How to Help a Student with a Learning Disability

A child with disabilities is a major focus in today’s education. Achieving my Bachelors in Special Education, I need to be aware of the need to ensure appropriate education for all children with disabilities. “The education of children with disabilities is a top national priority. Our nation’s special education law, the Individuals with Disabilities Education Act (IDEA), sets high standards for their achievement and guides how special help and services are made available in schools to address their individual needs (National Dissemination)”. This is my biggest challenge. I feel with the right tools and

Stated in the school improvement plan at the end of every section is a list of assessments for monitoring student progress and evaluating the effectiveness of

Justify the types of records you would keep for assessment and in the wider context of your teaching.

Assessment records are necessary with regard to the longer courses where a number of assessments or grades contribute towards a final assessment for the course. These records will be of

“The Warnock Report in 1978, Followed by the 1981 Education Act, Radically changed the conceptualization of Special Educational Needs” (The Stationery Office (HMSO), 2006b; pg.11). Moving onto the current

Because our Special Education team is so valued among our staff, we believe it’s important for all teachers to have a resource to turn to for the same guidance they provide in person. In this manual, you will find sections related to classroom environment, behavioral management, student assessment, intervention planning, content delivery, addressing student challenges, and much more.

Assessment and data driven instruction are a vital part of teaching. Assessments are used frequently to guide the proceeding lessons. I am interested in learning more about the different types of assessments and the appropriate uses of each. I think it is critical as a future teacher to have many resources to back up my techniques, especially with the growing interest in data and tracking students’ progress. Gathering information about assessments will allow me to broaden my own techniques and strategies that I use in the classroom, more specifically the ways in which I grade and provide feedback on assessments so that students can use that feedback in a positive way. In my past experiences I have noticed my cooperating teachers providing grades on all assessments with no feedback because they want the students to correct their own mistakes. This may work on summative assessments but I think that there needs to be comments on formative assessments so that students know how to correct their mistakes for the end of the unit tests.

After reading chapters one and two of the book “Exceptional lives”, I could more easily understand special education. As a teacher, I will mostly likely have many students with disabilities in my class throughout my career. With

I need to monitor and assess the progress of each student by maintaining accurate record using a variety of assessment tools, gaining feedback, formative informative,formal and informal whilst also maintaining my organisations requirements.

Make judgments on successful completion or otherwise then giving constructive feedback in order to help further the learner or help for successful completion at a later date. A record should be made in order to track each learners progress.

In the article, "Lessons in Acceptance" in reverse integration discusses about regular education students are brought into special education classroom. I think it is a great program because it encourages social interaction and enables special education students to obtain information from regular education students. The regular child will also have an opportunity t see the child with special need as a human being with qualities that are incapable of many things sometimes with help and sometimes without help. Children with special needs also benefit socially and behaviorally from this program because they have a well-adjusted child to follow. Empathy is developed in regular students for those who are unable to function at the level they can,

Assessment is often thought of as a punitive exercise. But the purpose of assessment is to ensure that students meet specific standards of progress and to rectify learning deficits before a child falls too far behind. Assessment can also identify a child's strengths as well as his or her weaknesses. As well as comparing the child's performance with his or her peers, the teacher can assess specific learning needs, learning styles, interests, aptitudes, and other critical components of the child's developing learning personality.

Assessment is a valuable tool to measure students learning and achievement. It is an essential element for teacher to reflect on what and how they teach. To assess students is to collect evidence of their learning. Teachers use the information to modify their lesson plans and adjust their instructional methods; students need feedback on their performance to concentrate on their vulnerable areas. Assessment is necessary for parents to reinforce their children strength and assist them where extra attention is required. The data collected will inform school

Accurate, factual, up to date Record keeping is a very important part of a teacher’s role. They need to keep effective assessment records for every student. It allows both teacher and the student to reassess the teaching-learning relationship. This identity’s which students need more help, guidance and support and helps them understand what they need to do next to improve their work. This enables the teacher to base their lesson plans on a detailed knowledge of each pupil. Records tell us what has been taught and when. It helps underpin the courses structure by telling us the complete history and progress of both student

According to the Individuals with Disabilities Education Act, students with disabilities should be placed in a “least restrictive environment.” One of the main ideas of this act was to improve the learning experiences of students with disabilities by giving them learning opportunities outside of a special education classroom. The number of students with disabilities being placed in their general education classrooms is increasing more and more each year. The U.S Department of Education’s 27th annual report to Congress on the implementation of The Individuals with Disabilities Education Act (2005) indicates that the number of students with disabilities in general education classrooms has risen to almost 50 percent. This is about a 17 percent increase from the 1997 U.S