Challenging Case Teaching

Currently, I have very little knowledge or experience with special education. Throughout my elementary and middle school education, I was placed in advanced learning types of classes so I didn’t spend any time around children who had learning disabilities. As I advanced into high school, I attended a magnet school in which only one person with a physical disability attended the school.

Not only are these students are a mixture of different grade levels, but they have a mixture of disabilities such as Emotional Behavior Disorder, ADHD, Specific Learning Disabilities in Math/Reading, Mild Intellectual Development, and Speech Impairment. Although my class is small, I am full of students with varying cognitive abilities, maturity levels, and academic strengths and weaknesses. My job is to enhance their academic support in the subject of need because they cannot be fully supported in a general education classroom setting.

I have been a teacher of students with special needs for the last couple of years in alternative settings. The students I like best tend to be the most challenging both behaviorally and academically. Success can be more apparent, yet at times there is frustration. I feel I am good at it, but need to learn more. Most importantly I love teaching kids with special challenges. The key is to be creative and keep trying.

Specific Learning Disability – the teacher could adapt the direct instructions and maters use during the lesson and practice time. The teacher could incorporate partner work for students to collaborate in small groups.

“One of the essential roles of special education teachers is coteaching and working with other professionals, as well as communicating with family members and between special education teachers and other school-related professionals(Vaughn & Bos, 2015, p. 114)”. With the importance of a least restrictive environment special education and general education teachers are working together in a classroom with varying levels and abilities of learners. It is vitally important to have an effective relationship between the two teachers while developing and implementing lesson plans for learners with special needs. The physical space and dynamics of the classroom should fit the needs of the students and the established procedures should ensure a highly functional environment. Importantly, educators need to communicate to families “encouragement about what they can do at home and about an effective plan for providing instructional supports for their child(Vaughn & Bos, 2015, p. 114)”.

Teaching students with exceptional abilities requires funding, training and planning. Being in a regular classroom with children from various cultures, ethnic backgrounds and intellectual ability help students learn how to work together toward a common goal: reduce discrimination and stereotyping people with physical and mental limitations. Instructional strategies that break the work down so everyone learns better can improve education as well as reduce cost. This is achieved by including special education students in environments that will allow them to develop normal social interactions as well as receive specific attention to their learning needs. ("What is Special Education”)

I have conducted my field of experience at Westside Elementary School, second and third grade classroom. The third grade class consists of 20 students. The teacher does not have any aide even though she needs some assistance, because two of her students are falling behind. The sad part about this is that the students have not being diagnosed yet, but they are having a lot of difficulties. The teacher mentioned that by fourth or fifth grade those two students will need to be placed in a special education classroom. The students both have a concentration problem and it causes them to struggle with reading, writing, math, listening, and speaking. The teacher asked me to

To best suit a child with special needs a variety of different elements need to be considered to develop the best plan for the child. This is why it is important to understand that not every child with special needs has a mom or dad. They may have a foster parent and it is the responsibility of the special education teacher to include the foster parent and work with all members of the family. Next, it is important to understand the a disability not only impacts the child but siblings as well. Some siblings may be very helpful while others may act out, it is important to consider siblings when creating a plan as well. Lastly, as a special education teacher, it is important to consider if any extended family help with any responsibility with raising the child. A child has a greater rate of success when all members of the family are working together and are on the same

In which cases students that come from disadvantaged homes, have learning difficulties that go away, misses extensive amounts of school and it affects their grade, students with vision impairments, or students that are cognitively below the learning standards and it affects their everyday living. Students must be affected in the areas of speaking, listening, reading, writing, processing, and mathematics.

A learning difficulty is then defined as a “significantly greater difficulty” in accessing the learning than the majority of their classmates. Learning difficulties range from medically diagnosed difficulties like dyslexia, dyspraxia and dyscalculia to social, behavioural and emotional disorders, as well as physical disabilities. With the grand spectrum along which a child is vulnerable to learning difficulties and therefore SEND, schools, teachers and local authorities are motivated to provide effective SEN provision and support for all the children who fall under this umbrella.

Special educational needs can range from a mild and temporary learning difficulty to severe, complex and permanent difficulties that will always affect the

I would like to also help the parents in this field also. The parents may or want some proper guidance to show how they can learn

A learner with special needs is first and foremost an individual, an individual that has their own unique personality, learning style and needs. There are a variety of different types of learners with special needs ranging from physical, mental or intellectual, emotional and/or socio-economic. Those with a physical disability can range from hearing, visual, orthopedic, death – blindness, traumatic brain injury or other health impairment. Mental or intellectual disabilities may include those students who have significant limitations in an intellectual ability or those students that have significant problems in learning how to read, write and compute. Students with an emotional

I believe the important considerations for meeting the academic, behavioral, sensory, and health needs for individuals with physical disabilities and health impairments is to remember that each student has different needs. Teachers need to consider how the physical disabilities and health impairments affect our student’s academic, sensory, behavioral and health needs. As with every aspect in planning special need students lesson plans, it is key for teachers to remember that each student has their own needs, goals, interest and learning style. Once that is understood educators along with collaborating with the student’s learning, professional and personal support teams can begin to accommodate, adapt, modify, and create support systems to create

The classroom chosen is one out of a rural community public school in New South Wales, Australia. The socioeconomic context of the community is a strong one where the approach, even in the corporate world, is family-oriented and most of the people living in the community work there as well and hence have an interconnected association. The overall school is medium-sized with nearly 100 enrolments every year and a total student body comprising of the special needs students who have either physical or mental shortcomings and require specially designed learning structures. The school mostly tackles with younger children from the pre-school age of 3 to the middle school age of 16-17 across different grades. The overall percentage of boys and girls is 2:3;