand the students’ exceptionalities guided me to collaborate with colleagues. There are 7 boys in this class, 4 are identified with educational disabilities of specific learning disability (SLD), & 3 are identified as other health impaired (OHI). This source was appropriate because (bc) it was a starting point of where
Assistive Technology: Access for All Students: Chapter Six Reflective Paper Sunshine Glance Technology in Special Education 1. According to Beard, Carpenter, and Johnson (2011), ”To make progress within the general education curriculum, many students with physical disabilities require related services to access the school’s physical environment, general education curriculum, and extracurricular activities” (p. 94). To be able to accomplish the access that is needed for students with physical disabilities for their education, many things must be considered, including positioning, wheelchair design, and mobility aids. Each of these aspects is very important to address for those with physical disabilities, not only for their education, but also for their social interactions.
Have you ever imagined the world of teaching through the eyes of a special education teacher? It takes a unique person to educate children with disabilities. The career of a special education teacher is an interesting career, because you get to help children overcome obstacles and become productive citizens. The research will describe the career of a special education teacher, what is required to become a successful special education teacher, and the impact this career has on society.