A Study On The Classroom

Interviewing the special education supervisor has made me aware of how important my role is as a regular education teacher to special students who need additional support in my classroom. The goal of the teacher is to ensure that the IEP is followed to ensure the academic success of all students. IEP stands for Individual Education Plan and the plan is usually developed when students have several deficiencies in certain key subject areas such as: reading comprehension, basic reading, reading fluency, written expressions, math calculation, and math reasoning. Students are referred to the special education department usually in elementary school, additionally; according to the high school special education supervisor there are very few referrals

The special education teacher interviewed, talked about this goal to meet each child’s need is challenging to her especially in eleventh and twelfth grade. The teacher tries to strive towards their educational goals, their need areas, and work on their strengths.

In schools all around the country, teachers are helping children with special needs overcome pivotal obstacles that they are faced with almost everyday. They are implementing new strategies to encourage students to explore learning opportunities, and they have established procedures and rules for behavior to maintain order among their students.

Teaching requires creating a classroom where all students are able to participate in the learning. Chapter 1 discusses the importance language, expectations, and integration. Chapter 1 introduces the topic of multicultural teaching.

Many special education students struggle to learn the curricula material when the information is organized and expressed by standard strategies and through general special education programs. However, customizing lesson plans and teaching strategies according to the particular needs of each individual student can help motivate each student to thrive and finish school. The customized plans can enable the students to more effectively comprehend the information, become engaged by the course material, and remain encouraged by the improved test scores. The customized lesson plans should also include strict attendance and scheduling procedures to help enhance the stable atmosphere of the educational experience and to help monitor the progress of the students (Allensworth and Easton, 2007). Additionally, another strategy that can reduce the dropout rates is to maintain close relationships with the parents. Ensuring that the teachers establish positive relationships with the families can enable the parents to understand the needs of their children, the tactics being implemented by the teachers, and help the parents encourage their children to remain focused and enthusiastic about the courses. Thus, schools can help reduce the dropout rates of the students by customizing lessons in ways that are most conducive for each individual student

Last semester was exceptionally challenging; however, it was extremely beneficial because I had to work harder than any of my other classes before. I think various elements contributed to me being unsuccessful in Nursing 204. My aunt died in March with Lupus and that affected me in a huge on the grounds that she played a big role in my life, since I was a child. I was still in the denial stage and my emotions took over, which caused me to become less motivated in school. I just felt like I had no inspiration last semester and I should not have let my emotions hindered my education. In high school, I generally experienced difficulty taking tests that were not seeking the direct answers, and the Nursing 204 tests were not quite the same as the tests I would regularly take. My procrastination last semester played an enormous role in failing the course. When I initially

Moreover, the participants ranged between the ages of nine and seventeen years old. The study entailed six male students and seven females students with a Learning Disability while, nine male students and sixteen female students without a Learning Disability. The participants with a Learning Disability consisted of six students from fourth grade, three students from fifth grade, and three students from sixth grade from two different middle schools and one student from eleventh grade. Additionally, the participants without Learning Disabilities consisted of six students from six grade, four students from fourth grade, and eleven students from fifth grade and one student from tenth grade. The majority of the participants were Caucasian but one was Multiracial and Asian. Moreover, the participant’s socioeconomic status for students with and without disabilities was predominately middle class. The participants were exposed to an eighteen-week program, the teachers that provided the instruction had all been trained by Scholastic. All participants received 90 minutes of instruction for 5 days a

As a special education teacher, I have spent the last several years evaluating my teaching methods. In 2013, I returned to college to pursue a Master of Teaching, Learning and Leadership with an emphasis as an Elementary Mathematics Specialist. My primary purpose was to discover pedagogies and philosophies that would address the highly specialized needs of my students. In addition, I wanted to learn how to meet the mandated requirements dictated to all students, even those with severe disabilities, to be ready for life, to critically think, and to problem solve to become productive citizens that are college and career ready.

Literature agrees that a successful model of response to intervention includes high quality, evidence based classroom instruction, universal screening of academics and behavior, progress monitoring of student performance, implementations of research-based interventions at all tiers of instruction (Johnson & Smith, 2011) (Bineham, Shelby, Pazey, & Yates, 2014), (National Center on Response to Intervention, 2013), (Hughes & Dexter, 2011), (Reutebuch, 2008). Addition, fidelity checks of implementation are necessary to be sure that students are consistently receiving the instruction necessary to make academic gains (Johnson & Smith, 2011), (Connecticut State Department of Education Bureau of School and District Improvement, 2003), (National Center on Response to Intervention, 2013), (Reutebuch, 2008). And as one study points out, this framework should occur prior to a determination of need for special-education support and services. (Bineham, Shelby, Pazey, & Yates,

Since the 1970’s the concept of special or exceptional education has improved exponentially. New rules and laws have been created to offer the same opportunities to students with special needs as students in general education classrooms. With the advancement of technology and more specific training for special education teachers, a student and his/her family can now look forward to a more equal opportune education and positive behavior modifications. Methods in which the school system implements behavior based interventions and reward systems can determine the success of the students system wide. Therefore, a dependable, transportable, and systemic program must be applied (Sugai, 2014).

Education is challenging profession, which requires continual professional learning and development focused on effective instruction practices to increase student achievement. New special education teachers are faced with managing continually evolving models of delivering instruction and support, diverse student needs, paperwork, and high expectations of collaborating with multiple stakeholders such as parents, administrators, paraprofessionals, general education teachers, and/or community agencies. Researchers continue to identify

Special education teachers are trained to work with children who have a wide range of disabilities. One of the primary responsibilities of a special education teacher is to assess her students' cognitive abilities, and modifies the standard age-appropriate curriculum to create a custom plan for the student. This plan is called an individual education program(IEP). An IEP often includes a number of social and emotional development goals as well as specific academic areas to be taught. The special education teacher’s core task is to meet each of the goals established in the students’ IEPs. In some cases, the special education teacher is located in a separate classroom. When this is the case the teacher will creates lessons geared to meet the objectives of the students’ IEPs. In many instances, special education students are placed in regular classrooms. In that situation, the special education teacher attends classes with her students. She often will work with students on life skills and behavior modification techniques as well. Skills that special educational teachers should possess include, better than average stress management, great multi-tasking abilities, quick thinking, and creative problem solving. A special education teacher must be able to think outside the box and develop an array of teaching methods and techniques to meet the needs of each individual student. Special education requires a vast amount of detailed record keeping, so it is essential for these teachers

This chapter discussed the study of students with severe and multiple disabilities and how they share the same history as other disciplines within special education. The book also states that the disabilities the students may have either appeared before, during, or after birth. However, another interesting fact that the book stated is how this group of students is known to be the smallest among all students with disabilities. Another interesting fact is students are limited in their cognitive ability, academic achievement, social and emotional development and behavior skills. It also stated that with the help and support from professional and parents the expectation for the students to succeed should remain high. With the hopes to one day

1. The selection of instructional approaches for students with disabilities will vary depending on the needs of individual students. Based on the articles you selected to read for this module, your own professional experience, and the information you’ve been collecting for your curriculum design project, develop your own personal comprehensive summary of what you believe to be best practice for curriculum and instruction in special education. Where does fidelity of implementation fall into your summary?

My mind wandered, thinking of the day to come. My thoughts nearly drowned out the final bell of the day. I tossed my backpack on my shoulder, too lost in thought to fully put it on, and left the classroom. What I walked into did not seem like the halls of the school I used to walk at the beginning of the year, for these halls were much louder. Although it was a few days till summer began, students were already chattering about their plans. These conversations harmonized with the slamming locker doors, as it was the last day to empty them before their locks were cut and their belongings would be donated to next year’s students or were to be thrown out. Excitement had caused the students to become a stampede in the halls as everyone tried their best to rush out the school doors. While everyone was excited for the end of the school year, I was excited for a different reason. As I opened the doors to the front of the school, I became blinded by the sun and hit with its scorching desert heat. It was June 1st, summer was around the corner and today was my 17th birthday.