Special Education: Multi-Grade 11 Students In My Class

First, Rather than focusing on the child's learning deficiencies, emphasize and reward the child’s strengths and encourage them to find new interest and hobbies. Second it is important to meet with the child's teachers, tutors, and school support personnel to understand performance levels, and attitude toward school. After the student has been evaluated they are now eligible for special education services. Special education services are provided to student to work with a team of professionals, including your child's teacher, to develop an Individualized Education Program. The individualized education program is created to provide a summary of child’s current education and future goals within education. Children with learning disabilities need to know that they are loved and that they are not dumb. They need to know that they are intelligent normal people who just have trouble learning because their mind process words and information differently. Students with learning disabilities are just like every other student they just need more focus on certain learning

Not only are these students are a mixture of different grade levels, but they have a mixture of disabilities such as Emotional Behavior Disorder, ADHD, Specific Learning Disabilities in Math/Reading, Mild Intellectual Development, and Speech Impairment. Although my class is small, I am full of students with varying cognitive abilities, maturity levels, and academic strengths and weaknesses. My job is to enhance their academic support in the subject of need because they cannot be fully supported in a general education classroom setting.

If a student has a learning disability that should be immediately addressed by perhaps sending those students for one hour to a special need class at the school or getting permission from the parent to provide him or her with tutorial on certain days, if it is necessary this show that the

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

Texas Education Agency (TEA) mandates that the ARD team will make assessment accommodations based on the State of Texas Assessments of Academic Readiness (STAAR) (replacing Texas Assessment of Knowledge and Skills (TAKS) curriculum) in the student’s IEP (Using The manual for parents and students about special education services in Texas, 2012, p. 48). To ensure that the accommodations in the IEP are being followed I would start with a discussion with all involved staff members. In this discussion, which could occur during IEP meetings, staff could provide input on how they specifically plan to implement accommodations in their specific environment. Additionally, teachers should be provided a copy of the IEP for reference. For example,

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

For my field placement this semester I have been placed in School Lane Charter school located in Bensalem, PA. This charter school takes great measures in making sure their students get the best quality education. School Lane is an inclusive school, which means that students with or without disabilities are able to learn together, in the most least restrictive environment. I am placed in a first grade classroom this semester in Ms. Cameron’s room. The student who I chose to observe is Ben. Mrs. Cameron picked this student for me because it appears that he has some academic struggles followed by some deficits in social interaction and repetitive behavior such as, rocking back and forth. However, he has yet to be evaluated thus

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.

My two boys, Christian and Adrian Ayala, are both A/B students and both have achieved Principal Honor Roll once every year. My 11 year old son, Adrian, has been medically diagnosed with ADD. He suffers from anxiety and stress disorder. He is taking medically prescribed Adderall for his anxiety and his depression. He is enrolled in the special needs learning program. Even with these challenges, my youngest son has managed to maintain a perfect attendance andcosistently achieves honor-roll recognition every year. He is also a Boy

I have conducted my field of experience at Westside Elementary School, second and third grade classroom. The third grade class consists of 20 students. The teacher does not have any aide even though she needs some assistance, because two of her students are falling behind. The sad part about this is that the students have not being diagnosed yet, but they are having a lot of difficulties. The teacher mentioned that by fourth or fifth grade those two students will need to be placed in a special education classroom. The students both have a concentration problem and it causes them to struggle with reading, writing, math, listening, and speaking. The teacher asked me to

We need to adjust the classroom with hands on materials that are in reach for the child and fit their specific developmental aspects. Most importantly, we need to make sure they are included in the classroom and treated like the other students. This will help them social, emotionally, and physically. By having children with special needs in the classroom with those of general education, this allows the teacher to get training on ways to teach to all of the children and help them feel like one. Instead of pushing children with special needs off and into another classroom, it is important to keep them with the other children and allow them to grow and learn along with others. Teachers need to remember different approaches, time frames, and be flexible. Everyone learns differently and we need to be patient and understanding of the diversity among the students. The first and most important thing though is to make sure that the child is being seen by a professional or even having an aid in the classroom with them, this provides extra hands and different teaching approaches, to assure that all of the children are

All students in this setting have an IEP, and each child has individual program based on knowledge. The aim is to make students from the routine and direct and negative behavior to functional behavior. The instructors has good communication and work along the parents of each student has a way to get everyone involve. All the recommendations that are made in the classroom are derived from the science and behavioral analysis that is all evidence based and aligned with the New York City standards. The school encourages adequate and daily training for the teachers and they believe successful implementation of the program requires a staff that is willing to learn and implement new information consistently and daily. I notice the instructors use praise to reinforce a student’s good behavior, praise and hand-fives whenever the student does or says the correct thing. There is head special education teacher who creates a lesson or program for each student based upon the student’s academic skills. Upon entering the program, each student is given an assessment test and depending on the result of the assessment test the student will be given a program or lesson based on the result of the assessment. The teacher will go through a set of skills to assess if the student has or does not have

Separate special education provides no guarantee of success for children who need special attention. Students with special needs may fail to conform to the expectations of school and society, (Carter, Lewis, & Wheeler 2017) Inclusion may present issues for teachers that do not possess the skills to make it work. Teachers must collaborate with a team of professional to plan and implement instruction for students in an inclusive environment. Students without disabilities could begin to see the students with disabilities as a distraction in the class depending on the needs of the student with disabilities.

Special education students have severe behavior or emotional issues that can disturb the classroom learning environment for themselves and the non-disabled peers. Disabled students often act out from not feeling accepted, frustration from the difficult material, and their cognitive obstacles. According to the article Time to leave inclusion out, seventy percent of teachers blamed the inclusion of children with special needs for increasingly bad behavior in the classroom.

An effective teacher of students with disabilities is one that actively utilizes the available resources to positively influence students’ educations. This includes anyone that may be on the IEP team or other school professionals that could be of assistance at that time. The most common person