Educationese Power Point

Task 1 Links to learning outcome 1, 2, 3, 4, 5 and 6, assessment criteria 1.1, 1.2, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 4.1, 4.2, 5.1, 5.2, 6.1, 6.2 and 6.3.

In this case, a self-contained program or special school may be considered. Some individuals believe that inclusion settings may leave teachers with lacking resources, training and other supports necessary to teach students with disabilities in their classrooms. Tornillo 1994, believes that a student with extensive needs placed in an inclusion setting are not getting appropriate, specialized attention and care, and the regular students’ education is disrupted constantly. Tornillo 1994, also argues that teachers are required to direct excessive attention to a few students, thereby decreasing the amount of time and energy dissected towards the rest of the class. Therefore, the mandates for greater academic accountability and achievement are unable to be met. Mauro 2009 indicates placement in a self-contained classroom or special school means that the child would be removed from the general school population for all academic subjects to work in a controlled setting with a specialized teacher. Students in self-contained programs or special schools may be working at all different levels, with different textbooks, and different curricula. Self-contained classes and special schools offer structure, routine, and appropriate expectations according to Mauro 2009. Additionally, full inclusive models do not account for students who are unable to learn from a typical model of instruction. For example, a Deaf student who is unable to lip-read would require a full time interpreter and

Instruction is no longer a linear process, as knowledge is gained through active engagement-play, direct experience, and social interaction. Students drive instruction as the questions that they pose are integrated into the learning process. Learning is encouraged to take place through interdisciplinary channels. Again, it is not a linear process. Disciplines are integrated to allow children to make connections. Assessment is an important instructional tool because it is progress-oriented. The data derived from formative and summative benchmarks is used to not only measure student progress, but also as a prescriptive measure when remediation is needed. Academic success is no longer viewed as a competition based on recall, memory, and rote means of instruction. Collaboration and cooperative learning are fundamentals for learning. They encourage not only student growth, but also develop life-long social skills.

Education theory can either be descriptive like the sciences or normative like in philosophy. Education theory postulates what education processes are supposed to consist of; it sets the standards, norms, and goals in carrying out an education process. The scientific education theory gives a set of hypotheses, which have to be experimented and verified. The two approaches have produced two broad categories of education theories, which are the functionalist’s theory of education

Therefore, in Tier 2 students would be required to participate in enrichment classes to help them understand the materials in their reading and math curriculum. The teacher during the enrichment classes would provide small group using specific methods to meet their educational need. The teacher would monitor the student progress accordance to an Individual Education Program (IEP) measurement goal of performances when determining if they have master, been significant or not meet their goals, when suggesting if they improve to Tier 1, remain at Tier 2, or deteriorate to Tier

* Formative assessment – this is continual assessment of the learner, these can be formal and informal assessments, it can be used in setting up a personalised

The necessity of education for students throughout the United States and the world continues to grow, making it necessary for teachers in all areas. Though most special education teachers work in public school settings, the need for teachers in residential areas or as tutors in homes or hospital settings still remains ("Teachers-Special Education"). Within the school setting, special educators can take on different roles. Their role may include supporting the general education teacher in the regular education classroom or they may offer resources in a special education setting. The term “inclusion” is often used for special education services offered by supports and accommodations in a regular education classroom with grade level curriculum. “Pull out” services are often in a special education classroom in smaller group settings with academics adjusted to meet their needs. The duties of a special education teacher often combine these responsibilities by determining what will best meet the needs of students.

The teacher uses the understanding of differences in individuals, cultures, and communities to ensure inclusive learning environments that enable each learner to meet rigorous standards.

Mentoring is relationship orientated – it provides a safe environment where the mentore shares any issues which can affect their mentors professional and personal success. Mentoring also focuses on work/life balance, self confidence and self perception.

In order to allow children to grow, learn and develop to their utmost potential, educators need to be attentive, inclusive, flexible and understanding. Attentive to the differences of each child and the variances they bring with them to the classroom, in order to best understand a child’s individuality. In being inclusive of all children, regardless of their circumstance, gender, history or attitude; the educator can make a conscious effort towards equality for all children. Having flexibility, to allow for prompt changes to pedagogy; as children are continually changing, growing and adjusting to their environments, therefore their learning path may also need to change, the educator needs to be able to introduce alternatives where required.

Combining students attending traditional education classes and students with exceptionalities is commonly termed as mainstreaming or integration. Inclusion is “the act or practice of including students with disabilities in regular school classes” as defined in Webster's dictionary (Webster, 2003). Ro Vargo was fortunate enough to have parents who closely monitored the learning environment and advocated for their daughter. They followed her education each step of the way. She continued to build on positive responses and outcomes during her educational experiences of inclusion to build her resiliency and reduce the impact of risk.

By asking open-ended questions, I can activate prior knowledge, and improve comprehension. Even students with below average reading levels and students with learning disabilities can have a sense of belonging within the classroom environment. The learning community provides opportunities for peer interactions and active participation through discussion. When implemented effectively, teachers can track each student’s performance and understanding at the same time through formative assessment, which occurs during instruction. Formative assessments help teachers make instructional decisions and changes for future lessons (Nagro, Hooks, Fraser, & Cornelius,

There are many differences between the traditional model of instruction and inclusion. In the school’s environment, the traditional model of instruction places the responsibility of students divided among general education, special education, and ESL teachers, where as in inclusion, the responsibility is shared among all staff. In the

on the student’s differences, diverse cultures, and communities to implement an inclusive learning environment. After learning these standards and completing my practicum experience, I see the importance of these standards in the classroom setting. The practicum experience should me the importance of recognizing that all students learn differently, and a great teacher, especially Mrs. Bond, is able to provide instruction that helps all students succeed (Council of Chief State School Officers, 2011).

Students on an Individual Education Plans (IEP) or 504 Plans are entitled to an inclusive and free and appropriate public education. Students are taught with differentiated instruction and are given adaptations in their learning environment in order for them to have equal access to and education. Understanding the definitions of adaptations and differentiated instruction are crucial to a student 's success in the classroom. There are numerous techniques used in my focus school of Menahga, MN to support individualized student learning. Generally, the Special Education teachers provide or assist the General Education teacher in determining the adaptations and differentiations in the educational settings. The Special Education teacher in cooperation with the General Education teacher, determines how successful the differentiated instruction and adaptations are in helping students with special needs. Lastly, the issues in implementing the adaptations and differentiation techniques will be explained as well as how my district school can expand upon their current use of adaptations and differentiation techniques. Adaptations, differentiated instruction, communication and cooperation are key components of successful, inclusive classrooms.