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Teaching students with disabilities
Case study on teaching special children
Case study on teaching special children
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Recommended: Teaching students with disabilities
This course really opened my eyes to see how difficult it can truly be for those that are involved within an IEP, no only the student, but the parents as well as the advocates. This would have to be one of the first times I hurt for T as I realized how hard it must be for her as she is completing her academic assignments. When I first asked T if it would be okay for me to work alongside of her while I completed this project, she mentioned an insensitive tutor that compared her to “normal kids”. Possibly that tutor did not mean to sound that way, but I know that it must have hurt T to hear those words as it makes it seem like she is not normal. If T is not normal then what is she? This allowed me to see first hand that those who are involved
Since I have been worked in Veteran Affairs Medical Center in Baltimore, Maryland, I was not surprised with the work load and the hospital setting at Millcreek Community Hospital (MCH). With a goal of enrichment my knowledge in a hospital pharmacy setting, I am enthusiastic in accomplishing the assigned duties. I have very high expectation during these four weeks of IPPE rotation; I expect to learn beyond what I already know in the past and apply what I learn during the past year in to pharmacy practice. Arriving at Millcreek Community Hospital, I was not surprised the pharmacy's setting in hospital but I'm surprised the different types of work I received. At Veteran Affairs Medical Center, all I ever did are filling the prescriptions, stocking, and managed automated machines but at MCH,
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.
The assessment I have created is for my eighth grade history class. My edTPA class contains 21 students. At this point in the school year I was teaching the students about the Constitutional Convention. More specifically, for this assessment, we were learning about the major debates that took place during the Constitutional Convention. Those debates being; whether to adopt the Constitution or stay with the Articles of Confederation, whether representation should be equal for states or based on population, and whether slaves should or shouldn’t count towards a state’s representation. The main learning objective for this assessment was that SWBAT analyze different viewpoints of the Constitutional Convention through a three paragraph essay following
Response: The education team review the prior IEP and explain each section to MHS. Each member of the education team explains their class and role to prepare Angel in a short time ready for high school. It was explained Angel missed the school tour of Fort Dorchester High School, however the foster parent can call for a tour. Angel is the vocational track unable to obtain a diploma based on her past school
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.
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).
Steve and I explored his feelings about having an IEP and in turn receiving special education courses. Throughout our sessions, Steve became visibly upset, often times expressing dislike towards other kids in special education. Furthermore, Steve was adamant about not needing “slower” classes than other high school students. In Brandell (2010), “A confrontation of resistance should be offered in the spirit of analytic inquiry, with the clear intent to engage the client’s curiosity and self-observation” (p. 248). In a relational working alliance, I challenged Steve in attempt to promote self-awareness. Awareness of the defenses he was embracing in order to deal with the stigma attached to special education labeling, defenses that were interfering with his academic success.
Teacher- We can show Smith how to interact with his peers in a safe and calm manner. We can start with simple tasks such as getting one's attention and sharing. Since you have been at other IEP meeting, I will show you some goals and objectives we have in mind per grading period.
We had this morning Jonathan’s IEP and his dad was supposed to attend the meeting, but he did not showed up, due to being sick. The developmental preschool teacher called Jonathan’s parents and they will be signing the IEP tomorrow. Anyway, the IEP was discussed and concerns came up about Jonathan’s learning disabilities and services that he qualifies for special education. the Special Education team mentioned that he could be under the spectrum of autism, although, it is not stated on his medical history or have been diagnosed by any physician. But he shows many of the symptoms. He will be attending developmental preschool as soon as the paper work is sign.
I have attended IEP meetings where parents ,therapists and teachers plan goals and objectives for the IPE year to promote growth and learning of the student.I have attended Trauma workshops after school which provided me with insight into how trauma affects student learning and how to promote better learning for the students who deal with trauma.( April 5 Trauma Conference)
Each session, I observe students being assessed on their daily behavior; all students attending the alternative program are identified as having emotional/behavior disorders. The daily behavior goals are individualized, correlating to each student’s Individual Educational Plan (IEP) (for example, proper use of coping skills, on-task, personal space, and non-disruptive); the students are assessed each hour based on a score of 0-5. The daily behavior sheet is filled out by the teacher, individually discussed with each student, and sent home for the parent(s) to sign. This assessment allows the teacher, and other members of the IEP team, to track the behavior progress and aids in creating future steps for each student.
In my group we were figuring out plans for our students with Individual Education Plans (IEP), we had several people working in our group and all were experienced in this field. There was the General Education teacher, Exceptional Student Education teacher, School Psychologist, Guidance Counselor, IEP Councilor, and me the ESE Paraprofessional. With all of these professionals, we were able to hammer out the entire list of First grade ESE students in a short period of time.
This was another class where I was exposed to ideas and topics that I had little prior knowledge about. Though I knew that students with disabilities can be labeled as having “emotional disturbance,” I didn’t know that there was an actual process that educators must undertake (apart from the IEP process) in order to determine the reason for such unique behavior. The Functional Behavior Assessment (FBA) process is used to determine and target chronic or severe behaviors, that are usually very different from societal norms. Even though an FBA is commonly a part of the pre-referral stage of an IEP, general education students can have an FBA. When the professor announced that students without an IEP can have an FBA, I was pleased to hear this comment
Special education is an incredibly important, but often underappreciated aspect of education. There is a stigma around individuals with disabilities, that leads people to assume those in special education are less capable or smart as their peers in in a strictly traditional classroom setting. That could not be farther from the truth though, and the individuals in special education are just as capable of learning and maturing in to successful adults. As a future teacher, I was not really aware of how little I knew about special education until I enrolled in this course. This course has helped change and shape my views of special education, and helped me gain a better understanding of what exceptional children are and how I can better serve them
...rks. In a word, the MA experience was considered to be a bridge that combines the student learning with working skills, it would be of great help for my future career.