Special Services Department At The Grove Intermediate School Building

In public schools across the United States, students with special needs are placed in self-contained and resource classrooms in an attempt to facilitate effective teaching and learning practices. However, for some students, the physical placement of self-contained classrooms in and of itself is cause for concern and can impede the learning process (Jones & Hensley, 2012). When students feel isolated or stigmatized by their school environment, their confidence and self-determination levels can be negatively impacted, thereby, diminishing academic progress.

A stereotype that is often associated with special education is that its only for students with a severe disability. Special Education is for all disabled children no matter how severe or the need for the special education services. This stereotype often leads faculty and others to misclassify or inappropriately place students in a special education program. Another stereotype is that special education can only be performed in a “special” classroom with other students with a disability. Being placed in special education doesn’t mean that the student needs to be restricted from the other students without a disability. Children with a disability should be educated in general education classrooms with typical peers as much as possible. As teachers,

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

Jacob is in the 5th-grade, whom has been diagnosed with ADHD and an emotional/behavioral disorder. He has trouble identifying with children his own age. He can be very aggressive and speaks very loudly. Academically Jacob is currently on a third grade level. He has become very frustrated with school and does not recognize the importance of an education. Because of his frustrations, he will have temper tantrums. Jacob needs constant help throughout the day working through his emotional/behavioral issues (Case Study). This paper will summarize and discuss why or why not an inclusive, resource, or self-contained classroom would provide the best placement for Jacob, and discuss related services, technology, and collaboration models for each possible

Another thing that surprised me during this child study was the gap of social development in the students in Kayson’s first-grade class. During my observation, I got to see both sides of the spectrum in terms of proper social behavior. In the lunchroom, I observed the students at

Examining the information obtained in the interview and the roles and functions of the school psychologist in Burr Elementary School, I would first like to investigate the client basis in Mrs. Montgomery’s practice. With the client focus centered on the children and teachers, as well as the social system, it can be seen through Mrs. Montgomery’s open door policy that she puts herself out there so that students and teachers know they can come to her for guidance and support. Not only does Mrs. Montgomery’s spend time with a student in a 1-to-1 setting, she also meets with students through the many instructional, social skills and outreach groups. For example, she incorporates small group meetings during lunch, to confer with students on various grade levels. This allows Mrs. Montgomery’s to cycle through students who are not on her caseload. Spending observation time sitting-in in classrooms, Mrs. Montgomery is able to consult and collaborate with teachers and administration about students who are struggling or who need extra

My observation this semester is in a self-contained classroom for students with emotional and behavioral disorders. The class is taught by one special education teacher who is assisted by a teaching aide. The desks are spaced out from one another, allowing each student a lot of room to move around. I believe the desks are arranged this way so that the students have limited contact with one another. There are books and games on a shelf that the students are allowed to use during break time. There are also two computers that they may use during breaks or after they have completed their work. In one corner of the room, there are two bean bags and a sign that says quiet zone. The students are taught reading, math, and language arts in this room. They go to an inclusion room for science and social studies. They eat lunch in the cafeteria with the rest of the fifth-grade students. They also leave this room every day to attend related arts with the rest of the student body.

I interviewed several service providers in my school, Stephen Knight Center for Early Education, that included the psychologist, special education teacher and a general education teacher. I interviewed Ms. Iris, the school psychologist, Ms. Kathy, the special education teacher, and Ms. Hilary, a general education teacher. Ms. Iris’ responsibilities include working with students who have social emotional needs. This can include behavior challenges, learning new social skills, managing grief, etc. She works directly with parents and teachers to provide resources regarding the child’s well-being, and ensure good attendance by setting up plans. Ms. Iris works with children in general education, counseling groups, and one-on-one situations, including special education minutes. Ms. Hilary is a general education classroom teacher. She is responsible for the well-being of her students academically, socially, physically and developmentally. Ms. Hilary also advocates for families and students to receive the support that they need to feel successful in their first years of school. Finally, Ms. Kathy is the staffing

During my field work experience, I got the opportunity to work with my cooperating teacher, Mrs. Francisca Gachett, who has been teaching for over 11 years. She worked between 2005 and 2013 in community school with students with special needs and English Language Learners children. She then furthered her career in the Department of Education, working in District 75, where she has taught for the last three years. She got the opportunity to work within an ICT, 6:1:1, and 12:1:1: settings. As Mrs. Gachett continues to grow working with Special Education, where her love grows stronger for her students. She creates a bond with her students which makes them felt loved and wanted in the classroom. Mrs. Gachett don’t believe in the no child left behind act. She believe that the no child left behind should not related to special needs children. Special needs children testing are not able to grasp the curriculum that required. They are not advance enough to cultivate in that population as the regular students. The purpose for her believe is that each students need someone to believe in them. Believe that no matter what stage they’re in, they can still be the person they want to be. Mrs. Gachett says “when I look at my students, I see them as how I see my own children.” Mrs. Gachetty was blessed to have two children of her own. She says that “I treat my students the same way I would want my children to be treated. I want them to be comfortable and confidence in their classroom, where

Summer vacation is drawing to a close, and you are wondering how to get organized for the upcoming school year. This can be a stressful time for you and your children as school means getting down to business and focusing on back to school organiztion for needed school supplies, back to school clothes, a morning routine and after school process.

Sprayberry Education Center’s overall climate is a school with teachers who have a passion for teachers. Teachers of children with developmental disabilities experience an extraordinary amount of chronic stress (Fore et al. 2002; Miller et al. 1999). Sprayberry Education Center has classrooms for students with various needs. The school has two pre-school classrooms for children who have qualified for special education preschool services, three multiple disabilities classrooms for children primarily with autism, three classrooms for medically fragile students and four alternative classrooms for students needing behavior support. The faculty, and staff at Sprayberry Education Center report to school every morning ready to provide the students

My action research project was influenced by the national push towards inclusion of children with special needs into the general education classroom. Because our school was trying to adopt a co-teaching program, this was the area I did most of my research on. I found a multitude of studies that supported co-teaching and analyzed the effects of co-teaching on students, teachers and parents. I then researched the affects of a non-inclusive environment on all students. After witnessing how my students self-esteem had plummeted due to their specific grouping, I was not surprised to find research that supported the theory that students who are identified as having special needs will have lower self esteem and self worth. In a study done on students with special needs, all of them reported thinking they would be unable to attend mainstream classes because they did not feel they were successful learners based on their placement in special education (Griffiths, 2007). This study also revealed the children with special needs held fears that all adults would think of them as troublemakers because the classes they were in held a high majority of children with behavior problems (Griffiths, 2007). This study concentrates on students who attend schools for special needs. These students may feel more isolated than those who receive special services inside a mainstream school, but those who are evaluated or receive special education within a mainstream school show the

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

My observation took place in a Specialized Emotionally Challenged (SEC) classroom for grade 3 through grade 5. The class is a self-contained classroom environment with some students that attend general education classrooms and resource rooms throughout parts of the day. My first impression with the classroom was that it was sparsely decorated, yet very well organized and orderly. Given the diversity of students in an SEC classroom, the less stimulation the better, seems to be the statement in this room. There were no windows in the room, except a long rectangular window on the door. The room was equipped with a SmartBoard and computers. Instead of desks, the students sat at three long tables. I was greeted warmly by the teacher and we

Dr. Jonte' Taylor is an Assistant Professor of Special Education at Penn State University. Dr. Taylor has contributed 10 years of teaching working with students’ pre-k to adult in variety settings including residential treatment facilities and inclusive classrooms’. Dr. Taylor background interests are; science education in special education, evaluating innovative classroom practices, and bullying issues. Some of Dr. Taylor accomplishment and contribution to the Special Education field include the following;