Students Out Of 27 Are Supported With An Individual Education Plan ( Iep ) Essay

I have been a teacher of students with special needs for the last couple of years in alternative settings. The students I like best tend to be the most challenging both behaviorally and academically. Success can be more apparent, yet at times there is frustration. I feel I am good at it, but need to learn more. Most importantly I love teaching kids with special challenges. The key is to be creative and keep trying.

One of the disadvantages of having special needs children in an inclusion classroom, is that if the teacher is not equipped mentally or physically to meet the needs of the student; it could cause the special needs child to not succeed at all. The teacher at the end of Peter’s video, was concerned that she wasn’t sure if she could meet Peter’s needs or if everything would work out for his benefit. Another disadvantage from the videos of this assignment that I noticed, is that the teacher is supposed to teach all of the children and make sure that they are receiving the information needed to move on to the next level in their academics. Children with special needs have to have special attention and one on one instruction at times to get them on course for what they are trying to learn. The teacher from Peter’s video, talked about how this was a constant challenge for her because of trying to meet the needs of all students in her classroom as a

Teaching students with exceptional abilities requires funding, training and planning. Being in a regular classroom with children from various cultures, ethnic backgrounds and intellectual ability help students learn how to work together toward a common goal: reduce discrimination and stereotyping people with physical and mental limitations. Instructional strategies that break the work down so everyone learns better can improve education as well as reduce cost. This is achieved by including special education students in environments that will allow them to develop normal social interactions as well as receive specific attention to their learning needs. ("What is Special Education”)

However, public schools have become the punching bag for special education students as the growing percentage of these students has put a hardship on other students, educators, and school districts overall. There is no correct answer for solving the issue of social injustice for this group of students. Although, districts, families, and students can take the time to communicate and understand the plans that are in place to make all students feel welcome in a classroom. It all starts with one student motivation, and one educator that can see that motivation and act on

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

A great deal more work should be done to guarantee that every single youthful children with incapacities and their families have a feeling of having a place and access to the most elevated quality comprehensive projects and administrations in this nation (FPGUNC, 2009). As I was watching the video I noticed that as a teacher I need to ensure I keep all children included and in a positive environment. I feel that it will help me in my job by giving me the ability to see what steps I need to take to make everyone feel included. I also feel that the video gives a lot of insight on how to support ways for inclusion in the classroom. Also I understand the importance of participation from both the teachers and the parents as it will help allow us to work together and find the best way to include the child and the best accommodations to make for them to be included. Regardless of the fact that situations and projects are intended to encourage access, a few kids may require extra individualized facilities and backings to take an interest completely in learning encounters (FPGUNC,

I choose to do an onsite visit in a resource math class at a middle school for this field project. I was there from 9:30-1:00. The classroom I observed had 2-3 teachers in it at a time. One student teacher, one head teacher and sometimes a teacher that had to help a specific student would be in the classroom. There were about 15 students in the class at a time. Two of which had to have teachers who followed them to every class. I asked the head teacher how many of these students have a learning disability and she said that about three quarters of them have a learning disability. I then asked her why the students might be in the class. She said “Well, because one of two reasons. Students either have hard time learning math the normal way or the normal math class just moves at too fast a pace for them.” She also explained that the middle school had three mainstream math classes for seventh graders and three mainstream math classes for the eighth graders. Each grade had a math class for students at who scored at grade level for math, one for students who scored above grade level for math and one for student who scored slightly below grade level for math. Her students were the ones that scored significantly lower in math. During this field project and interview with the head teacher, I learned and noticed a tremendous amount about how a special education class is run.

The competencies that I will focus on throughout this paper are developmentally appropriate practice, special needs strategies, and modeling fairness and respect. Several of the examples that I observed fell under the same practice. The content of the video presented a classroom teacher who actively participated with his classroom of students. I am beyond amazed at how interactive the teacher remained throughout the entire video. While watching the video, I learned there several aspects of learning that can be built into one center.

Elementary school, for most people, is the easiest few years of school they’ll ever encounter. For me though, it was an uphill battle of trying to learn and fit in. Being diagnosed with a learning disability in second grade, I struggled to keep up with my classmates and my teacher’s expectations. By the third grade, I was put into the resource room all day instead of being allowed to stay in my classroom with accommodations. At the time, my teacher was a first-year teacher fresh out of college and because of my learning disability, she decided it was easier to put me in the resource room all day than to work with my accommodations. Ideally, the resource room is there to help students with disability’s

For my practicum placement, I observed at P.S.8 The Isaac Varian School, which is a part of the New York City Public Schools district, located in the Bronx. The school is grades kindergarten through 5th, with inclusion classrooms with students with special needs. Some classrooms are special needs classrooms and other are inclusion classrooms. The classroom that I observed in was an inclusion classroom. There were two teachers in the classroom, with about 30 or so kids. The instructional mode of the teachers, was to have the students come to the meeting area in front of the room, and they would brainstorm what the lesson that they were learning would be about. Then they would teach the students the lesson, practice some problems together as

Teaching in the classroom every day provides a certain intimate perspective for educators into the needs of their students and school. This perspective is far different than that of a school district board member. This was just one important lesson I learned while attending my local school board meeting in December of 2015. This reflection will discuss the content of the meeting including the items addressed, attendees, presenters, agenda items, and how I will apply what I learned from this meeting as an educator in a special education classroom.

As a middle school physical education instructor we are required to teach an inclusion physical education course, which is a combination of regular education students and exceptional education students. In our school there is a serious shortage of space and a lack of accommodations made for the inclusion students, reason being there is simply not enough time for instructing students with special needs and a shortage of equipment on hand. It is especially difficult to accommodate our wheelchair bound students. During instructional time I find myself simply forgetting to work with any exceptional education students because of the large class sizes of regular education students. I feel that I am culturally blinded to the fact that I am unable

While there are many aspects of the education system that are constantly under question and review there is a relatively new idea that is changing the classroom dynamic all together. The question is if mainstreaming students with disabilities or having special classrooms to meet their needs enhances their learning experience. The traditional classroom environment for children with special needs is to be in their own classrooms with specific teachers who are trained to accommodate their needs. These classrooms have an individualized curriculum and environment to maximize their learning potential. The primary goal of school is to maximize learning for all students. While socialization

For years children with special needs were ushered off to separate classes and schools. Children with special needs have the right to attend classes with their same aged peers in the same classroom with support. Students with special needs deserve the same opportunities they would have if circumstances were different. Inclusion gives those students with special needs the chance to be part of the community; able to form relationships outside of the family unit. All students benefit from inclusion; students with disabilities develop social skills and develop friendships while non-disabled students learn tolerance and acceptance.

In order to get a true understanding of teaching in an inclusion classroom, I was able to observe a fourth grade classroom at Village School in West Windsor, New Jersey. The general education teacher was Ms. Welsh and the special education teacher was Ms. Wilush. Ms. Welsh has been teaching for many years, while Ms. Wilush has only been teaching for two years. Each teacher brings with them different strategies, that together make a wonderful classroom dynamic. The students make up an average size fourth grade classroom of a little more than twenty, but there are three students who receive additional instruction from Ms. Wilush in a resource room throughout the day. During my observation, I was able to sit in on writing lessons and science lessons. There was a wide variety of students in the class with all different strengths, weaknesses, and personalities. Watching and learning from both teachers through observation and interview was an extremely valuable experience.