A Study On The Field Experience

Special education teachers make a conscious decision to work on a daily basis with students who display various disabilities. Some of the disabilities include autism, negative social and emotional behaviors, mental retardation, multiple disabilities, mobility disabilities, traumatic brain injuries, as well as students who suffer from being blind and deaf. When these disabilities interfere with the daily educational activities of a child, the child is in need of the valuable opportunities provided in a self-contained classroom.

After reading chapters one and two of the book “Exceptional lives”, I could more easily understand special education. As a teacher, I will mostly likely have many students with disabilities in my class throughout my career. With

While observing in Mrs. Lewis’ Kindergarten classroom I noticed that there are several diversities that exist amongst her students. I am aware that two students in the room have IEPs and are accommodated for as needed, specifically in the time they are given to complete activities and the scale in which they are graded in comparison to their peers. Also, there several children that are a different ethnicity than Mrs. Lewis herself, but are always treated in an unbiased manner by Mrs. Lewis as well as her aid, Ms. Pam. In addition, I am aware that there are no ELL students within the classroom, but due to the presence of Latino children Mrs. Lewis has laminated posted taped to objects in the class that have the Spanish term

After all the data is collected, it is the responsibility of the special education department to analyze it and then present the information is the best possible format to the appropriate audiences. To analyze the information, the faculty involved will have to determine if the program has achieved the goals and objectives it was developed to achieve. Boiling it down into a simple report will help them and the necessary school officials continue to develop and reinvent the program as needed to continue the best practices for student

My child 's name is Jude Alexander and he is a male. As a baby he is cautious around new people and situations, but warms up fairly quickly to friendly people. In kindergarten Jude Alexander seemed to have made one or two friends and usually played cooperatively and was sometimes reluctant to join in new activities with unfamiliar children. He performed below average on tests of vocabulary, and the ability to retell a story. He had a real knack for the art projects, and really got interested in the pre-math activities involving working with blocks and geometric shapes. In first through fifth grade he worked cooperatively in groups, usually respects the rights and property of others, and usually demonstrates appropriate peer social interaction. He demonstrates strength in art, all areas of reading, and in spelling and appropriate for the grade level in writing. He needs additional help in the areas of speaking and listening and in the content knowledge of social studies, science and music. He was average in mathematical problem solving, understanding of data, number concepts, graphical applications, and arithmetic computation. In the seventh grade, he consistently contributes to cooperative group activities and respects the rights and possessions of others, and shows age-appropriate social interaction with peers. He demonstrates strength in art, reading, spelling and writing. He was average in math and science, and needs additional

From the first day a child is born, parents are there to nurture their child, to support them as they grow and develop. There is a lot to learn about raising a child under normal circumstances, but when a child has special needs parents must learn this whole new language of medical and special education terms (Overton, 2005). Parents enter this new world where navigating for the best interest of their child is riddled with challenges and obstacles that they need to somehow overcome. This is especially true when parents are dealing with the special education program in their child’s school.

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.

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

Special Education is a topic of controversy with many advocates fighting for the justice children and adults with special needs so rightfully deserve. With laws being passed and modified so frequently, it is important that the educators being brought into the world have an extensive knowledge of the developmental needs of many different types of children. With this knowledge and their constant measures to keep up to date with the fast-moving world of education, they will be able to deliver an appropriate atmosphere that is in accordance with the law that ensures ethical practices and guidelines are always being followed.

During my field experience I have spent time with Lisa Chavez my PE instructor mentor, the first thing she does when a class enters her gym is have them walk two laps around the gym. After the second lap they stop on a line and she tells the line leader what activity they do next for example she had them gallop around the gym, skip around the gym and jog around the gym. To promote safety she instructed them that there was no passing and the jog was a light jog no running. One student had a shoe untied and she quickly stopped the student and asked them to tie their shoe in which they said I don't know how and asked Ms. Chavez if she could help so she tied the students shoe. The students finished running and Ms. Chavez stop them on the line

In this section, I will be describing how the life quality factors and caring skills will be provided for Karim by the different job roles found in a special education needs setting. I will also be looking at the possible way Karim may be treated ineffectively by the various job roles found in special education needs settings and the potential barriers that may prevent the children from being treated well.

Many studies focused on how the services for special needs children contribute to their education. However, very few studies recognize the role of the society in their attitude towards success. This paper answers the following questions: 1) how education affect the disabled, 2) how to improve education outcomes for students with disabilities, 3) how can the society deal with the disabled students, and 3) how to identify special learning disabilities.

Children with special needs are slightly different from non-disabled kids, but they’re should not be a barrier between non-disabled children and children with disabilities. Special needs covers a wide range. Some children with physical disabilities use wheelchair, or cane while other children with learning disabilities such as, autism, or emotional disorder. Children with special needs are like all children they want to make friends. Non-disability children want respect, love, good education and job of their dream. Children with special needs can do the same things non-disabled kid do, but it can take them longer. It requires additional explanation or attention. Parents of children with special needs usually feel isolated and uncertain about their child 's future. Schools can help them find support that children are not alone and help is available. Teachers should meet with parents in order to get to know the children better, the specific of their children. Special teachers may come into the class to work one-on-one with the student, for individualized attention. Change begins with an honest examination of understandings, knowledge and belief. Children with special needs should spend more time with non-disabled kids. Children with special needs should study more at public school to learn from

Reflecting back on my field experience, I was able to gain quality insight as well as a better understanding of the teaching and the learning process of ESOL in a mainstream classroom. My experience in Mrs. Little’s classroom has shown that the role of the ESOL teacher is to educate students in functional language skills, offer content that is academically challenging, and helps students acculturate to the new language and culture.

The purpose of this paper was to interview two or three educational professionals in the field. I was to ask them questions created by myself, that I deemed important to my learning of teaching students with exceptionalities. My field interview and questions took place with Ms. Argenio, special education teacher, Mr. Butler, coordinator of school counseling services, and Mrs. Ciampi, secondary education school counselor. The first section of this paper will discuss the similar responses between the interviewees. The second section of this paper will discuss the difference responses between the interviewee. Finally, I will discuss how this interview process and the interviewee’s responses have affected my perceptive on teaching students with exceptionalities.