Students Receive Special Education Services

Special Educational Needs and Disability Act 2015 - The SEN Code of Practice expresses that children have SEN if they have a learning difficulty that requests special educational provision to be made for them and that it is unlawful for educational providers to discriminate against a pupil with SEN or a disability.

For this assignment, I interview a service provider for special education services. The service provider I interviewed, takes part in the educational team, and provide services. The service provider is developmental therapist. I was able to develop a better sense of the importance of inclusion. After interviewing the service provider, and learning her philosophy of inclusion I have was able to better understand the accommodations and modifications for special needs students.

In England, it is a legal requirement under the EYFS for all early years settings to work with parents and other professionals to support children’s care, learning and development. Certain policies and procedures must be in place to protect children and for guidance.

Ms. Felkins started out with their read aloud, The Odyssey. The students were focused, but occasionally would get carried away with unrelated questions. After read aloud, the students moved on to their word study lesson. Each student had words to cut out and sort. After they cut their words they had a worksheet and made sentences that incorporated their words. As the students were working, Ms. Felkins was walking around the classroom assisting the students if needed. While the other students were working, I individually worked with a student who recently started third grade. First, the student read a short story book to me, and I assisted her with any words or sounds she was struggling with. She practiced her numbers by matching one through

As we grow in education, it always seems as in there is someone that is left behind. Educators need to be able to reach out as many students as possible, but some may argue that it does not feel this way. Often, students with special education needs are considered to be too difficult to teach, or simple just a “lost cause.” The way we interact and care for all students not only shows in each student, but it shows in the impact it has on the community as a whole.

Special populations is any student who obtains a disadvantage or barrier that affects their learning. The disadvantages or barriers include disabilities, economic status, single parent households, foster care, homeless, English Language Learners, sexual orientation, racial and ethnic minorities. Students with disabilities could range from one factor to multiple factors and can obtain a 504 plan or Individualized Education Plan and Behavior Intervention Plan. These plans are implemented with the Response To Intervention (RTI), which closely documents students learning and behavior by the educators, and the data is looked at closely by the school psychologist, teachers, parents (guardians), and administration. Additionally, speech pathologists, occupational therapist and the school nurse participate in the RTI process as needed.

Upon my arrival today, the students were silently working on math skills using number lines. Once they finished, they went up to the teacher’s desk and had her to review their work until it was time for recess. When the students returned from recess they changed to Ms. O’Neal’s class for reading and social studies instruction. Prior to beginning the day’s reading lesson, the students completed two worksheet pages. One of them was on main idea and details and the other was on sequencing of events. With the main idea and details worksheet, the students collectively read a passage and determined the main idea along with 3 supporting details. With the sequencing of events worksheet, the students read a passage on Hurricane Katrina and were to fill in a graphic organizer with important events and dates

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.

When I was asked to reflect on my experiences in EDSE 316 and the fieldwork, I had to think long and hard on how I would sum up four months of classes and fieldwork into four pages. I have learned so much about the various disabilities and how it has change the world of special education. I think a better term would be the “endless possibilities of education”. It wasn’t too long ago when children with disabilities would be stuck in a room in the back of school only to be seen in the beginning and end of the school day. They were the ones who rode the other buses and no one really talked about. This class has allowed me to speak of my own family and how special education impacted my life. I have a brother whose whole life was spent in the special education class, and my own sons with speech and learning disabilities who are now receiving special education services. It also allowed me to reflect on my own participation in the special education program in my early elementary years when I was struggling with my own speech disability. This class gave me the chance to see the timeline of special education, from its earliest beginnings to what it is now.

Week two has been a challenge for me with the amount of work that had to be completed within the limited time of 7 days with all of my family and work responsibilities. Once again time management and staying up to 3-4 am played a role in completing this week assignments. I found the lecture reading to be very interesting learning about the responsibility of the teacher and what parents are experiencing during they interaction with their child and how it can play a role on the needs of the student within an inclusion classroom environment. Furthermore, the importance of planning and providing special Education services for the family, and that many children end up in special education not because they need help, and not because of a disability.

I believe there are several reasons why twice exceptional students fail to be identified and served. The first reason is because teachers are undertrained and do not know how to identify. Another reason is that some talents are only seen at home or in non-academic settings. The third reason is many students with a learning disability (identified or not) often get missed because the LD over shadows the talents or the talents compensate for the LD and both go unidentified. The main reason I think special education and gifted education are mutually exclusive in many school is because many people hold the belief that the two are serving different types of learners with different types of needs. However, they actually share students.

Do you know anyone in your family, a friend, co-worker or even a person at school with learning disabilities? What if I told you, the help that person need to learn better and assist them with their disabilities would be taken away from them. Around the country budgets cut have been made, especially harming the programs for special needs students. The total amount that has been cut cross nation from this program, is ridiculous, $578,892,762 (www.special-education-degree.net). Here in Illinois, we have been one of the states that 's been most struck by this budget cut. The progressillinois.com has said “over the summer they announced that $42 million cuts... And another cut was announced for 12 million”. Some think the funding for special needs education shouldn’t be raised, however, they should give more funding for special needs education because it will give them more opportunities to advance in higher education, improve their social skills and help them thrive later on in life. Now tell me do you think it is fair to take away money from student who just want to learn?

minimum of 124 semester hours and must earn at least a 2.00 grade point average. The 124 hours are subdivided into approximately 27-48 semester hours in a discipline major. Students choosing the Child Development major must have a 2.0 GPA or above in all major coursework, a score of 75% or above for their development program, successfully complete 12 units (60 days) of clinically field-based experiences in a daycare, nursery, or K-3 setting. Those of who, complete the Child Development program of studies (AA or BA) have a deeper understanding of children, their families and developmental appropriate practices (Tougaloo College).

As the students arrived to class, from P.E. they grabbed their math buckets and found their seats. They did this so quietly and were waiting patiently for Mrs. Beach to explain what they were doing for the day. Since Mrs. Beach needed to catch the students up on lesson 16, she decided to teach a whole group lesson; therefore, she taught and the students listened. During the lesson, I graded papers and took notes of the ways that Mrs. Beach was explaining the lesson to her students. One thing that I found interesting about the ways that Mrs. Beach was teaching this lesson was that the students were only going to be exposed to this lesson once, not their usual three times. From the number of students who were not doing well on the informal formative assessment being used by the teacher, I think it was

Imagine walking into a classroom the students are working in groups while off to the side one of the teachers is holding down a screaming student who is thrashing around trying to bite and scratch the teacher and themselves. How would a person react to this? This is not an uncommon occurrence when dealing with children who have special needs. This teacher was trained to understand the method used when working with a child who will unintentionally cause harm to themselves or others. A parent needs to understand that unconventional methods must be used with children who learn unconventionally. This research will show readers that each student needs their own educational methods, which work around any special needs they may have. Schools have developed parent training that will help parents understand each child. With this research, parents will be trained in the educational styles used within special education. The overall success of a special needs student can be improved through parent training, it is vital that parents understand the methods of their child’s teachers and how they can use them to help their children succeed.