A Cross-Categorical Degree

A child with disabilities is a major focus in today’s education. Achieving my Bachelors in Special Education, I need to be aware of the need to ensure appropriate education for all children with disabilities. “The education of children with disabilities is a top national priority. Our nation’s special education law, the Individuals with Disabilities Education Act (IDEA), sets high standards for their achievement and guides how special help and services are made available in schools to address their individual needs (National Dissemination)”. This is my biggest challenge. I feel with the right tools and

In 1991 the Public Law 94-142, the Education for All Handicapped Children Act was replaced by the Individuals with Disabilities Education Act. This law was passed to provide free and appropriate public education to every child with a disability. It requires that each child with a disability “have access to the program best suited to that child’s special needs which is as close as possible to a normal child’s educational program” (Martin, 1978). The Individualized education program (IEP) was developed to help provide a written record of students’ needs and procedures for each child that receives special education services. The IEP will list all the services to be provided, the student's performance level, academic performance, and

To conclude; a clear distinction between the two will help us to guide the special educators and parents to provide aid and assistance required to bridge the gap and help the child achieve the desired

All mainstream schools are required to appoint a special needs coordinator from amongst their staff. The coordinator ensures the school’s special education needs policy (SEN policy) is properly carried out, and acts as a liaison between pupils, parents, school staff, and any external agencies that may be involved (DfES 2005). In addition, the coordinator often acts as an advocate for special needs students, aiding in both their empowerment and success in the academic community (Parker 2000).

Answer: Non-categorical/cross-categorical special education: special education services delivered by students’ needs, not by their identified disability.

Students with special needs need deserve the same education general education students are presented with. The philosophy of “ Disability Inclusion” concentrates on creating a safe, loving, and effective learning environment for students who suffer from physical, learning, and behavioral disabilities. When a student with disabilities is placed in the same environment as a non-disabled student, the results show wonderful improvement. When we are able to discover the strength of the student we are able to see just how much the student can improve in an inclusion classroom. Disability Inclusion not only sets a new beginning for an equal education of special education students, but it allows for more interaction with the child, and a more hands-on assessment.

Usually high school students meet with the counselor and follow a determined set of coursework in order to graduate high school. However, if a student has been identified as a special needs student, the process of signing up for classes is not as simple as for other students. When trying to earn a high school diploma, special education students encounter difficulties not faced by their peers. The first step is for parents, school staff, and the student to meet and determine the best option for the student in order to receive a diploma. Determining the student’s path is called an IEP, individualized education plan. All special education students have an IEP that identifies the courses they will take in high school and the plans they will pursue after graduation. Students may choose from four paths: the traditional pathway, the career pathway, the occupational pathway, or the certificate of completion. The traditional pathway, which most advisors put the student on at first, allows the student the option of going to college. The next is the career pathway, which does not require a student to have an eligibility ruling for special education but still is another option if the student cannot obtain a high school diploma through the traditional path. Third, occupational pathway is a way to receive a diploma and not have to achieve as many credits or pass state test, but is still a difficult process. The last option for special education students is certificate of completion.

In addition to the results the researchers also gathered data in three specific areas such as norms, attitudes and motivational implications (Drake). From the study the most unpredictable result of was that first the researchers discovered that the students were more motivated to help individuals with dual diagnosis with special education more than any other group (Drake). The next result from the study was the most surprising which were that the researchers discovered that the specific group of occupational therapist students were more encouraged working with individuals with dual diagnosis especially with student whom are special educated (Drake). One more additional result that was neither unpredictable and surprising but was predictable was that the researchers discovered that students whom work with student whom are special educated will have a higher amount of control in treating their student than any other group of students that were treated in the study

The Individualized Education Program (IEP) assignment for EDUU 601 included two goals with objectives and an IEP for the student. An IEP is developed for an individual student who has been determined to be eligible for special education. The persons involved with the development of an IEP include the parents, teacher, psychologist, service providers if needed, the student if able, and any other individuals from the school or district that are appropriate. The services provided could include, behavioral services, speech therapy, assisted technology, adapted physical education, or occupational therapy.

Within the past decades and a big discussion has occurred regarding the most appropriate setting within which to provide education for students in special education. Although the change in the educational environment is significant for handicapped student the concepts of inclusion also bring up new issues for the regular education classroom teachers.

While a supplemental curriculum would need to be designed in order to meet the needs of every student within a special education room, there may be some resistance from the district, as they prefer all teachers to use a universal curriculum and not individualize it. However, due to the fact that not all students have the same disability or limitations, they cannot be expected to participate in a universal curriculum, as it will be limited in its ability to accommodate for every student’s individual needs (An Introduction,

providing school counseling curriculum lessons, individual and/or group counseling to students with special needs within the scope

Integrated Co-teaching is two or more teachers delivering instruction at the same time in the same physical space to a heterogeneous group of students (Friend and Cook, 2004). A student with special needs has the right to a free and appropriate public education. This is mandated under the Individuals with Disabilities Act (IDEA 2004). This law also states that a student should be educated in their least restrict environment. Ideally, this would be the general education classroom. Co-teaching was designed to support the needs of students with disabilities in a general education setting. Research studies have shown that co-teaching can be very effective for students with special needs, especially those with milder disabilities such as learning disabilities. When implemented correctly, co-teaching can be a very successful way to teach all students in a classroom setting (Friend and Cook, 2004.) The purpose of this literature analysis is to review research to explore the benefits of co-teaching for students both general and special education. It will also examine the benefits co-teaching has on professionals that participate in co-teaching classrooms. A brief review of research around co-teaching and professional development will be written for the purpose of a grant proposal.

The US Department of Education defines general education curriculum as “curriculum that is based on the State’s academic content standards for the grade in which a child is enrolled” or the “same curriculum as for nondisabled children” (Yudin & Musgrove, 2015, p. 4). Therefore, special education, related services, supplementary aides and other supports of the child’s IEP must be designed to allow a child to advance in IEP goals and the general education curriculum based on the State’s academic

A co-teaching structure involves a commitment from both the special education teacher and the general education teacher. Both must agree that they will invest their time, collaborative processes, interpersonal skills, consistency, communicate openly and honestly, as well as acknowledge that they both as teachers are “responsible for all of the students in the classroom, and should be equally represented in all aspects of the classroom” (Kohler-Evans, 2006, p.262). Both teacher populations as both teachers should be involved in the creation, implementation, and consistent reinforcement processes for all classroom expectations, procedures, instructional practices, behavioral management, assessments, and goals and objectives for their co-teaching classroom (Gately, and Gately, Jr., 2001, p.