Before I read, here are my thoughts: What do I already know about exceptionality and special education in a few words (you can list terms or share a few experiences you’ve had)? -People who do things/tasks differently than the average person I have gone on a mission trip to China and visited/help people with brittle bone disease. They were not sad, lonely or felt like they were disabled. It was part of their lifestyle and they knew no difference. Even though we had sympathy for them, they were very content and happy. What questions do I have? How do I approach someone with a disability without seeming rude or judgmental? What do I say when I accidently use the wrong term? Rating my knowledge: Please rate your knowledge before you read using this scale: I don’t feel like I know anything about this topic. I’ve heard some of the terms, but couldn’t tell you what they mean I feel fairly comfortable with the key concepts, but want to know more. I know all about this, and could teach this section. 2. I would love to learn more and I have a little knowledge about the key concepts on special education. As I read, here are my thoughts: Main Topic – You will find information about the main topic in the textbook or materials listed. Key Points – In this column, add your own thoughts. This should be a summary of what you have learned and does not need to be in complete sentences (bullet points, etc are fine). You do not have to cite sources as long as you are using the sources given in the course. Disability – what does this term mean and how should it be used? “Disability is the inability to do something, a diminished capacity to perform in a specific way.” It can be used when referring to a person’s inability to do something due to p... ... middle of paper ... ...the process and knowing your rights when placing your child in special education. The second video include information that was not mentioned in chapter one, such as the challenges when finding the right special program and that you must research to know the options available to you. After I read, here are my thoughts: What questions do I still have? Other information I’d like to include/remember from this chapter’s reading Special education isn’t just for those with disabilities but also for those who struggle in the average learning environment. Furthermore, some parents or guardians are not eager to ask for help or do not want to consider special education for their child as they think their child is “perfect” “normal” or fine. It is our job as educators to inform parents that it is not a bag thing for their child to get extra help to improve their academics.
(The requirement of designing special education services to meet a student’s unique needs is also found within the IDEA’s purpose section and its definition of “special education”.) In many situations where a student’s special education services may appear to be ineffective, an important question to ask is whether the student’s educational program has been sufficiently tailored to meet his or her unique special education needs.
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
Not many people who are not already involved with special education understand what exactly a student in a special education program does. Most people assume special education is for only the worst cases, such as autism or Down syndrome or that the students are completely different from any other student. However, this assumption is not the case. These assumptions only show some of the stigma against special education. Special education is the term used to “describe specially designed instruction that meets the unique needs of a child who has a disability,” (Hancock). As predetermined by the Individuals with Disabilities Education Act (IDEA), one qualifies for special education if they meet one or more of the thirteen disabilities included in the act. These disabilities include, but are not limited to, autism, hearing impairment, specific learning disability, visual impairment, and emotional disturbance. The IDEA act requires the public schools to provide a “free appropriate education”, or FAPE, to those who qualify. An example of a free appropriate program is “modifications in the educational program, such as curriculum and teaching methods,” (Hancock).
The topic I chose to write about is special education. In this paper I will be explaining what special education is, how to as a parent help your child with being in this program, how it helps the children, who you should talk to about getting your child in, expectations, deciding to put your child in special education, and how to take your child out if you are no longer wanting them in this program.
Heward, W. L. (2013). Exceptional children: An introduction to special education (10th ed.). Upper Saddle River, NJ: Pearson.
In modern times, special education refers to individualized instruction provided by school districts that fit the needs of a student’s exceptionality (Turnbull, Turnbull, Wehmeyer & Shogren, 2013). Special education is a rewarding field that encompasses the success of all learners with exceptionalities. Consequently, professionals in this discipline have to exhibit characteristics such as patience, ardor, and empathy. These individuals also have to be “self-aware culturally,” and by meeting that idea, they have to “become aware of [their] stereotypes, biases, and prejudices” (Turnbull et al., 2013, p. 74).
My personal philosophy on special education begins with this firm conviction, I believe all children are “uniquely and wonderfully” made, and regardless of their disability, posse unique gifts and talents. My philosophy of special education has developed, not from just being a general education teacher for many years, and a graduate student in special education, but also from being blessed to be a parent of a special needs child. I believe that every child deserves to have the best possible education, regardless of their disabilities or challenges. It is our responsibility, as special education teachers, to not focus on a student’s disabilities and challenges, but rather focus and develop their personal gifts and talents, in an environment
Mazurek, K. & Winzer, M.A. (Eds.). (1994). Comparative Studies in Special Education. Washington, DC: Gallaudet University Press.
Gonzales the purpose of the interview that is to understand the responsibilities of teachers and staff and how to better understand the process to select students for the special education program. First, I asked Mr. Gonzalez about the responsibilities of a teacher for the special education program. “How you implement the special education program, in your classroom? Mrs. Gonzalez stated that she and the general teacher share the responsibilities to teach and prepare lessons and activities that will help students with special needs. She mentioned that teachers that work with special need students require a certain level of trainings to identify learning disabilities with the purpose of using the appropriate tools and
During the late 1980’s and 1990’s the number of children with learning disabilities receiving special education services grew rapidly, but during 1998 and 2007 the number of children classified as having a LD has declined by 7% (Cortiella, 2009). “In 2007, 59% of students with LD spent 80% or more of their in-school time in general education classrooms. In 2000, that figure was just 40%” (Cortiella, 2009). In addition, students with disabilities are spending more time with students in traditional classroom settings. According to the Department of Education, “approximately 6 million children (roughly 10 percent of all school-aged children) receive special education services” (Pardini, 2011).
What is special education? The common belief is that it a program only dedicated to helping students with disabilities, whether physical or mentally. This is not entirely accurate in regards of what special education is. While special education does provide assistance to students with disabilities ns meet their needs in quality education (Küpper 2009)—the program extends to all students facing difficulties keeping up with the pace of learning (Huerta 2009). This brings the next question onto the table: the importance of special education. Before 1970s, majority of students with disabilities were shun into isolation with little to no education in general classes (Bradley 2016). However, with the passage of Education for All Handicapped Children
Disability: Any person who has a mental or physical deterioration that initially limits one or more major everyday life activities. Millions of people all over the world, are faced with discrimination, the con of being unprotected by the law, and are not able to participate in the human rights everyone is meant to have. For hundreds of years, humans with disabilities are constantly referred to as different, retarded, or weird. They have been stripped of their basic human rights; born free and are equal in dignity and rights, have the right to life, shall not be a victim of torture or cruelty, right to own property, free in opinion and expression, freedom of taking part in government, right in general education, and right of employment opportunities. Once the 20th century
“in order for your child to qualify for the services the student must be found to have one of the 13 categories of special education and it must adversely affect their educational performance” (Hancock, 2016). So to get a better understanding of the special education process we have to view it from both sides of the situation, that is, a parent whose child was diagnosed with a disability, and a professional who works with special education for a living. Knowing both sides and their views we can get a better grasp of the whole system and the flaws and strengths that come with the whole process and
Turnbull, R., Turnbull, A., Shank, M., Smith, S.J. (2004). Exceptional Lives: Special Education in Today's Schools. Upper Saddle River, NJ: Pearson Education.
Special Education is the education of students with special needs in a way that addresses the students’ individual differences and needs. And it is a specially designed instruction that meets the needs of students with disabilities as they attend to school, it also includes related services and supplementary aids and services. It helps every student with disabilities to have a chance to learn and showcase their own talent and intelligence. Without these students, Special Education wouldn’t be an organization or community who are willing to help these students with disabilities to learn and to attain their needs.