Reflective Account On 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

For this assignment, I interview a service provider for special education services. The service provider I interviewed, takes part in the educational team, and provide services. The service provider is developmental therapist. I was able to develop a better sense of the importance of inclusion. After interviewing the service provider, and learning her philosophy of inclusion I have was able to better understand the accommodations and modifications for special needs students.

In elementary school, my classroom had students with and without disabilities, and we all shared the same space while working towards a common goal, but over time this diverse community diminished. This phenomenon of tracking and hierarchy of opportunity in education that I notice today is also responsible for creating an environment in which secondary special education is often a segregated locale, physically and socially removed from mainstream public schooling. I've witnessed Syracuse University push against this norm and challenge these boundaries time and time again, and I feel that before entering my own my classroom I want to address these issues of homogeneity and continue to build my tool box of inclusionary practices that extend past my current

provide the appropriate transition service to all students with disabilities; applying numerous and challenging programs and strategies. “Students learn to manage their time and money, network with professionals, and prioritize work and school assignments”. Besides, the executive director state that these training motivate and prepare students to insert into society, learning a trade and receiving a salary for their efforts; understanding the meaning of the work, developing social skills, adopting appropriate behaviors, and adequate work’s habits (Virtual Job Shadow, 2016).

The service delivery model offered at Carmack Elementary is unique when compared to other service delivery models pertaining to students with moderate to severe disabilities within SBCUSD. Classroom

During my practicum I provided coverage for the Deaf and Hard of Hearing territory in our district. This is a specialty territory within our agency and one that I had not had much experience with. Most of the work that I have done with our agency has been with general field and transition territory. Working with the specialty territory gave me a new perspective of the challenges that individuals who are deaf and hard of hearing encounter daily in employment and community interactions. During my practicum I made contact with individuals interested in applying for services with WVDRS and scheduled appointment to complete intake/application. I first observed intake/application procedures and then began completing intakes/applications on my own. During the application process I had the opportunity to establish a

While obtaining observation hours for ASHA, I had the privilege of viewing therapy sessions of students at Oscar Smith Middle School. I never had the opportunity of meeting children with disabilities personally until I began my observation hours. During a treatment session, two young ladies with Intellectual Disability (ID) captured my attention and changed my perspective on the part Speech Language Pathologists (SLP) play in providing these students with the critical skills to communicate with their special and general education instructors and others they may encounter through their environment. Witnessing the middle school students’ interactions with their SLP and myself gave me a glance at the rewarding aspects

I spent the days leading up to the first day studying each student, reading case notes, and profiles to better understand identification number they were given. Ironically, five of my students were learning disabled and I knew exactly how they felt. I took my own learning experiences and developed lesson plans based around sports, music, and entertainment, creating an empowering curriculum relevant to their knowledge. The day quickly approached and before I knew it I was signed over the responsibility of over 80 students, each with a different personality, and each with different obstacles and barriers. Ironically, five of my students were learning disabled and I knew exactly how they felt. I took my own learning experiences and developed lesson plans based around sports, music, and entertainment, creating an empowering curriculum relevant to their

After her time at the habilitation program, she moved to Colorado. Her first job in Colorado was at the Rise School of Denver, which “provides services to children with and without disabilities through an inclusive education model.” During her time at the Rise School, the executive director of Adams Camp reached out to her and provided a job description that immediately captured her interest. She rapidly transitioned into the Adams Camp environment and found her home. Jordan has the opportunity to serve 350 families every year in both Adventure Camp and other therapeutic programs that is offered by Adams Camp. But, it hasn’t all been an easy road for her at Adams Camp. She voiced, “With an aging population, we are tasked with creating age appropriate services for all. The other challenge is finding more empowering opportunities for our population.” Most people with developmental disabilities can live a long and fulfilled life, but their special needs vary by age. At the moment, Adams Camp prioritizes younger clients in order to prepare them properly for their futures. But because Jordan is so dedicated to improving the lives’ of others, she

This was an eye-opener for us to advocate for public transportation especially the bus to be modified to accommodate persons with physical disability using a wheelchair. A lift or a ramp could be provided for easy boarding of the bus. Additional space

The Arc Oneida-Lewis’s Mission Statement (n.d.) is “to enable persons with disabilities and their families to achieve their potential through self-determined goals in partnership with the agency”. The agency also promotes the practice of six core values: Compassion, Dignity, Dedication, Progressive, Integrity, and being Person-Centered-Family Based. As Cohen et al (2014) state, “an agency’s vision, mission, and values are core elements in an organization’s ideology and goals” (p. 12). In recent years there has been a fundamental shift in the agency culture that came along with the appointment of a new CEO. Many staff and clients feel that the CEO’s views conflict with the agencies values. Due to this, the Arc has developed infrastructure problems that are creating a deficit in the services provided to the

I have assisted in yearend in all my previous roles. I was involved in preparing financial statements in my previous role as Assistant Financial Accountant. I was responsible to finalise figures for revenue and input them on profit and loss accounts. I was also responsible for calculating provisions figures and input them on Balance sheet. I was also required to review full financial statements to check for any errors and ensure additional notes coincide with figures in financial statements. I also reviewed backing documents for journals and workings for assertions in financial statements before presenting them to auditors for external audit. I was also involved in stock valuation process to determine the final figure for inventory.

The idea of children with disabilities, whether they be mild or severe has been a very controversial and misunderstood topic. In the past inclusion has brought about huge changes for not only the students, but also the parents and families of these children, and staff at schools. Teachers and education professionals were the first to really feel the wrath and intimidation of this dramatic shift in education. There were several different factors that were coming about that made it very difficult for schools and teachers, the unorganized mandates were strict and didn’t allow much time for change. “President Gerald Ford signed the Education for All Handicapped Children Act (EAHCA) into law in 1975. Since the original passage of the EAHCA, the law has been amended four times and renamed the Individuals with Disabilities Education Act (IDEA)” (Conroy, Yell, Katsiyannis, & Collins, 2010, para.1).

The engagement skills I have utilized thus far in field placement is building trust with others, mentoring others, and inclusion (social/community). I’ve been working with individuals new to me therefore it is important for me to build trust with these individuals so that we can collaboratively work together to achieve their desired outcomes. I’ve been mentoring new staff to the agency. As an employee with a long history with the agency, I’ve been asked to provide feedback to new staff to foster their growth as an employee. Additionally, I have been working on inclusion-social/community/employment inclusion. There is a movement in the state of Ohio for individuals with a developmental disability to become more engaged in their communities.

Taking care of children with disabilities requires a compassionate spirit of valuing them as human being worth of respect regardless of their disabilities.