Special Education ESOL Students: Video Analysis

One of the biggest errors made in schooling today is placing a student who is an English Language Learner into special education because of errors made in interpreting language acquisition as a learning or language disability. There has been no single method that has proven to be fully effective when distinguishing between English language learning students and students with a learning disability. As a result, students can end up in classrooms or programs that are not suited for their needs and can hinder their educational achievement. It is important for teachers and schools to understand the process of acquiring a second language and to be able to recognize whether the student is really receiving an adequate opportunity to learn.

Reading, writing, and speaking is difficult for many people. In honest opinion, these subjects are hard for me. So, imagine the struggles for those students that have a learning disability and those who are learning English. Luckily, I attended a session at the LDA conference that promoted tips and strategies to help students with these subjects. Moreover, how to help both ELL students and students with learning disabilities access these curriculums. Session W32 by Linda Tilton showed me how to help students get organized and become active learners. Not only that, but how to give high interest review strategies to reinforce vocabulary, reading, and writing. As Linda stated, “These are the nuts and bolts to take back and use!” For example, she

This course has provided a window into the resources and strategies available to create rich instruction for diverse needs of all literacy learners. The media segments and virtual field experiences provided models of the strategies and activities being conducted in the classroom. This was very helpful in implementing my own versions of those lessons with my literacy learner and completing the literacy development study. I believe this course has prepared me to be a more efficient educator when teaching students of diverse reading abilities. I plan to continue using my newfound knowledge and skills to create an enriching learning environment for all students in my classroom.

“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)”.

After reading chapters one and two of the book “Exceptional lives”, I could more easily understand special education. As a teacher, I will mostly likely have many students with disabilities in my class throughout my career. With

I spent two days in Mrs. ElsaMiller’s special education classroom. In these two days I got a lot of hands on experience with students that have disabilities. The students that I worked with most had programs to help their reading and English skills. I observed Mrs. ElsaMiller working with students and I also interacted with students. When I interacted with students I facilitated reading sessions and listened to students read out loud. On the second day I watched Mrs. ElsaMiller enter data for each student and discussed with her how she thought the progress was going for each student. I found it very interesting to see how some of her students increased at a very steep rate but some of her students stayed in the same spot throughout the whole year. It was interesting to listen to Mrs. ElsaMiller talk about how she thought one student might have a tracking problem and that is why her reading score is not increasing. But, she was hesitant to say that to the parents because the test for that can

In the history of Special Education Laws the researched information provided ample support for the assertion of landmarks. The laws heighten the justification and control court cases of the public schools and Special Education. The evolutionary development and diversification of discriminator cases about students with disabilities has changed the circumstances of the public schools and special education. Especially, the important views of the people in different court cases that battle with the conflict to become a thriving participate in todays society. In reviewing the videos, they depict the personal issues of how frustrated parents and students are trying to fight for the quality of Special Educational Systems to enforce the rights and laws of students with

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

A meeting attended by Ben’s parents, the special education teacher, the school psychologist, and myself is held to prepare an Individualized Education Plan (IEP) for Ben. We discuss the specific accommodations that will help Ben be successful and set goals for his progress. Ben’s IEP calls for pull-out reading and language arts instruction in the special education classroom, preferential seating in the general education classroom, and small-group testing. Goals are set for sight word recognition and reading fluency and

The importance of every student being able to get ample opportunity in the classroom is very imperative. However, there are times when teaching and educating in the class does not give everyone that same opportunity thus creating a problem or difficulty for students to all feel included. Inclusion in the early childhood setting is consideration exemplifies the qualities, approaches, and rehearses that bolster the privilege of each newborn child and youthful kid and his or her gang, despite capacity, to take part in an expansive scope of exercises and settings as full individuals from families, groups, and society. The coveted results of comprehensive encounters for youngsters with and without incapacities and their families incorporate a

Students with disabilities are at a higher at-risk for dropping out of high school at a greater rate than typically developing peers (Pyle & Wexler, 2012). Students with identified disabilities are required to a free and appropriate public education (FAPE) according to law, and these students have unique needs that general education curriculum cannot meet on its own. However, there is abundant research that discusses various literacy interventions and strategies that can be effective. These interventions can be used in a school setting by any certified teacher (regular education or special education). This literature review will discuss some of the various reading and writing strategies as well as best practices for literacy in order to ensure students with disabilities are given the best chance for success. By providing timely interventions, monitoring progress, and analyzing data, it can be possible to increase achievement for those students with identified disabilities.

This idea was a collaboration of people coming together to develop an idea to focus on the literacy skills with a concentration on dually served students. This idea was designed using data collection and research based strategies that focused on increasing students’ literacy skills. When designing this program we reviewed a lot of information, but there is limited research pertaining to dually served students. There is a good deal of literature stretching back to the early 1990s supporting the need to provide students who are both English learners, and who have a learning disability with instruction in both support areas (Hudson & Fradd, 1990; Frantz & Wexler, 1994; Gersten, Baker, & Marks, 1998; Obiakor & Utley, 1996; Artiles & Ortiz, 2002).

The video is relevant to safety in a science lab and classroom. In a lab environment, the space should always be cleaned. There should never be food, drinks or gum in a lab because the food or drink might get contaminated, or it might have a reaction with chemicals and it can be a distraction to other students. Everyone should always wear safety glasses or goggles in a lab environment to protect their eyes and face. For example, the boy in the video forgot his safety goggles and gloves so he could have damaged and burned his eyes, face, and hands. Even if students finish their work, everyone should have the safety goggles in incase there are still harmful chemicals in the lab environment, that can lead to injuring the eye and face. If a chemical

Some instructional material might be troublesome for students with specific disabilities. For instance, when showing a video in class you have to consider the audience. Students with visual inabilities may have difficult seeing non-verbalized activities; while those with disorder like photosensitive epilepsy may encounter seizures with flashing lights or images; and those students with hearing loss will be unable to hear the sound. Utilizing closed-captioning, giving electronic transcripts, portraying on-screen activity, enabling students to look at the video on their own, and laying out the part the video plays in the day’s lesson diminishes the access barrier for students with disabilities and permits them the ability to be an active member

Whilst there is no one single definition of special education there are some inherent similarities between the various definitions given by a plethora of philosophers, politicians and academics. Special Education is a form of instruction that is designed to meet the needs of students with disabilities in order that they can learn the very same skills and information as other students in school (Giordano, 2007; Osgood, 2005). Under the banner of special education there is high prominence placed upon individualised