Dpe and Goal Instruction Essay

The evaluation will utilize an objectives-oriented evaluation approach, thus program objectives and elements will be analyzed to determine effectiveness and goal attainment. An objectives-oriented evaluation approach has been deemed most fitting, as key stakeholders have previously established goals and objectives for the program. Individualized Education Plans (IEP’s) have been created to ensure all students regardless of their disability will have access to an effective and appropriate public education. Free Appropriate Public Education (FAPE) is an essential component of The Individuals with Disabilities Education Act (IDEA, 2004), which indicates students with disabilities will not be denied access to an education. More specifically,

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 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

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 teacher interviewed, showed me that she uses the teaching/individual goals related to each student’s IEP. The teacher always tries to excel and reach the needs to relate

In the 3rd step plan the implementation is when educators will monitor and provide feedback to ensure the intervention is delivers properly. And step 4 is to evaluate the problem, consultant and teacher will evaluate the responsiveness to the intervention and modify if needed. These steps result in a great intervention program that is precise to see desired results in the RTI. With intervention trial and error is how real results are achieved. In previous years before interventions and RTI’s were placed in schools, too many children were sent for learning disabilities or special education showing teachers inability or unwillingness to teach sand accommodate academic diversity ( Reynolds, 1987). The article states how teachers can generally implement learning strategies until the student gets it and if after interventions and RTi’s measure the responsiveness as not responsive the child can be placed in special education to receive IEP’s to adjust to their learning disability.

Lauren has a degree in elementary special education and certification in special education for grades kindergarten to 12th grade. She has been a teacher at this school for since August 2009. One of Laurens responsibilities is to monitor progress IEP. Lauren stated she monitors progress with and formal reviews by doing test and quizzes to assess the students progress. The example she proved was doing a reading probe called DAR which is diagnostics assessment of reading. Additionally Lauren sends IEP updates home to the

The variety of needs and disabilities in her classroom create multiple challenges for Horst. While she may begin with a consistent approach with her students, their specific needs will dictate the course of action required for the individual learning plans and curriculum. Fortunate for the latitude afforded to her in creating objectives in her curriculum, Horst is capable of providing the personalized plan each student requires to facilitate learning (J. Horst, personal communication, May 12,

Data-Based Individualization (DBI) is generally used within Response to Intervention and the interchangeably. According to Fuchs, Fuchs, and Vaughn (2014) DBI is a scientifically sound program that provides individualized education for student who have special needs. Investigation indicates the effectiveness of DBI is favorable in that it assists teachers in planning better agendas which helps to boost the progress of students who have been identified as struggling (Fuchs, Fuchs, & Vaughn, 2014). Students receive rigorous differentiated instruction which is continuously tracked and modified by the teacher to benefit students who have been identified of having problems with and without

Special education teachers are trained to work with children who have a wide range of disabilities. One of the primary responsibilities of a special education teacher is to assess her students' cognitive abilities, and modifies the standard age-appropriate curriculum to create a custom plan for the student. This plan is called an individual education program(IEP). An IEP often includes a number of social and emotional development goals as well as specific academic areas to be taught. The special education teacher’s core task is to meet each of the goals established in the students’ IEPs. In some cases, the special education teacher is located in a separate classroom. When this is the case the teacher will creates lessons geared to meet the objectives of the students’ IEPs. In many instances, special education students are placed in regular classrooms. In that situation, the special education teacher attends classes with her students. She often will work with students on life skills and behavior modification techniques as well. Skills that special educational teachers should possess include, better than average stress management, great multi-tasking abilities, quick thinking, and creative problem solving. A special education teacher must be able to think outside the box and develop an array of teaching methods and techniques to meet the needs of each individual student. Special education requires a vast amount of detailed record keeping, so it is essential for these teachers

In topic 4 I learned about students with intellectual disabilities, autism spectrum disorder, and severe or multiple disabilities. Intellectual disabilities are disabilities that are characterized by limitations in both intellectual functioning and adaptive behavior. These students may have difficulty with learning and memory and also regulating their behavior. The have a deficit in adaptive skills such as developing relationships and language skills, and taking care of their personal needs. Students with intellectual disabilities often have trouble in areas of reading and mathematics. These students often have trouble with motivation, and often reflect learn helplessness behaviors. Early intervention is key for students with intellectual disabilities.

Remind all parties involved of the team’s ultimate goal were to create an effective Individualized Education Plan (IEP) for a child with a mild, moderate, and severe disability.

This report will give in-depth insight on a student with learning disabilities that is included in a regular classroom, receives classroom modifications, according to his IEP, and receives additional services offered by resource teachers.

Provide Assistance with children who have an IEP It is understood that when a parent is worried or concerned for their Child’s academic performance they contact the school to set up a meeting with the school's child study team. A child study team consists of a psychologist, a learning disabilities consultant and social worker. From that point on they will discuss the needs that would be better suited for the child’s academic performance. For instance, the social worker along with the child study team must follow certain guidelines set by law and must be included in every Child’s IEP. For this reason it must state the Child’s performance in school during the present term, it must also include educational goals, including the support and services that the school will provide to help each student meet these goals, it also includes modifications and the accommodations to help with their progress, accommodations when taking standardized tests, and a report of how and when the school will measure the child’s progress toward annual goals, and the transition planning that prepares for life after high school. (Stanberry, 2017)

Assessing the educational and cognitive needs of individuals with mental retardation is a very complex process. An appropriately chosen assessment can be a highly effective tool that can be used to measure the progress of our students. The teacher must select assessment procedures carefully and make judgments regarding the main areas to assess and then determine which areas of performance need to be tested further. Effective use of the results will allow teachers to design instruction and lessons specifically to fit the needs of their students. Where does the teacher start? A starting point is to gather and then organize information from previous teacher reports, achievement test results, and, most importantly, psychologist reports on