B. Levi's Positive Effects On Children

However, this model has its drawbacks as well. Ms. Foster teaches a self-contained classroom of ninth to twelfth graders. Her students have mild to moderate cognitive disabilities and one student is considered autistic although at a high functioning level. Ms. Foster’s students move to other settings throughout the day, but they receive reading and writing instruction from her. She has one child who is considered ESOL but he has been in the US since he was small and does not appear to have problems with English.

First, Rather than focusing on the child's learning deficiencies, emphasize and reward the child’s strengths and encourage them to find new interest and hobbies. Second it is important to meet with the child's teachers, tutors, and school support personnel to understand performance levels, and attitude toward school. After the student has been evaluated they are now eligible for special education services. Special education services are provided to student to work with a team of professionals, including your child's teacher, to develop an Individualized Education Program. The individualized education program is created to provide a summary of child’s current education and future goals within education. Children with learning disabilities need to know that they are loved and that they are not dumb. They need to know that they are intelligent normal people who just have trouble learning because their mind process words and information differently. Students with learning disabilities are just like every other student they just need more focus on certain learning

In the American system the curriculum serves 5, 000 students and more than 20 countries and we need to review and look at the IEP process. The question that has spark concerns is to look at students direct IEP and how we can look to evaluate it? How students benefits from an IEP and what would be the first logical steps to change the process. We have a mixture of students who are not all English speaking students from all backgrounds and have some disabilities. I’m not here to complain about the teachers in your system, you have wonderful teachers who capture student’s interest and encourage students learning. But we are here to address the IEP’s process issue.

We examine all aspects of the IEP and discuss questions His behaviors have increased towards peers and adults. This occurred on 8 data days. | Data and Observation Quarterly | Special Education TeacherGeneral Education TeacherTeaching Assistant | ------------------------------------------------- Special Accommodations or Modifications to Curriculum: * Clear established and ordered routines The classroom is well organized and orderly. Students have a routine that is followed each morning. John’s morning activities are without disruption, the morning routine works.

The IEP meeting had the purpose of evaluating the child’s previous disability, and to determine if the child will continue to qualify for IEP services. The child’s disability was speech delay, according to Heward, he describes speech delays, when speech it is not understood by others (2006).

Reason for Referral: EE107’s teachers referred EE107 to the Determination Team. EE107 was retained once in kindergarten and placed in a transition classroom for a portion of her 4th grade year. She currently receives math and reading interventions. However, she is not responding to the interventions based on progress monitoring data.

The IEP is intended to help children reach educational goals more easily than they otherwise would. IEP is meant to ensure that students receive an appropriate placement, not "only" special education classrooms or special schools. It is meant to give the student a chance to participate in "normal" school culture and academics as much as is possible for that individual student. In this way, the student is able to have specialized assistance only when such assistance is absolutely necessary, and otherwise maintains the freedom to interact with and participate in the activities of his or her more general school peers. This program is very helpful for students because parents can work together with teachers to develop a plan, to help the student do better in school and to success in school. The IEP describes the goals the team sets for a child during the school year, as well as any special support needed to help achieve them.

Ja'mari is a 3rd grade student attending Lake Forest Elementary Schools of the Art and Sciences. He participates with non-disabled peers in an inclusion classroom for the majority of the day. He is a very sweet and kind student who is willing to work on any task that is given to him. Although Ja'mari is willing to work on any task,he struggles to be confident and social with his peers and adults. He requires prompting, verbal encouragement, one on one support, task adaptations to complete assigned task. According to his recent I-ready results, Ja'mari overall scale scores increased from 404 to 449. He made a 44 point gain. He is making tremendous progress. His strength is in Phonological Awareness. He tested out. Ja'mari has demonstrated the

Students can be referred by a parent but usually it is by a teacher. Once a student is referred our school psychologist discusses with the teacher(s) several strategies to work on based on the perceived problem. If the strategies do not work she does a psychological evaluation. There are several different tools used in the evaluation: Students grades, testing data, classroom observations, WISC-IV, and WJ-III ACH are the most common. There are other more specific tests used depending on the area of concern including behavior assessments, and verbal and non-verbal tests. Once the evaluation is complete they make a determination based on a 15 point discrepancy method. If it is determined that the child has a need or qualifies as learning disabled in one or more areas they have 90 days to get an IEP in place. The IEP team consists of an EC teacher, the evaluator, a regular ed classroom teacher, the principal who is the LEA representative, parent/guardian, and the student. If there is a need other people like an occupational therapist, nurse, or speech instructor are present as well. She said students were reevaluated every three years so most likely they will be reevaluated at least once while they are in high

The place where I completed my field assignment was a private program. Inside the classroom, there were 16 6-8 years old with two teachers. KW was the lead teacher and MS was the assistant. The program runs five days a week from 7:45-4:45. A fourth of the students in the class had IFSP/IEPs.

Together, these multi agency teams will create an individual learning plan (which will consist of activities that will benefit the child’s speech and language) for the child to help and support them with their SLCN. The ILP can either be done within the child's setting or by visiting the speech and language therapist the child was initially revered to. All information will be then shared with the child's teacher so help and support can be given in their setting. If the child is in a school setting then a TA may be needed to spend extra time with the child during reading time to help them with their pronunciation and the breaking down of words and phonics. SENCO will work with the child and also the teachers to see if any additional support

LD had LS join afterschool homework help for additional tutoring, saw the school psychologist once a week in school. Her support consisted of the school accommodations with test taking, note taking, and essay writing within the IEP. After school LS saw a private psychologist once a week, and received minimal homework help outside of school, due to the high demands of the family. Due to the tensions between the school and family, communication was limited. LS always received her accommodations without objections from the school. She took modified tests in a resource room with the guidance of Special Education teachers. The tests were read aloud to LS, and the test format was predominantly multiple choice. When LS took notes in class they were photocopied, and occasionally had to fill in the blanks. On days that LS had to write extended response or short answer tests, the teacher wouldn’t grade the spelling errors due to the dyslexia. Instead, circled the miss spelled words to show LS what she was doing. The test taking accommodations worked well for her, and helped accommodate the dyslexia. Her class behavior got worse over 9th grade. LS wanted to fit in the student body, and was continuously seeking negative attention. Due to LS being in school in the 1970s the use of assistive technology wasn’t available for

4. Describe what it means to be blind or low vision. I want to say what a joy it is to have your son joining us this year in class. As you know I am the special education teacher here and this is the kindergarten teacher, we want to get started to make sure your son gets the best education possible here. Since your son is legally visually impaired which means his “visual acuity of 20/270 to 20/200 in the better eye even with correction” and he does wear glasses correct (book)? Since he is visually impaired and not under the category of legally blind which has 20/200 even with correction, we have to figure out the best plan for his learning ability and his needs. We will be setting up an IEP, which is “a plan or program developed to ensure that a child who has a disability identified under the law and is attending an elementary or secondary educational institution receives specialized instruction

Furthermore, I would discuss with the school special education instructor to try and receive more information about Dustin’s situation. Once school has begun I will observe Dustin’s interactions with other students in the classroom. I will record instances in which Dustin has shown anything concerning and collect data. Since my primary idea is that Dustin may be considered an at risk student I would try to immediately become a positive role model in my student’s life. There are a few things that I believe would benefit Dustin the most. The first is with Dustin and all of my students having a short weekly or bi-weekly check in with them. This would help students to know that I am working towards their success in my classroom. The goal with the weekly meetings would be to become a mentor for the child. “A mentor can be any person of any background committed to serving as a support person for a child or youth” (335) As a teacher my goal would be to provide a safe and positive environment for my students. This environment would be where the students know that I am committed to the students and working towards there

Accommodations and Differentiation: Accommodations: Struggling students who are on IEP’s will have Para to help them with the writing. There are two students on IEP’s that will be at the same table with a Para who will help them with their individual writing. The teacher will walk around the class and double check the struggling student’s understanding of the material, as well as the other students. During the discussion on the rug one of the students on an IEP has a special chair, which he sits in. Nobody else should sit in it besides him. Also, three other students have special spots on the rug. These students know where their spots are, these students get distracted and talk during the lesson. These special spots help these students stay focused.