Sasha Principles of Special Education Assignment

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Liberty University *

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Apr 3, 2024

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1 Principles of Special Education Assignment Principles of Special Education Assignment Sasha Santos Liberty University EDSP522: Special Education and Disability Law Dr. Kacey Higdon February 18, 2024 Author Note: Sasha Santos I have no known conflict of interest to disclose. All concerns regarding this article should be sent to ssantos6@liberty.edu .

2 Principles of Special Education Assignment Abstract I find that Special education teachers need to be more caring and understanding than general education teachers, because we not only focus on their academics but also their health, feeding, and social abilities, whether they took their medication, how they slept the night before which can play a role in their behaviors, understanding a student’s wants and needs especially if their nonverbal; the list goes on so the team working with the student has to ask these questions to insure the student receives a FAPE. It is also crucial for parents and teachers to work together for the success and positive outcomes for students with disabilities. To see success with these partnerships between families and educators some principals are broken down into categories that help, such as commitment, communication, trust, and respect. The roles that teachers and parents play in the lives of students with disabilities are different, but when working together they can collaborate ideas to help the student reach their fullest potential in all areas of their life. In my many years of experience working with students with disabilities, I made it a priority to learn what the parents wanted out of their education as well as following the IEP and their goals and curriculum. Whether it was my responsibility as a teacher or not, I would always at the beginning of the year to ask the parents, “What is something they would want their child to learn that is difficult for them when they are home?” Every answer would be different, but I would incorporate parent-specific goals into the student’s work binder along with their IEP goals. Collaborating with parents was something I enjoyed doing because that is when I would see the most progress in the student’s goals and their ability to generalize behaviors and skills in and outside of the classroom.

3 Principles of Special Education Assignment My classrooms throughout the years and currently an ABA style teaching classroom where I modify and break down goals into simple steps until they master the goal. An idea that Bloom’s taxonomy uses, giving students simple steps first, and as they master the step they can move on to a more complex goal. It is a great tool to use when creating a lesson plan. Bloom breaks down the learning objectives into six different levels to help teachers and students learn beneficially. The six categories include level one is learning a new skill and learning to retain information, level two is learning to understand the material being learned, level three is to apply what you have learned, level four is to analyze, level five is to assess, and level six is the highest level which is to use the tools learned to create something new. Bloom’s breakdown of learning helps encourage students to make their own choices in and outside of the classroom. Another teaching technique that came to mind is scaffolding, a technique used for an assignment or lesson that can be another strategy used to break learning into small parts so that the learner can comprehend the lesson in its basic form and build (Ackerman, 2012, p. 20). Communication Keeping in constant contact with students’ parents/guardians regarding their academics, physical, and social needs has shown to be helpful for the student’s success. I especially think that communication with parents/guardians when you are a special education teacher is very important. Involving parents/guardians in their child’s education and daily curriculum is especially important because you want the parents/guardians to feel included. Teachers should never have the parents/guardians feel they are in the dark. IDEA mandates parent involvement

4 Principles of Special Education Assignment via rights and safeguards for parents, such as participating in meetings, reviewing school records, obtaining an independent evaluation, denying consent, or disagreeing with decisions, and resolving disputes using mediation or due process (IDEA, 2004) (Bateman & Yell, 2019). Research has shown the positive impact of parents/guardians-school/teacher trust and communication outcomes for students with special needs. Teachers should also create a special bond with each student, this promotes stem control with the student and a level of communication. Communication can include verbal, non-verbal, and gestures depending on if the student is verbal or non-verbal. If the student is non-verbal, they would most likely have pecs or a communication device to communicate their wants and needs. The teacher must familiarize himself/herself with the form of communication that the student uses, as well as know how to change and navigate the form of communication in the event the speech therapist is not in or available. Adaptive technologies are used as communication devices (AAC) to help alleviate frustration for nonverbal students and have been shown to help improve their speech. A study was conducted with one general education teacher and eight special education teachers to see the practices and experiences teachers have when teaching students who use communication devices . The study found, students included in general education experience greater progress compared to their matched peers in separate settings (Gee et al., 2020). Considering how differently classrooms can function and influence student and teacher engagement, one may assume that educators' experiences working with students using AAC could differ across inclusive and segregated settings (Leatherman & Wegner, 2022). Parents/guardians should be on the same page when discussing the student’s current and future academic and life skills goals. Collaborating with parents and teachers offering parents guidance on how to use these skills

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