Overaged Special Education Students

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).

Interviewing the special education supervisor has made me aware of how important my role is as a regular education teacher to special students who need additional support in my classroom. The goal of the teacher is to ensure that the IEP is followed to ensure the academic success of all students. IEP stands for Individual Education Plan and the plan is usually developed when students have several deficiencies in certain key subject areas such as: reading comprehension, basic reading, reading fluency, written expressions, math calculation, and math reasoning. Students are referred to the special education department usually in elementary school, additionally; according to the high school special education supervisor there are very few referrals

As such, the importance of further research is to determine if these students are actually being placed there due to the inexperience of teachers’ knowledge regarding ELL students. In addition, the ethical implications of this topic is, these students then become further behind from obtaining the necessary English skills in speaking and writing required to be successful academically in school and in the future workplace. Indeed, it is essential that administrators and teachers in our school system correctly identify a student with ELL difficulties versus a true learning disability and thus, decrease the number of ELL students dropping out of school. In particular, this topic is very relevant in my future role as a new special education teacher, as I will potentially be evaluating ELL students’ academic progress and their possible need for special education services. The current trend is that ELL students are being disproportionately placed in special education services and, as a result, fall further behind in acquiring English, are subjected to bias and inaccurate assessment, and have higher drop-out rates when inexperienced teachers are in charge of their

Educating students with disabilities has evolved immensely throughout history. Initially, students with disabilities were isolated and institutionalized. Society 's perception was that it was not necessary or beneficial to invest time or resources into this group of people (Spaulding & Pratt, 2015; Dybwad, 1990; Winzer, 1998). Direct advocacy and litigations caused changes in federal legislation (Griffith, 2015; Lloyd & Lloyd, 2015). Due to the civil rights movement, stu-dents with disabilities became part of the public educational system. Our current system has evolved to the level that educators work as teams to create individual learning plans for students

In the United States of America, disproportionality is a growing problem in the field of education. Disproportionality is the over- or under-representation of a group of people. This over- or under-representation can be ethnically, socioeconomically, racially, based upon gender, and many more. These factors can lead to the misidentification of a student. This misidentification can lead to the inappropriate placement of the student into a special education program. Being misidentified and inappropriately placed can have a devastating impact on the student (Web). Students who experience this first-hand are restricted in the core education that they receive and are removed from their peers and placed in a more isolated setting. This has extraordinary

Each school, because of government mandate, has to provide services for exceptional students. The textbook Human Diversity in Education defines exceptional students as “those eligible for special educational services” (Cushner, McClelland & Safford, 2011). There are several categories for exceptional student but they all fall under the Ability/Disability continuum. Some of the categories for exceptional students are the: intellectually gifted, specific learning disability, emotionally handicapped, hearing impaired, visually impaired, mentally handicapped, and physically handicapped. In this paper the specific type of students that will be discussed, fall under the disabled side of the continuum. As one can see from the list above there

Schools must collaborate with parents and students with disabilities in the planning and implementation of special education and related services. The parents’ (and, whenever appropriate, the student’s) input and wishes must be considered in determining IEP goals, related-service needs, and placement

Martin Luther King, Jr. once stated, “The function of education is to teach one to think intensively and to think critically. Intelligence plus character-that is the goal of true education” (www.brainyquote.com, 2018). While education today is an important and integral part of life, there are many students who struggle within the general education setting; these struggles do stem primarily from the general education curriculum, but these struggles also come deeper from within the child. Many students in the general education setting today, suffer from multiple mental health diagnoses and some of these students may even have co-occurring diagnoses of learning disabilities and mental health disabilities. While learning disabilities pose challenges

There are at least three major problems with overrepresentation: the negative effects in labeling, placement in restricted settings, and ineffectiveness of services in some special education setting. The data recorded and contributing variables does not necessarily mean that a child has a disability. Some variables include racial bias and assessment issues. Particular assessments favor in certain cultural groups and discriminate in content. When teaching a student with exceptionality, teachers must remember that students are first, and foremost, children. They should not be treated any different from any other student. Educators should also keep in mind that students need communication, acceptance, and freedom to

A major concern in special education is the on going low rate of homework completion. “Homework performance is defined as the process that occurs when a learner begins, continues to work on, and completes school assignments at home or in another out-of –school setting” (Hong, Milgram, & Rowell, 2004, p. 198). Homework is assigned to both students with learning disabilities and without.

Special education teachers are trained to work with children who have a wide range of disabilities. One of the primary responsibilities of a special education teacher is to assess her students' cognitive abilities, and modifies the standard age-appropriate curriculum to create a custom plan for the student. This plan is called an individual education program(IEP). An IEP often includes a number of social and emotional development goals as well as specific academic areas to be taught. The special education teacher’s core task is to meet each of the goals established in the students’ IEPs. In some cases, the special education teacher is located in a separate classroom. When this is the case the teacher will creates lessons geared to meet the objectives of the students’ IEPs. In many instances, special education students are placed in regular classrooms. In that situation, the special education teacher attends classes with her students. She often will work with students on life skills and behavior modification techniques as well. Skills that special educational teachers should possess include, better than average stress management, great multi-tasking abilities, quick thinking, and creative problem solving. A special education teacher must be able to think outside the box and develop an array of teaching methods and techniques to meet the needs of each individual student. Special education requires a vast amount of detailed record keeping, so it is essential for these teachers

In writing this assignment I am constantly thinking about ideas of how to provide a focused, systemic professional way of learning opportunities to help my students and support me on my growth as a special education teacher. In this paper, I will do an analysis of three lesson plan. (Kindergarten math lessons, Second grade social studies, are given and a third lesson plan retrieved from the internet 4th grade English). All three lesson plans will be critique on goals, objectives, State common core, and English language development standard. I will also show structure, instructional strategies, to see if one or more lesson plan will address the 1/3 model of higher, average, and lower level

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

Many educators have become well-versed in modifying the regular classroom curriculum to meet the needs of students with disabilities. Educators are not as experienced, however, in meeting the instructional needs of high-ability students. In a growing number of states, revisions in regulations pertaining to gifted and talented students are requiring that high-ability students, previously served in part-time pull-out programs, must also receive appropriate instruction within the context of their regular classrooms. For example, in Kentucky, high-ability students can no longer be viewed as sufficiently served by a once-monthly or once-weekly program. These students

The main objective of high school is to graduate but what happens when one does not graduate? Lower wages, increased chance of poverty, increased likelihood of experiencing unemployment, higher rates of crime, poor health due to stress and or insufficient health care. How can we prevent this from happening? Reducing the number of students who drop out of high school is an urgent national policy issue. Despite protections established under Individuals with Disabilities Education Act (IDEA), as well as numerous drop-out prevention initiatives, many students with disabilities have higher rates of dropout than non-disabled peers. Approximately 75% of the nation’s students graduate high school in the expected four years graduation track. Some students may fail a grade or two and take longer. Fewer than 55% of students with disabilities graduate high school with a standard diploma. Each year about 40% of students with learning disabilities and 65% of students with emotional disturbances drop out of high school. (Pyle & Wexler, 2012) There has been an increase to provide students with more integrated co- teaching settings or inclusion. According to the U.S Department of Education the national percentage of students served under IDEA, ages 6 to 21, and being educated in the general education environment for at least 80% of the day, has increases from 43.3% in 1995 to 52.1% in 2004. That number continues to rise as using the 90/80 rule, which states that 90% of the special