Evaluating The Collaborative Classroom Support Plan

Educators working closely together will allows students to receive the best possible instruction in the classroom. “Strong collaboration for the delivery of education services involves all the various education professionals serving a school building or district” (pg. 3). One of the major issues with the identification of poor performing students is if it has anything to do with the delivery of the instruction, or the instruction itself. Collaboration is an excellent way to make sure that the students receiving the best possible instruction to increase the academic knowledge. Teachers that are struggling have the opportunity to work with reading and special education professionals to work on implementing appropriate lessons in the classroom. “The classroom teachers, reading specialists, and special education professionals collaborate in planning and implementing the intervention” (pg. 3). This intervention and collaboration should not be seen as a negative, but as a positive because they are all working together to help the teacher use the correct instruction that is going to benefit each and every

What is the main argument the author makes and how does it apply to contemporary education?

Since I have been a Para educator working with special education students for the past three years, many of my chosen dispositions were already in place. Now that I am in my second eight weeks of student teaching I still hold true to the dispositions that I choose in the beginning. The only disposition that I had no knowledge of was number 9-Utilizes standards and curriculum guides to create learning goals. This disposition is one that I learned once I was placed in the classroom with my co-op teacher. There was a variety of exceptionalities in my special education classroom and along with those exceptionalities came different learning skills. Those exceptionalities encompass the disposition that students learn in many different ways. This also hold true in the general classroom. There are visual learners as well as kinesthetic learners. This is why teachers must engage their students in many different ways. In my lessons I use a variety of learning techniques such as journals for those students who like to express themselves through writing, and cooperative learning exercises such as concept mapping. Concept mapping helps students connect terms in the material with the theme in that part of the lesson. Videos are also shown to launch a lesson. This helps the

The classroom setting is kindergarten with a mixed environment of general education students and special education students. The child can do his work; however, he is resistant by saying he does not want to read or write because it is boring. Being WZ one-to-one paraprofessional is challenging since the child has behavioral issues that requires professional assistance for developmental support.

The article is very well writing and seems to be very well researched in many areas throughout the entire article. What I am not impressed with is the way that the author executed some of the beginnings and endings of topics. There were some instances where it did not make any sense to me.

This practical involves paraeducators reading a portion of the lesson plan describing support that are desired towards the objectives of the lesson. Using this practice in a classroom is not a practical thing that should happen, it is likely that most teachers will not use the application of the practice since they will feel as if the presence of paraeducators has made them loss the personal contact that they once had with students. If I were a teacher then I would not recommend the usage of the practice. Since the specifications in this practice may be to assist only a single child in a given lesson plan, then it is more sure that it can likely work with classroom of many children. A single child may be assigned with a single paraeducator but not all the children in elementary classrooms can be assigned a single paraeducator. The practice works effectively in progresses, for instance, those students who were not successful in Tier I, will be progressively taken to Tier II and Tier III program. Their help and intervention will actually take place outside the regular elementary classroom with the extended help from paraeducators (Cleovoulou,

A paraprofessional is defined as a school employee whose purpose is to provide instructional support to ensure a student’s access to the least restrictive environment (Harris, 2012). The goal for these teacher assistants is to help children with disabilities remain in the general education environment as much as possible. A determination of needed paraprofessional support is contained in a student’s Individualized Education Plan (IEP). Public schools are required to provide this assistance if it is deemed necessary for a student to have complete access to a free, appropriate public education (FAPE). Many general education teachers see paraprofessionals as essential to the inclusionary opportunities of students with disabilities in their classrooms (Harris, 2012). In addition, they are seen as necessary to provide the one-on-one support for students with disabilities to succeed in the general education setting (Ramos, 2017). These students are not the only individuals who experience the positive influences of teacher

After taking time to reflect on working with paraprofessionals, there seems to be a few things that both teachers and paras should keep in mind. First, organization is key; however, organization has to branch out to more than just what assignments the students are doing. The whole day has to be well organized. However, both the para and the teachers do still have to work together when developing and planning students’ curriculum on an individual basis. Each student is different, and as such, teachers and paras need to know how to work with each of them (Hardman, Drew, and Egan, 2013; Heller, Forney, Alberto, Best, and Schwartzman, 2009; Polloway, Patton, and Serna, 2013). Moreover, the teachers and paras have to be able to work with each student’s related service providers, in order to help the student build progress. It is important know what other goals the student has, so that supports for them can be implemented throughout the day. However, working with all of these individuals can have its conflicts, and it is vital for everyone to have the skills needed to find respectful resolutions (Hardman et al., 2013; Heller et al., 2009; Polloway, Patton, and Serna, 2013). Finally, educators need to be aware that miscommunications happen, and they need to able to calmly, and correctly explain how strategies or classroom protocols should be carried out to ensure that everyone is on the same page (Hardman et al., 2013; Heller et al., 2009; Polloway, Patton, and Serna, 2013;

The special education field is a very specialized career. A 1:1 Instructor has the responsibility of implementing the individual education plan written by the certified teacher. They also have the responsibility of ensuring that the student’s environment is structured, as is written into their applied behavioral therapy plan. This task requires, not only individual training by the students former staff, but a sound understanding of applied behavioral therapy as well. The workshop to train for this position should include, both an online component to formally address how applied behavioral therapy works, as well as on the job training and shadowing by former staff.

I like the theme that Patrick O’Malley describes in his article because I am now a student and my son is a pupil too. I also like the logical sequence of this article. He tried to write this article in logical sequence, although there are weak points in it too. He clearly described the problem and what solutions he sees. The examples given in the article confirm that he carried out research in this matter.

“Special education labels don’t define children; Children define themselves” (Dalien, 2015). I am interested in becoming a special education teacher because I have always loved being around children, and I have a soft spot for kids with autism and other disabilities. The first time that I ever thought about working with special needs children was when I was in the fifth grade. My mom worked at my school as a teacher assistant in a first grade classroom, so in the morning I would go to her classroom and wait for the bell to ring. A little boy named Alex who had Cerebral palsy and a spinal problem, came into class early as well. I immediately connected with him, and began going to my mom’s room every morning to play with him before class. It soon became the highlight of my day. Alex could not talk very well and could not walk, so we rolled cars around the floor, traced shapes on to the whiteboard, or sometimes crawled on the floor chasing each other as monsters. I loved seeing how me playing with him made him smile so big and become more outgoing. My dream is to give kids like Alex a reason to smile and help them reach their full potential. In this speech you will learn all about special education teachers, including, but not limited to: What they do, where they typically work, their environment, how much they get paid, benefits the job entails, the education and skills required to become a special education teacher, and information on the job outlook.

This article is about is about a man who critiques and provides some logical answers for the American Educational System. After reading, I came upon different impressions and I will provide at least six of them that I got of it. We also, must find out if the information is fact-based or value based. I myself have my own impressions after reading and they are listed as followed: The biggest problem that the American Educational system has; is failing their students by not providing then with adequate skills so they are ready for the real world and the real world is poverty. Poverty does not just hit the USA hard but all the other nations of the world who are developing or already developed. The people of our society or “the needy people” need help but there are

Collaboration in the world of education has become an increasingly popular method of addressing a variety of school issues, such as curriculum design, behavioral plans, professional development and management of resources. One of the areas in which collaboration is becoming more popular is co-teaching in special education, where special education teachers and general education teachers share the planning and instruction responsibilities for inclusion classrooms (Friend & Cook, 2010). As academic standards for the education of students with disabilities are held to the same standards as their typical peers due to the No Child Left Behind Act and the Individuals with Disabilities Education Act, the co-teaching model has been increasingly

It’s common to observe teachers and parapeducators working together in an educational setting. Paparaeducators are tasked with numerous roles, which includes spending 47% of their time instructing (Carter, O’Rourke, Sisco, & Pelsue, D, 2009). However, paraeducators remain inadequately trained and supervised to perform many of these tasks, whereas teachers have not received any training on how to supervise paraeducators working in their classroom (Dettmer, Knackendoffel, Thurston, 2013). After several informal conversations and one formal interview with a teacher and paraeducator, I was able to explore each role’s perspective of school and responsibilities. The interview participants were working at a low-income alternative high school, with 90-95% of the students being Hispanic males, and 30-50% having documented special needs. During reflection, I researched strategies to improve teacher and paraeducator relationships, as well as possible solutions to the problems they identified with their school function.

From reading the second set of readings there were a few topics that stood out the most to me. The topics include the role of the government in education and the economics of education. I was really surprised from the readings to find new information and to discover that there is not a lot of research conducted in the field of education. Most of the findings I agreed with the authors but some of the findings I’m in disagreement.