Reflection Of My Field Placement

I have had a lot of change with this concept in my own experiences with Field placement as well. I am placed in a public-school setting, I have seen how the curriculum really have kids struggling inside the classroom. They struggle and don’t care because they think that its dumb how you need to learn every step. Public schools I use to think that how they went about the curriculum was bad and they didn’t help the kids until one day at field placement. For example, in week 1 of field placement, “She did so well with walking around and making sure all the kids were getting the help that they needed” (Phillippi, 2017, p.1). This just shows that they know the curriculum is hard for some kids to learn and sometimes it’s not bad to stop and

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.

Schools have legal obligations to give students with a disability opportunities and choices comparable to those without a disability through the Disability Discrimination Act of 1992 and the Disability Standards of Education 2005 (Department of Education and Training, n.d). To meet these standards, schools must be welcoming and reasonably accommodate for new students. We used the three phase inclusion process when Amir transferred to our school at the start of the year. The three flowing phases; preparation, transition and consolidation help all stakeholders inclusively plan for the best possible transition of a new child where their needs are provided for (Lyons, 2014, pg 80). Inclusive schools help support all students, teachers should work closely with the learning support team at their school to help them decide the best resources and strategies to meet students’ needs and promote their wellbeing (Lyons, 2014, pg 83). Amir has consultations with all relevant stakeholders at the start of the term to set learning goals and then at the end of the term to reflect on his achievements and what could be improved on. All teachers need to use their professional judgement and act ethically as their work significantly impacts the future of the learners in their class (Churchill, & Keddie, 2013, pg 539). Amir’s school promotes diversity and is strongly against bullying. At the start of each year we

Anderson first year of teaching she should understand that students regardless if they have any disabilities or diagnosed are filled with an array of personalities and Howard is no expectation from his peers. It’s vital that she start and end every day with commendation for all students. Ms. Anderson needs to provide a period for customary meeting with the Howard to strengthen and survey behavioral and scholastic advancement. When, she starts to build solid routines for checking advance, for example, conduct outlines or charts that portray progress moving in the direction of an objective. It will provide open doors for Howard to share or illustrate their uncommon aptitudes to cohorts. Communicate is key with any educator so Ms. Anderson should consider to phrase composed remarks in a positive way by starting off simply by giving students basic errands and progress to the more perplexing (North Branford Schools, 2004). Avoid approaching the any student when they seem heedless. Utilization of favored interests, which are every now and again turned, as reinforces for proper conduct and evacuation of reinforces for wrong conduct. Students have their own one of kind hobbies and as educators we can utilize this further bolstering our good fortune as methods for fortification (Hudec, 2015). On the off chance that there is a computer in the classroom that is specifically noteworthy to a kid showing ADHD practices, computer time can be utilized as fortification

Children with disabilities need to be recognized as individuals as well as be valued for the people they will grow to be. In the classroom the growing process can be difficult to achieve depending on the nature and severity of the disability. Not all children will be served by full inclusion, some students have disabilities that require medical attention or physical facilities such as specially equipped bathrooms, ramps or elevators that may not be found in the traditional school building. For example, a child with severe cerebral palsy with severe limb constriction, lack of bowel control, inability to feed themselves and confined to a wheelchair, inclusion could cause more harm than good. This student requires medical aid to care for physical

My duties this week includes working on person–centered activities, such as watching movies, sports, and day time shows with anyone who show interest in these activities. I also educate participants on good dieting, and current events. Interacting with the participants of the day program to find out their activities of interest is some routine activities that the individuals at the day care center enjoy the most. I also engaged them with other activities such as listening to music that support their emotional being. I noticed that most of the individuals prefer to interact at individual level so that they can freely express themselves in a personal way. For example, during person-centered activities, it is my duty to discuss with them on ways to improve their skills on the activities of their choice, while I developed strategies that would help them develop their sense of personal responsibility. Person-centered activities enable individuals in the day program to explore their talents, by becoming full participants of their community in engaging in

During my time as a special education teacher there were many students who posed challenges when it came to school, but there was one boy who was by far the worst and most challenging case I had ever experienced. The boy was diagnosed with ADHD at a young age. By the time I encountered him in high school, he had used his diagnosis as an excuse to avoid any substantial work. The problem was that at his high school his English teacher saw through his laziness and with the approval of his guardian decided to press the child for better work. I was left with the task of working with him and keeping him on task.

Danny, age 9, is a happy 4th grader boy, large and tall for his age. Even though Danny racial background is African American, he fairly interacts with mostly-white peers, and socially is liked and has many friends. Per the case study, Danny is living in the same community since he was born, but his family, mom, dad, and the two older sisters, came from Detroit, Michigan three years before he was born. Presently, he attends the elementary school of residence, and his level of academic achievement measures 121 in Math, 90 in Written Language and 76 in Reading, the IQ is 110. Successfully, passed the hearing and visual screening at school, and owns Gross Motor abilities. However, his teacher evaluated him for ODD and ADD, for defiant and off

My supervisor was assured that I would be a suitable aide for a student with multiple disabilities (ASD and Down syndrome), completely non-verbal with sensory and transition issues that resulted to aggressive behaviors. The student was very misunderstood, switching from different schools and aids. When I started, he was isolated from students and his desk was in the far corner. This was enforced because he previously was throwing objects, hitting, pulling hair, biting children and staff. His inability to express what he wanted resulted in those actions.

My child 's name is Jude Alexander and he is a male. As a baby he is cautious around new people and situations, but warms up fairly quickly to friendly people. In kindergarten Jude Alexander seemed to have made one or two friends and usually played cooperatively and was sometimes reluctant to join in new activities with unfamiliar children. He performed below average on tests of vocabulary, and the ability to retell a story. He had a real knack for the art projects, and really got interested in the pre-math activities involving working with blocks and geometric shapes. In first through fifth grade he worked cooperatively in groups, usually respects the rights and property of others, and usually demonstrates appropriate peer social interaction. He demonstrates strength in art, all areas of reading, and in spelling and appropriate for the grade level in writing. He needs additional help in the areas of speaking and listening and in the content knowledge of social studies, science and music. He was average in mathematical problem solving, understanding of data, number concepts, graphical applications, and arithmetic computation. In the seventh grade, he consistently contributes to cooperative group activities and respects the rights and possessions of others, and shows age-appropriate social interaction with peers. He demonstrates strength in art, reading, spelling and writing. He was average in math and science, and needs additional

In the weekly meeting that we have for this student we are all supposed to say how the week prior has gone academics, behaviors and other concerns. The goals of the meeting are to mostly collaborative with the special education, regular teacher and special education aide in the academics. Some of the things we talked about was if there were any questions of modification for anything in the curriculum going on. Also, any behavior concerns that was going on that needed to be addressed and dealt with by the bcba and aba technician. We spoke about the progress the student has had in the different areas in her goals. Everyone sits in a round table and goes around saying what they have seen in growth or lacking areas to improve. The behavior data is also

The teacher needs to prepare students to be accepting of the special needs students by being honest about the nature of the child's disability and/or behavior difficulty. Although inclusion seems like a great idea that should be of some form of benefit for all involved, if not handled properly it can become a very stressful situation

You mentioned that your current internship requirements are being fulfilled at a mental health facility. As Garthwait (2014) states, practicum experience is limited to a specific type of setting and naturally other placements can and will be quite unique. At my field placement, although I have encountered clients with prior mental health challenges, mental health counseling is not my primary area of concentration thus, my method of intervention is focusing on two areas my client would like assistance in and providing counseling services which include talk therapy, incorporating games and or activities in sessions, and incorporating frameworks in counseling such as empowerment and strength-based perspectives to name a few. Ciera, what are some

I am very happy that I chose a farmers market as my field site (especially the Eastern Market) located in Detroit. I am so grateful for the website the market has, because it has so much information that include; events, pictures, and how to get involved as a volunteer or a vendor. I am used the site as a reference and before I went to my field site, it gave me security than going into the site completely clueless. At first I found it very hard to walk around and take notes of what I saw, because there is so many people and one can't just stand still without being in the way. I found it helpful to take in as much as possible and find a place to sit and jot down every thought, sight, and sound that I had seen. The vendors are very friendly and

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