Lesson Pl Components In The Classroom

Students with disabilities need to be physically, programmatically, and interactionally included in classroom activities that have been planned by a qualified teacher in conjunction with support staff as needed.

Within our daily schedule and lesson, my students get the opportunity to explore learning in different ways that will meet their needs. Each learning style is displayed within our day. Visuals, audios, and hands on experiences are used. They even have the chance to work with technology which is known to keep the students engaged in learning. They are involved in task that will lead to higher order thinking such as our read aloud. Although they have disabilities, they are still introduced to their grade level standards. I understand that these standards are sometimes modified, but with modifications; my students’ confident are

Students with special needs should be placed into specialized schools so they are able to receive individualized learning. If they are in a classroom specific to their needs, they are able to receive much needed attention. In order to receive the optimal level of attention that is needed, schools would have to consider reducing class sizes or hiring multiple teachers for one classroom so more help would be readily available for these disabled students. Corwin argues that today’s schools offer a general curriculum and that they should convert to a specialized system. He states that students of various backgrounds, ethnicities, IQ scores, and physical, emotional, and mental disabilities should not all be placed in the same classroom because students learn in diverse ways and at different paces. Further, it is necessary for teachers to become specialized in certain areas in order to effectively teach students with special needs (Corwin).

Mrs .Sikkema said she has foyr high achiever students and two students who are on behavioral plans (Sikkema,2015,personal communication). She also said it is important to document and observe the students so you can understand their needs. I like how Mrs. Sikkema meet the learning needs of all the children in her classroom. Mrs.Sikkema help me to do my lesson plan in a timely manner. When I observe the classroom I was shock that the students was well behaved and attentive to the students. I have a lot of expereiences implementing different leson plans which was time consumer but it help me to do be able to implemnent a lesson plan in the future. Differentiated Instruction for Exceptional Learners provides an introduction to children and youth with a wide range of exceptional educational needs. There are five learning style auditory, visual, tactile, kinesthetic, and tactile/ kinesthetic (Differeitate Instructional

Specific Learning Disability – the teacher could adapt the direct instructions and maters use during the lesson and practice time. The teacher could incorporate partner work for students to collaborate in small groups.

Special needs students with emotional, behavioural, mental, or physical disability are now often mainstreamed for at least part of their school day. Gifted children are also often in the same classroom and also need support, but a different kind (DfES 2004). This makes planning lessons that service all pupils a complex and often difficult task. The teaching is also one that could rarely be performed effectively by only one instructor (Bage, Grosvernor and Williams 1999). Hence, all three adults must work together to ensure pupils’ progress at an appropriate rate, balancing the special needs pupil’s entitlement and the needs of the broader class.

“One of the essential roles of special education teachers is coteaching and working with other professionals, as well as communicating with family members and between special education teachers and other school-related professionals(Vaughn & Bos, 2015, p. 114)”. With the importance of a least restrictive environment special education and general education teachers are working together in a classroom with varying levels and abilities of learners. It is vitally important to have an effective relationship between the two teachers while developing and implementing lesson plans for learners with special needs. The physical space and dynamics of the classroom should fit the needs of the students and the established procedures should ensure a highly functional environment. Importantly, educators need to communicate to families “encouragement about what they can do at home and about an effective plan for providing instructional supports for their child(Vaughn & Bos, 2015, p. 114)”.

The special education teacher interviewed, talked about this goal to meet each child’s need is challenging to her especially in eleventh and twelfth grade. The teacher tries to strive towards their educational goals, their need areas, and work on their strengths.

Teaching students with exceptional abilities requires funding, training and planning. Being in a regular classroom with children from various cultures, ethnic backgrounds and intellectual ability help students learn how to work together toward a common goal: reduce discrimination and stereotyping people with physical and mental limitations. Instructional strategies that break the work down so everyone learns better can improve education as well as reduce cost. This is achieved by including special education students in environments that will allow them to develop normal social interactions as well as receive specific attention to their learning needs. ("What is Special Education”)

At the very beginning of the classroom, Ms.Yanik handed me her SIOP Lesson plan to review before the students were pulled out of their mainstream classroom. The big idea was for students to understand how weather can affect people, animals and place.The objectives for this lesson was that students should able able to read weather forecasts and compare forecasts for different cities. A secondary goal was for students to be able to produce sentences about going into the future. Although the teacher did

Planning each day can be a challenging task. Teachers, who have worked with students of both disabled and non-disabled, have

Additionally, some of the work will be altered to fit the student’s ability level,but the student will have to accomplish the same objectives as their other classmates for each lesson. For example, the students that struggle with math will have math problems that do not include too many numbers(e.g negatives, fractions) that they will struggle with. The types of assistance that I will give students that struggle with math are manipulatives, copies of step-by-step procedures or task analysis,think alouds. In addition to this assistance, all of the students will have days when they can work to accomplish their IEP goals in a cooperative group setting. During cooperative groups or group assignments, resource students will be paired up with classmates that perform better in the subject area they are taking a resource

The modern classroom has many challenges that face it. Shrinking budgets, less parental involvement, higher expectations, and growing class sizes, just to name a few. If this list was not daunting enough you also have the special needs students that have an array problems in your classroom that need specialized attention, lessons and seating. There are many forms of diverse learners from students who suffer from ADHD to physical disabilities to students with autism to ones that are bullied in school. There are so many things going on in our students lives we sometimes forget they have lives, pressures and disabilities that affect their performance and attitude in our class that have a profound impact on how they learn. For this paper I

In teaching and learning English, there are two aspects that should be concerned. The first one is the language skills such as speaking, listening, reading, and writing. The second one is the language components such as vocabulary, and grammar. These two aspects are taught in order to make the students achieve the ability in communicating both in spoken and written forms.

ELPS:2.D monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed;