Definition Of Planning Professional Development

In 1991 the Public Law 94-142, the Education for All Handicapped Children Act was replaced by the Individuals with Disabilities Education Act. This law was passed to provide free and appropriate public education to every child with a disability. It requires that each child with a disability “have access to the program best suited to that child’s special needs which is as close as possible to a normal child’s educational program” (Martin, 1978). The Individualized education program (IEP) was developed to help provide a written record of students’ needs and procedures for each child that receives special education services. The IEP will list all the services to be provided, the student's performance level, academic performance, and

By implementing this idea in Area Two schools to support special education students, we will create a more data driven approach to increasing student achievement. By following this idea the team will also do a better job of implementing professional development and mentorships that greatly increase teacher effectiveness. The idea will also increase understanding of the diversity of the schools and promote community involvement by establishing more open communication with the parents and the community to support their students’ needs. The leadership teams will work together to set goals and objectives to support achievement in all grade levels. They will develop a framework for good communication between teachers and leaders so there is

The special education teacher is in charge of informing the family on when and where the Individualized Education Program will take place. The family of the student will discuss the necessary content of the individual’s program, how reports will be received to express the child’s progress, and who will be included within the Individualized Education Program team. There will also be considerations in the development of the program, the specific role of the regular education teacher, and the requests of review and revision of the Individualized Education Program. Overall, the family plays a huge role in developing the Individualized Education Program and the parent’s consent must be obtained in order for the IEP to go forward or even be altered.

The special education coordinator noted that “[the principal] really understands what it means to have a well-designed learning environment for our special education students.” She facilitates the development of appropriate student placements and specialist assignments that represent classroom support needs. She is also involved in the IEP process, coordinates with the special education department chair and coordinator, promotes instructional practices responsive to student needs, and implements professional development requirements. Her most important functions in an Admission, Review, and Dismissal (ARD) meeting are to commit resources and ensure the services set out in the ARD meeting will actually be provided. These efforts are documented and placed in the student record (J. Harrison, D. Gibson, personal communication, February 27,

Interviewing the special education supervisor has made me aware of how important my role is as a regular education teacher to special students who need additional support in my classroom. The goal of the teacher is to ensure that the IEP is followed to ensure the academic success of all students. IEP stands for Individual Education Plan and the plan is usually developed when students have several deficiencies in certain key subject areas such as: reading comprehension, basic reading, reading fluency, written expressions, math calculation, and math reasoning. Students are referred to the special education department usually in elementary school, additionally; according to the high school special education supervisor there are very few referrals

As a special education teacher, I have spent the last several years evaluating my teaching methods. In 2013, I returned to college to pursue a Master of Teaching, Learning and Leadership with an emphasis as an Elementary Mathematics Specialist. My primary purpose was to discover pedagogies and philosophies that would address the highly specialized needs of my students. In addition, I wanted to learn how to meet the mandated requirements dictated to all students, even those with severe disabilities, to be ready for life, to critically think, and to problem solve to become productive citizens that are college and career ready.

Special education is an exceptionally complex topic that has been placed on the backburners of a multitude of individuals within today's society. As a result, the curriculum, significance of IEPs, funding, and treatment of these students has created a negative connotation for the entire system. It is becoming increasingly common for communities across the nation to hold events, such as the Special Olympics, that bring much needed awareness for students within the special education program in schools. This is a portion within the school system that has no intention of simply disappearing over the course of year to come, therefore, remarkable and noteworthy actions are essential in the necessary enhancement of these issues individuals are facing

The purpose of this article was to determine if professional development for general education teachers, working with students with Autism Spectrum Disorders (ASD), was beneficial. Raewyn Higginson and Margaret Chatfield (2012), authors of the article, studied six primary schools, two intermediates, and one high school in New Zealand after teachers went through professional development on teaching students with ASD. First, the teachers were given a questionnaire on their attitudes and practices of children with ASD. This

In writing this assignment I am constantly thinking about ideas of how to provide a focused, systemic professional way of learning opportunities to help my students and support me on my growth as a special education teacher. In this paper, I will do an analysis of three lesson plan. (Kindergarten math lessons, Second grade social studies, are given and a third lesson plan retrieved from the internet 4th grade English). All three lesson plans will be critique on goals, objectives, State common core, and English language development standard. I will also show structure, instructional strategies, to see if one or more lesson plan will address the 1/3 model of higher, average, and lower level

Two of the biggest challenges currently faced by both special and general educators are to diversify instruction in order to make core content area curriculum available to all learners and to keep the learners involved and interested in the learning process. The No Child Left Behind Act (NCLB) and the 2004 reauthorization of the Individuals with Disabilities Act (IDEA) mandate that statewide tests be used to measure and evaluate student progress. This leaves educators striving to adapt their instruction to accommodate the needs of students in terms of learning styles and ability.

identify the learning and development need of staffs under their leaderships and directions. This can be achieved through observing performances, undertaking formal and informal discussion with staffs,

As a result of the shift, resource specialist teachers were now employed by OFL and under the direct supervision of the principal. After sitting in as assistant principal on several IEP meetings, it was clear that general education teachers did not have a deep understanding of the goals and objectives written in their student’s IEPs indicating little to no collaboration occurring between general and special education staff. The research focus then shifted to trying to determine the overall knowledge and comfort level of general education teachers when reading and understanding IEP goals and monitoring and communicating progress towards those goals. Another research goal was to gain a deeper understanding of what skills general education and special education teachers needed to develop in order to build a truly collaborative culture that enhances student success.

Robinson School in Puerto Rico has established Pathways in order to provide the best possible academic program for students with learning disabilities. The dynamic instruction provided to students with learning disabilities is customized according to each student's Individualized Education Program (IEP). Program characteristics include a low student-teacher ratio, instruction that capitalizes on student's learning styles, a strong academic program that develops students' strengths and supports students to be competent learners, and a learning environment which conveys safety. Teachers and specialists provide appropriate academic instruction and curricular accommodations according to student's unique needs.

Special education teachers have many tasks they need to complete during their day. Teaching students using numerous methods depending on the student's disability is a very important because they may have twelve students in a day who all have different needs when it comes to an education. Since each student is different, the teacher needs to develop an Individualized Education Program (IEP) for each student. They design the courses of

The need for professional growth is constant in the Education field because teachers cannot live a lifetime on a specific set of knowledge, skills, and competencies with the open pressure and progress of knowledge that is available in this current day and age. This requires the teacher to keep informed at a level of renewed information, skills, and modern trends in teaching methods and techniques. Thus, education for teacher growth is an ongoing and continuous process. To be a teacher is to be a seeker of knowledge throughout one’s lifetime in the aspects of permanent learning and development and in technology revolution; not a teacher who is limited in knowledge and skills acquired in the institutions of the setup.