Special Education Program Evaluation Paper

My contribution to NYC public schools children in education has been extensive. I first began working in NYC public schools as a speech pathologist in 1980. I would examine expressive and receptive language skills of children and through task analyses develop strategies of language acquisition. In short, I was able to gets students to improve their reading and writing skills in order to master grade level competencies. In my educational journey, I was recruited by Principal Louis Rapport to become an Assistant Principal. Principal Rapport ran an after-school program for teachers who wanted to become school leaders. I worked in coordinating summer programs at George Westinghouse Vocational High School in 1986. I worked hand in hand with the principal to build community partners for our school which offered twelve or more trade programs and internships for students ranging form optical to jewelry making. In 1989, I was selected to serve as Assistant Principal of Special Education at Automotive High School, with Principal Steve Gilbert, who has since passed away. Principal Gilbert much like Principal Rapport was my mentors in leadership within the educational arena. With the support of Principal Gilbert, I was able to go to a Harvard Graduate School of Education and participate in a Summer Seminar in 1995. This was the season of “Inclusion in Schools”. Principal Gilbert recommended me for a program, Assistant Principal to Principal Program

San Bernardino City Unified School District houses one of the largest populations for students with moderate to severe disabilities within the Inland Empire. Over the past decade San Bernardino City Unified School District (SBCUSD) has sustained an influx of students who qualify for a moderate to severe special day classroom (SDC) setting and special education services. Effectively educating youth with moderate to severe disabilities is not a simplex task, as it requires multifaceted skillsets involving various special education professionals. Developing and executing a service delivery model that targets student’s individual needs, while simultaneously supporting students in strides towards life long goals is crucial. Carmack Elementary is one of fifty-two elementary schools within SBCUSD that only provides educational services to students with moderate to severe disabilities grades kindergarten through sixth. The community surrounding Carmack Elementary has been deemed high-poverty, indicating a vast majority of students who attend Carmack are presumed as low-income status. Lastly, a vast majority of students who attend Carmack Elementary qualify for the free and reduced meal program offered through the district.

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

On August 7,2017, Ms. Kim Brown, who has 25 years teaching experience in special education was interviewed and shared some of her teaching expertise. She is certified in K-8 regular education and K-12 mild-to-moderate special education. One of the most difficult tasks in her job is working in the SEAS program updating goal pages. Although this can become very frustrating, seeing special need children try so hard to complete a task can be very rewarding and makes all the work worth the frustration. Being able to receive more professional development on special education topics would be very encouraging and helpful towards her job. She has taught in a self-contained classroom for 14 years where behavior is an enormous issue and requires strict supervision.

There are three main stakeholders for special education students being; parents, educators, and school district officials. Communication between these three groups of people will allow for better understanding in regards to plans and programs for students (Hughes, 2015). It also allows for everyone to learning new things as a group and ensure that all students are going to receive the best education throughout their years in a public school. Not only will current students benefit from the gathering and consulting of parents, teachers, administration, and others district school officials but all future students with exceptionalities as well. Every student is different and every school year there is a different issue that can be faced, however with proper consulting there is a higher chance of these students leaving at the age of twenty-one with skills and knowledge to become a member of

Sharon Salter served as Assistant Director, and now takes over as Director. Together, they oversaw the special education services for the district including supervising 85 support staff, 105 paraprofessionals, and 760 students who have been identified as having a disability or any student with an IEP (Individualized Education Program). Special Education provides any of the services indicated by a student’s IEP to suit his or her disability. This may include one or more of the following: • Autistic support • Emotional support • Hearing support • Learning support • Multiple disabilities/life skills • Speech and language support • Visual

These bills that are social justice driven would continue into a case known as Serrano v. Priest, which established state equity funding. Serrano was a parent in California that accused the California State Treasurer of not equally distributing finances for each school district. The way in which districts were drawn would cause and encourage the ever-increasing disparity between low-income and advantaged students. This ruling went on to affect at least 45 other states to change the way they fund their school districts and limit the distribution of funds more evenly. Special Education Equity would also come into effect in 1975 with the PL 94-142 law. This ensured that every student with a disability (millions of students) would be guaranteed a acceptable education.

Teachers must respect professional relationships with students and parents, not seeking any personal advantages or inappropriate relationships. Teachers must use the knowledge of parents and students to help plan for the child’s special education services (CEC, 2010).We must use the least dangerous assumption when looking at placement, services, and other activities. We need to be able to say this will have the least negative effect on the child's ability to be independent

This research paper has looked into various views on the role of counselors in Special Education Needs student’s preparation for transition. Most researchers feel that the counselors have a huge role to play when it comes to preparing learners for transition (Milson, 2002, Geddes, 2015). The research is pointing out to some important features that will help improve the transition. First the counselors should be well trained on their role in guiding learners with disability for post secondary experience. Second, the counselors cannot work alone in the process of improving transition period. Hence, parents, administrators, staff, and learners should work with the guidance counselors to improve the SEN learners experience after high school

In life we do not decide where we begin. Some of us our gifted at birth, with intellect,wealth, and health. While others such as I are not so fortunate. I was born with a disorder called Autism. This disorder made it so that I was different from other children. While most children could speak when they were two or three years old. It took me until I was five years old to speak. I also could not focus that well in school. As a child I did not enjoy doing school work. I prefered to do others things, such as Imagine things that I saw on television. Due to my autism and lack of focus,I placed into an autistic support class. Often as child I wondered, why was I different? Though I performed decently academically. I was still in an autistic support

Mrs. Lori Fairchild-Romero has taught special needs children for 25 plus years. She has a Bachelor’s degree in EMH (Educable Mental Handicapped) and a Masters Degree in Early Childhood Special Education. Mrs. Fairchild-Romero completed the Place Test for Generalist and is highly skilled and trained to work with any special needs student that is part of her school district (L. Fairchild-Romero, personal communication, October 22, 2015).

In this case study, the plaintiff would be the parents/guardian of the victim. The victim is labeled as special education student with cognitive disabilities and mental illness. The point of view the plaintiff is trying to make is they are suing the Board of Education for willful and wanton misconduct when they failed to supply another attendant for the bus knowing the assailant’s deviant sexual history and protective plan. The plaintiff also believes the act was a foreseeable situation based on the prior situations and knowledge of the assailant.

Holden Close was 23 months old when his mother and grandmother noticed his delayed speech. After a thorough examination by his pediatrician, Holden, was referred to Easter seals for an evaluation for speech services. During this time a series of testing and assessments were done. Holden qualified to receive speech services and continued to receive services until a week before his third birthday. Easter seals early intervention service helps children until the age of three. When your child turns three, easter seals helps to transition children like Holden to the department of education(DOE) where it will be determined if your child will continue to need services or not.

If we have this policy in place it would create a culture where every student can finally have the opportunity to thrive with their education.

In 2001 the National Center on Educational Outcomes surveyed state directors of special education. The directors reported increased participation rates from the students with disabilities in state assessments. The positive outcomes from the assessments were increased access to the general curriculum, increased inclusion in accountability system, more rigorous education, increased participation in state assessments, increased academic expectations, improved performance on some state assessments, and increased general and special education networking (Giuliano 34).