Analysis Of Special Education

Being able to use polite words like please and thank you. I will be observing Miss S at 11:00 A.M. at head start during center time and free play in her classroom. I will be asking and talking with Miss S. by asking open ended questions and having her reply back. The information on general development continuum is for articulation is Repeats consonant vowel in multisyllabic words, deletes unstressed syllables, replaces liquid sounds. Reduces constant clusters, and pronounces vowel sounds. Few mispronunciations and replaces liquid sounds. Is 90 percent masters most sounds like SH. Is 100 percent can pronounce z, th, and sh. Vocabulary is understanding possessive, verbs, adjectives, and functions of common nouns. Follows a complex 3 step command, and understands polite forms. Understands indirect speech acts, and understands jokes, and appreciates jokes. The grammar is using present tense, prepositions, plural nouns, verbs and adjectives. Uses contractions past, future verbs, and different types of questions asked. Uses embedded clauses, indirect and direct object construction. The use of passive voice and infinitive phrases. Use 3-4 syllable words with more adjectives, adverbs and

In assessing current fourth grade students for tier placement a particular child that has recently been enrolled at the school has prompted a closer look at what RIT’s need to be put in place in order to address weakness. The students is an English language learner still struggles in certain academic areas. Based on information received from previous school records and standardized test results, the students demonstrates a weakness in reading and writing. Additionally in light of the previous classroom teachers concern that there is a possible learning disability that needed to be assessed as well as support for ELL, additionally assessment were deemed necessary to determine tier placement.

On Friday, March 31st I observed Northside Elementary School in the Brookville school district. I watched in a separate speech therapy classroom for students who also require special education. There was only one student who attended each session and the only professional in the classroom was the speech language pathologist, Miss. Haag.

I enjoyed this 20-hour field experience, special education has always been a passion of mine. This gave me the opportunity to see first-hand what my future teaching job could look like. I noticed there was numerous amounts of paper work that must be filled out for each student that is in the special education classroom. There is also a lot of data scores that must be collected and used when determining a student’s IEP. Time management is very important when creating a daily schedule to meet the student’s needs.

When Public Law 94-142 was passed in 1975 it had a positive impact on the education for children with disabilities. Millions of children in the United States were supported by the law. These children had previously been excluded entirely from the education system.

Keaunna Knox has been a Speech-Language Pathologist (SLP) since 2007, and has worked ever since 2000 with children with special needs who had speech and language disorders. She began as an “Instructional/Speech Aide” at Pasadena Unified School District working with children with moderate and severe intellectual disabilities. All the students she worked with had speech and language disorders, and, since the Districts therapy was overloaded Keaunna implemented the communication goals she wrote. Based on that experience and many others, Keaunna decided to enroll at Cal State Los Angeles to pursue her professional career in teaching. She received her Master’s in Mild-Moderate Disabilities in Special Education from Cal State Los Angeles and a second

In the model that Kentucky uses, all students fall into Tier 1 interventions as part of their general education curriculum. Students who are not making progress or exceeding standards fall into the Tier 2 targeted range and are in need of individualized interventions. Students who are not making progress or exceeding Tier 2 standards are in need of intensive Tier 3 interventions. If Tier 3 interventions are not working students are then evaluated for special education services.

This is standard in schools, and should have already been triggered in Miguel’s case. The first tier is best practices in the classroom. Clearly, Miguel has not shown adequate progress in response to the classroom practices. The second Tier is for those who have failed to meet appropriate benchmarks and are at risk of failing. This tier usually utilizes smaller groups than whole class and utilizes an evidence based program for instruction based on foundational skills. Tier 3 is the most intense level of intervention, designed for those who have not responded successfully to Tier 1 or 2 intervention, and often are at high risk of failing. Tier 3 uses small groups (3-5 students) or one-on-one intervention. It is this author’s belief that, from reading the case study, Miguel should already be in a Tier 3 intervention. The authors believe that Miguel should be in the Tier 3, because he is still struggling with phonemic awareness under interventions 1 and 2. According Algozzine, Obiakor, Nelson, and Bakken (n.d.) “phonemic awareness is the sill of using the individual sounds in spoken language” (p.3). However, if students fail to respond to Tier 3, they are referred for SPED

If any of the two methods of intervention shall be unsuccessful, Jasmine is referred to tier three based on the assessments and observations of the specialist based on her performance under the curriculum guidelines.

It wasn’t until I start going to speech classes that I felt comfortable going to school. I went to my speech classes three times a week, one on one up until I was in 4th grade and then I began going with a small group of children. Schmitt also states that “Descriptive studies of current SLP practices indicate that over 75% of children with LI in the public schools receive pull-out therapy, regardless of age or language need” (p.35). My mother said that the speech program at my elementary school was extremely awesome. She said that it took a team to help me overcome my speech problem because the speech classes didn’t stop at school. When I came home from school she would also work with me. My mother and speech teacher wanted the best for me and they both wanted to ensure that I had a bright future. Having a disability such as a speech impairment has shaped my life because it engages in every aspect of my life such as articulation, reading and

Analyzed below are the two journal articles about special education assessments entitled, Predictors of Assessment Accommodations Use for Students Who are Deaf or Hard of Hearing from the Journal of Educational Research & Policy Studies (Cawthon & WurtzBest, 2010) and A Methodology for Assessing the Functions of Emerging Speech in Children with Developmental Disabilities from the Journal of Applied Behavioral Analysis (Parten, et al, 2005). The analysis revolves around the following areas: nature of research, summary, critique, personnel, future practice, and future research.

Tier one refers to all students in general and the basic behavioral problems that come with them. Tier two refers to a more condensed group of students that may be more troublesome and need extra attention to focus. Tier three usually consist of special needs students but can contain any student that is in desperate need of constant supervision due to their behavior. A great intervention for Tier one includes praise. This is where a student receives praise for being on task or just simply being nice and compliant. Praise can come from just recognition to their name being put in a drawing for a prize. A Tier two intervention can involve making a plan. I, as a teacher, would get a team together, such as the principle, a tutor, and the student’s parents and we would all discuss the child and create a plan on how to handle the child. For instance, we could create a tutor session where the child can be one on one with someone and can receive proper guidance in the classroom. Another part of the plan would be for the student to be allowed special movement time. If a child is extremely restless, a few minutes out of the day could help him relax if he is able to move about. And finally, a Tier three intervention would be No Passing Time. This means that the child would not be allowed to leave the classroom until the bell rings and then the child will only have five minutes to go to their locker, get their things, go to the bathroom, and anything else they feel they need to do until the bell rings. If a student fails to make it to the classroom by the second bell, they receive a tardy. In some cases, parents are allowed to drop off their child, to the office, a few minutes before the bell and can also pick them up from the office after the end of the day bell. This is for students that cannot obey hallway rules and have truly horrible

Tier 3: Students that do not accomplish and achieve the desired level of progress are then transferred for a comprehensive evaluation and considered for eligibility for special education services which is under the Individuals with Disabilities Education Improvement Act of 2004 (IDEA

During my time here, I have been involved in teaching several English classes—including a class aimed at children—developed a pronunciation short-course for the non-native English teachers, and become intricately involved in the university’s weekly outreach campaigns. Through this experience, I have not only become adept at teaching and working with students, both young and old, but also learned the value of seeking additional help when faced with unfamiliar and difficult situations. Recently, I found in my classroom a student with disabilities due to an accident several years ago, which affects his pronunciation, short-term memory, and manual dexterity. This has required that I not only think carefully about my teaching method, but also in finding ways to allow him to participate more fully in the classroom and give fair examinations. Expecting perfect pronunciation from him in English is impossible, when he has pronunciation issues in his own native language.

No teacher denies in the education system that every student learns differently; however, our state refuses to accept such a claim. Close your eyes and imagine a young towheaded boy with bright blue eyes, trying with all his might to express himself at the age of three, but to everyone’s surprise no words can be heard. This young man attending speech therapy would later on come to the realization that learning sounds and reading would be a life long struggle. Now flash forward two years, the little boy is sitting with many grownups in an office room at his new school. His speech is developing, but not at the rate of his peers. The office room is filled with a diagnostician, counselor and his parents who see his remarkable growth as a reflection