Learning And Overall Educational Experience

Ms. Foster teaches a self-contained classroom of ninth to twelfth graders. Her students have mild to moderate cognitive disabilities and one student is considered autistic although at a high functioning level. Ms. Foster’s students move to other settings throughout the day, but they receive reading and writing instruction from her. She has one child who is considered ESOL but he has been in the US since he was small and does not appear to have problems with English.

I decided to interview Mrs. Seppa first because I wanted to be able to have a basis for the questions that I would ask Ms. Villalobos, who teaches in a sixth grade special education class. I noticed after reviewing and comparing responses from both teachers how much of a difference there was not only in the grade, but also the teacher. My first question was asking if they always wanted to be in the area of Special Education. I asked this because I knew I did not always see myself as a potential special education

By working in a public school setting, I hope to integrate aspects of assessment, counseling, research, and skill training to create individualized intervention plans, and provide an optimum learning environment for all students. After receiving the opportunity to work with children with exceptionalities at Camp MATES and the social skills groups, I was stunned to discover how underserved that population is. I was appalled by the obscene amounts of money parents pay for their children to receive services tailored to them and their exceptionalities and how difficult it can be to get into those programs. As a School Psychologist, I hope to make academic success more attainable for all students despite their socioeconomic background. My goal is to assess students who are struggling academically to find an educational method that suits their individual differences and be able to refer them to community resources if needed. My dream is to bridge the gap between home and school and promote supportive environments in both that migrate seamlessly. I hope to provide students with strategies, such as social skills training, they can use to be successful both in and outside of the classroom. I aim to learn more about Learning and Intellectual Disabilities and interventions that improve the academic success rate of students with those

In this mock IEP meeting, we examine John Grohman from Kelsey Elementary School. John is a 2nd grade student who has Asperger’s Syndrome. He is a student who has extreme behavioral problems. John’s parents are extremely concerned about his behavior at home and at school. In this mock IEP, we look at John from his parents, special education teacher, administrator, general education teacher, and evaluator; to get a better picture of what is needed to help John be successful.

Special education programs and services are available in many school and are fast growing. In a high school, a principal named Debbie Young has been presented with a situation with the parents of a special education student. Mrs. Young has been a special education teacher and assistant principal in a progressive and affluent school district in the South. Mrs. Young was approached by the parents of Jonathan a severely disabled tenth grader whose parents want him to attend one of the schools in the district. He is profoundly mentally disabled, has spastic quadriplegia, and has a seizure disorder. Mrs. Young refuses his parent’s request because of the huge expenses and the school is not an appropriate place for Jonathan.

The author performed two separate interviews face-to-face, selecting two individuals with different backgrounds in order to obtain unique perspectives. The first interviewee, named Jennifer Hodge, works for Allen ISD as a special education teacher for a self-contained DEAR (Developing Early Academics Readiness) class for students in kindergarten through sixth grade. In addition, her experience includes teaching for 22 years, with seven of those years teaching students with disabilities in both self-contained classrooms along with resource and inclusion environments. The meeting to discuss psychoeducational testing occurred in Jennifer’s work place during her conference period over a 45 minute period on Friday, August 28, 2015. The second

I am providing an analysis of “Who Decides Where Jerry Goes to School? Family and Educator Conflict in Special Education Placement” by John J. Steffen and Joanne M. Marshall (2006). The school and district’s administrators are facing a conflict with the placement of a special education student. After being diagnosed with several medical disabilities which affected his behavior, the student struggled to achieve success in the initial placement that was chosen for his academic experiences as part of his inclusion in the Exceptional Student Education (ESE) program. However, the procedures, decision making, communication, learning objectives, and follow up process were plagued with mistakes. This decision making process, the conflict between school administrators and parents, and the needs of the student for his success in academic achievement is the focus of this case study analysis.

I interviewed several service providers in my school, Stephen Knight Center for Early Education, that included the psychologist, special education teacher and a general education teacher. I interviewed Ms. Iris, the school psychologist, Ms. Kathy, the special education teacher, and Ms. Hilary, a general education teacher. Ms. Iris’ responsibilities include working with students who have social emotional needs. This can include behavior challenges, learning new social skills, managing grief, etc. She works directly with parents and teachers to provide resources regarding the child’s well-being, and ensure good attendance by setting up plans. Ms. Iris works with children in general education, counseling groups, and one-on-one situations, including special education minutes. Ms. Hilary is a general education classroom teacher. She is responsible for the well-being of her students academically, socially, physically and developmentally. Ms. Hilary also advocates for families and students to receive the support that they need to feel successful in their first years of school. Finally, Ms. Kathy is the staffing

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

It is just like any other day for Cathy Hurley, principal of Wylie E. Groves High School. She sat at her desk, blindly clicking through several emails, her tortoise glasses resting lazily on the tip of her nose. The sun was hidden behind several thick, grey clouds; it looked like it would snow later. The thought of getting new tires for the upcoming weather briefly crossed her mind when there was a sudden knock at the door, making her jump. She briefly fixed her glasses and smoothed down her hair before calling “Come in!”

Carnes I feel as though I have a better understanding of dealing with the school system from the parent’s point of view. I think doing this interview can help me to be more prepared if a child with disabilities is present in my classroom. This is actually the cause of the high point of the interview because Ms. Carnes had a surprised tone when hearing my questions because of the dedication the educational system is putting into preparing the new generation of teachers to be fully aware of any situation we may face with a student with disabilities. I feel a sense of pride knowing I can be knowledgeable in any situation may face with these special cases in the classroom. On the other hand, I was surprised by the amount of patience she has as a parent with a child with cerebral palsy. From her answers in the interview she has to face challenges parents with the average child do nor. I gave me a deep respect to the parents who face these challenges such as making sure their child receives the proper education they need. Lastly, after completion of the interview, I feel slightly more nervous about going into the teaching field. I know teaching these students I want to make sure

For the purposes of this assignment, I will be referring to the teacher I interviewed with a pseudo-name. I interviewed my neighbor and long-time family friend, Ann. Ann has been a special education teacher for over twenty years. She teaches students who have been diagnosed with dyslexia at Sunny Mead School, a Kindergarten to Fourth Grade elementary school in the Hillsborough Township school district located in Central New Jersey. Ann and I had an extensive conversation on April 13, 2017 regarding my specific interview questions, and special education in a general sense. Our conversation was quite intriguing. These next few pages will explain our conversation and what I took away from it as an aspiring special education teacher.

According to a recent National Student Clearinghouse report, only 40 percent of college students finish their degree from start to finish while 30 percent drop out. Getting a college education has lifelong benefits for your personal life and career. Below explains six different ways that will enhance your education experience and help you succeed at college.

For my interview, I interviewed a woman by the name of Mrs. Miskell. She is a close family friend and also teaches at the elementary school that I used to attend. Mrs. Miskell has been teaching for fifteen years. She has a class of 21 including 2 special education children who are mainstreamed into her class for a few areas of study. She team-teaches one day a week with the remedial math teacher, and one day a week with the remedial reading teacher. Her children switch classes with one other class for social studies and science. In this interview, I covered her views on special education and security in today's schools.

Deciding on the research question was one of the hardest parts about the research process. 2 or 3 weeks were spent filling out lotus diagrams, doing small research, and discussing possible topics with Research Project teachers. The question was decided upon after a discussion with a teacher about their personal experiences of working with multilingual students and how that impacted on their learning experience. According to her, multilingual students seemed to perform better in their education and had higher mathematical ability. I wanted to investigate this claim further; I was also completing Russian Stage 2 at that moment, and found that the topic was relevant to my personal experiences.