Academic Preparation, Cognitive Performance, And Social Skills Performance When The Transition Begins

Least Dangerous Assumption (Jorgenson, 2005) allowed me to think about my own philosophy when thinking about expectations for student with significant disabilities. I realized that I need

Then the article discusses the similarities and differences between an IFSP and an IEP. The IFSP starts with a child who is younger than three years old. This takes place in the family home or a child care center. The importance of the IFSP is to help the parents learn and deal with their child’s disability. The focus stays on the parent’s role in supporting the child’s learning development (Ray, Pewitt-Kinder, George, 2009). When the child turns three and older then they transition to an IEP. The IEP is different from the IFSP as it focuses more on the child. The child is evaluated and given goals specifically for them to help them to learn in a school environment. Although they focus on different people they are the same in that it is important

The first key principle of the Individuals with Disabilities Education Act is that any student regardless of their disability is entitled to a free and appropriate public education. The term zero reject is commonly used to summarize this principle. An important component of zero reject is for school administrators to understand that the state is responsible for locating, identifying, and providing for students with disabilities from birth through age twenty-one. School officials play an important role in carrying out the state responsibility under the zero reject principle. This principle both implies and specifies the concept that no matter how severe the disability may seem, all children can learn, benefit from, and are entitled to a free and appropriate public education.

Cheryl Jorgensen, the work of a scientist-philosopher named Thomas Kuhn in 1962 is referenced regarding disability and competence where Kuhn stated that, “intelligence … can be reliably measured… mental retardation is defined as low levels of intelligence… [these students] … can’t learn much general education content… we aren’t sure that students know, understand, can learn, or have something to say, we presume that they don’t, can’t, and probably never will” (2005, p. 5). Dr. Jorgensen refutes this theory and goes on to support it by citing other works on research suggesting that students with disabilities have shown greater progress when they are challenged with high expectations and good, supportive, nurturing instruction. “Children learn best when they feel valued, when people hold high expectations for them, and when they are taught and supported well” (2005, p.

Every state is different, but in Ohio we require students with learning disabilities to take the same test as their other peers that don’t have a learning disabilities. They are allowed to have extra time and accommodations when testing. Stated in the article Implications of High Stake for Students “It is a challenge, however, for the students to pass the courses and particularly the related high stakes tests that may be involved” (Landers). Students that have a learning disability should be taken into more consideration and have a separate test made for them. They aren’t going to be going at the same paste as their other peers so it is wrong to give them the same test. Data shows that students with disabilities fail large-scale tests at higher rates than other students, which cause them to start dropping

There are many different reasons that students may need additional assistance to be successful academically. Students may have a difficulty reading, or English may not be their primary language. They may have suffered a traumatic brain injury or may have been born with Autism. Students might even have difficulty socially interacting with teachers and peers or due to some physiological impact in their young lives might have other emotional impairments. No matter what the cause for the disability, special education services and interventions are vital to success of these special students.

High Stakes Testing has been overly integrated in the education systems. High-stakes testing are used to determine grade retention, school curriculum, and whether or not students will receive a high school diploma (Myers, 2015). Since the No Child Left Behind Act (NCLB) of 2001, high stakes testing has become the norm and mandating that students must pass a standardized test before moving up in grade. As a special education director, the focus is to ensure the student’s accommodations are being followed. Accommodations help increase students’ academic performance. “Both the Individuals with Disabilities Education Improvement Act (IDEA) of 2004 and No Child Left Behind (NCLB) call for students with disabilities to participate in the general education curriculum and in testing programs to the maximum extent possible for each student (Luke and Schwartz, 2010).” Throughout the years, high stakes testing is becoming more common than ever before. The reality is high stakes testing is one indicator in evaluating children with specific needs. This paper will discuss, the violation of the statutory language regarding assessment based on IDEA, the strategies and goals of a remediation, staff training, common Core and PARCC assessment, and funding for the remediation plan under IDEA.

Throughout our lifetime we go undergo many transition, however the move from high school to the adult world is considered the most important. During this transition we are able to explore many things such as our interests, abilities, and talents. We feel more independent since we are able to set goals and make certain decisions regarding our future. When a child reach certain age, a transition plan will play an important role in his or her IEP, during the meeting this plan will develop, rationalized, and reviewed annually. The transition plan must derive from transition assessments that are proper for the student’s age as stated under the Individual with Disabilities Education Act.

When learning about Intellectual Disability (ID) it is important to explore the subject with people that work with students of ID. The (SPED) special education team placed together for a student in order to determine the students individual education plan (IEP). This SPED team consist of: Special Educator: Mr. Richard Franklin, General Educator: Ms. Rama Smith (Spelling, Literature), Speech Therapist: Mrs. LuDonna Martin, Principal: Mr. John Denton, Community Organizer and Retired Teacher: Mrs. Nelda Clements and I as the Special

After watching the two AAIDD videos, my perspective on self-determination has grown. I never realized before just how important self-determination was to a student who has intellectual or developmental disabilities’ ability to succeed. Teachers and parents should provide a supportive environment that will foster these self-determination skills such as goal setting. By setting their own goals, they are working on developing skills that will help them have a higher quality of life later as they transition into adulthood. Setting goals and working toward goals was just a normal part of my education, but I didn’t realize just exactly what they provide skills wise for students who have exceptionalities. It is important for these students to gain

“The IEP, Individualized Education Program, is a document that is developed for each public school child who is eligible for special education” The IEP describes how the student learns, how the student best demonstrates that learning and what teachers and service providers will do to help the student learn more effectively. When developing an IEP the team will consider how their students specific disability affects their learning and come up with goals and objectives that will accommodate those needs and place the student in the least restrictive environment to achieve the goals and

“Pushing Back Against High Stakes for Students with Disabilities” is an article that focuses on the shortcomings of certain assessments such as the testing required by the No Child Left Behind (NCLB) that is unfair for children with learning disabilities. The author brings to bear that unfair testing is frustrating for the children and has no value-add for their education. She continues by touting the fact that teachers cannot slow down and give extra time for topics that are difficult for the students but must move on due to the time constraints of the school year and policies of the school systems. The author calls for resistance to the mandated testing and demand a change to the system that is frustrating the education of children with learning disabilities but does not provide viable alternatives or methods to achieve them.

In today’s educational environment, all students expect to receive the same level of instruction from schools and all students must meet the same set of standards. Expectations for students with learning disabilities are the same as students without any learning difficulties. It is now unacceptable for schools or teachers to expect less from one segment of students because they have physical disabilities, learning disabilities, discipline problems, or come from poor backgrounds. Standardize testing has resulted in making every student count as much as their peers and the most positive impact has been seen with the lowest ability students. Schools have developed new approaches to reach these previously underserved students while

According to the Individuals with Disabilities Education Act, students with disabilities should be placed in a “least restrictive environment.” One of the main ideas of this act was to improve the learning experiences of students with disabilities by giving them learning opportunities outside of a special education classroom. The number of students with disabilities being placed in their general education classrooms is increasing more and more each year. The U.S Department of Education’s 27th annual report to Congress on the implementation of The Individuals with Disabilities Education Act (2005) indicates that the number of students with disabilities in general education classrooms has risen to almost 50 percent. This is about a 17 percent increase from the 1997 U.S

Every person deserves an education. It is what shapes us, allows us to grow. As future and current educators or parents, understanding the perspective of persons with disabilities in the classroom is important. Being confident in your own abilities and not being afraid to use the resources available to you.