Is Academy For Lifelong Learning?

In this scenario, we have Debbie Young who has been a special education teacher and assistant principal in a school district in the south prior to becoming a high school principal. One day Debbie is approached by parents of a tenth-grade student named Jonathan, who has several disabilities that require constant care by a trained nurse. Jonathan is profoundly mentally disabled and suffers from spastic quadriplegia as well as having a seizure disorder. Principal Young turns down the parents’ request because of the expense of having a student with these conditions at the school and the view that the school is not the most appropriate placement for Jonathan.

1.1 Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities

Those simple instructions helped the students to get into their daily routine. With the increased discovery and changes in special education, the kids will benefits from newly developed technology in the future. During lunch, the students sat at the table with their peers. I felt like the school needed more set of hands; in other to achieve their desired goals. Ms. Gonzalez was a very happy and hardworking teacher who loved her job. I asked Ms. Gonzalez what motivated her to become a special education teacher. She said that she was motivated by her son. She had a three year old son who was diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) and Conduct Disorder (CD). She said during the initial stage of her son diagnoses, she felt hopeless, frustrated and taught she will not be able to take care of her child. She attended a lot of seminars and training on how to care for a child with such disorder. After series of training, she was able to care for her child and love her child just the way he was. When her child got older, she decided to become a special aid teacher. Her goal was to share her story; as well as educate the parents on how to care for children with disabilities and ways to reduce parental anxiety and frustration while caring for their

The students and staff alike work together and collaborate to make the learning and experience of school meaningful. The teachers in each grade band are close and have been working together for many years. Even though the school is only 15 years’ old many of the teachers have been here for seven or more years. The kids are all different in everything to culture to learning types. The students in the class range from kindergarten levels all the way up to about 9th grade levels, even though this is a special education class. We have seventh and eighth grade students only in this class. There is one student with Downs Syndrome, a few with a specific learning disability in reading, math or both. We also have a student in because he is the “trouble kid”. This specific individual is incredibly smart but he has behavior problems and he can be difficult to teach or otherwise have in class. The atmosphere here in the class is different than in the individual classes. There is none of the regular gatherings of students in this class. Everyone is helpful, caring, accepting, kind and joking with one another.

This morning my field instructor and I had a lengthy, but refreshing, conversation related to challenges with service delivery created by the agency setting; which than transitioned into a productive conversation related to the challenges the agency creates related to services in general. For refreshing, during field placement, I am working with individuals diagnosed with an intellectual and or developmental disability. As it relates to the agency setting, our main facility is an old school setting built in 1974. While over the years, the building has been remodeled, many areas of the building would not be considered easily accessible for an individual with a disability. There are doorways that have not yet been remodeled and remain narrow

This experience was very similar to the one I did for my professional development assignment for the course. As of now, I wish to be an intervention specialist. I also am thinking about special needs as possibility because of the great experience I have had so far this semester at Scott High School. Since intervention specialist is still the top of the list, I decided that observing one would be the most beneficial for me. I was lucky that Mrs. Wilson was able to have me come in and observe her. When I arrived, I was shocked that her room was not very big. Mrs. Wilson had a small room, which she also shares with another intervention specialist of another grade level. To begin, she met with me regarding what we would be doing. She said that I would get to see how she does things and what I could possibly be doing since I am leaning toward wanting to become an intervention specialist.

Once I arrived back at the school, I could not figure out how to access the building. I called the school, expecting to be rudely guided into the school. However, like Steinberg et

One important factor to consider is establishing the education foundation as early as possible. Due to life circumstances, younger employees are more likely to receive more professional training then their older counterparts. More of them are single and therefore have fewer familial commitments. They simply have more time to complete the training. Additionally, many younger adults have a stronger educational background from the start. As a general rule, the more education one begins with, the more likely more education is to be granted in the form of formal learning. Another way that age is a factor is because older adults often do not feel that there will be much benefit in additional education. Employers may have similar thoughts. An employer stands to gain much more in return for their investment in a younger employee. Seniority also comes into play when an organization is deciding where to spend valuable training dollars. The higher the position in the company, the more likely one is to be offered training opportunities. (Learning for life, 2009).

For my field experience hours I had the privilege of working at Angels Reach Academy for Divergent Learners. As fate would have it in February of this year I was offered a position and I jumped at the opportunity. My sister who is also a teacher started working there at the start of the school year. Unfortunately, at the time there were no position available for me as well. However, in February a position became available and that meant I would be for the first time working with children of varying disabilities. I began on Feberuary 10, 2016, I was nervous and eager all at the same time.

I am doing my observation of my fifty hours’ observation at P.S 177, @295 in Queens Village Jamaica Queens, and being there I observed that the classroom was in order, the bulletin walls are filled with the student works. That being observed, the teacher gives them instruction of what are the expectation for the day, the student went to their desk and started unpacking their bag, then they seat down on their seats to wait for their breakfast. After they are finished eating and cleaning the desk, the teacher started the morning with get ready to learn, this where the students relax to start the day. This class is only twelve students class because there are special needs students, but there is one student that caught my attention. He is

After a few more minutes, we get to school. The building is 3 stories tall, having 900 students to take care of. It always feels a little cramped, but I have gotten used to it. I walk through the giant glass doors, and walk through the tight and crowded halls. The smooth white tiles glistening the light from the lights over head. It gets a little deffing sometimes. The bright lights, and white floors. Sometimes I feel like the only thing keeping me from insanity here is the fact that the student’s clothes are different

When I received my orientation at the center I’m working at the director showed me around the whole center. She told me she was going to give me a tour in the center so I could know how it is. She started by taking me to classroom 1 which were the toddler’s room, then we went to classroom 2; preschool, then we continued to classroom 3; the infants and mobile infants, then to classroom 4; first and second grade, then to classroom 5; kindergarten and lastly to classroom 6; third grade to fifth grade. After she showed me the classrooms, she continued the orientation by showing me the playground, the kitchen, the area where teachers eat, the boys and girls bathroom, the lockers, and the teacher’s bathroom. I felt welcomed to this center because

The first observation I made was how many students were placed in this classroom. I began counting each and every student, thirty-one students in total. I was initially shocked at the large number of students placed in one class. I have been used to working in Special Education classes where the number of students rarely exceeded fourteen. The first thought that popped into my mind was, “How am I going to remember all of their names?” I then noticed all of their photos and names posted to a wall, which would help me put a name to a face. Another thing I noticed about the students was how excited they were to have another observer come into their classroom. In my journal I stated, “The students were very excited and welcoming, they had a previous

During the past five weeks, I have been at Lumberton Elementary School. While working at Lumberton with the school guidance counselor, I have completed numerous activities. One of the main duties of the guidance counselor is record review. This is a process that is not normally completed by the school counselor, but with Lumberton being a small school the counselor must work on it. Reviewing records means that we are ensuring that each student’s registration packet has been completed and has been put into a computer system correctly. After reviewing records, we break off into delivering birthday cards to students who have birthdays on that day. Throughout the day we are reviewing records until it is time to visit a classroom or work with

When I arrived on campus, I was greeted by a group of volunteer parents and one security guard. They were very friendly and directed me to the main office so I could check in. I then met with the principal who was already aware of my observation and was delighted to walk me to the classroom of my observation. The current principle Rita Exposito began in 2010 and has been with the school ever since. She explained to me some of the changes around the school he believed I was not aware of and gave me a brief background on how the mission of the elementary changed since becoming Andrew Jackson Stem Dual Language Academy.