Teaching Special Needs Students Essay

In all three of these artifacts, I have developed relevant, integrative, challenging, and exploratory units of study. The “Preserving the Past” unit incorporates all four core subjects as well as a service learning opportunity. My interdisciplinary unit on geography connects Language Arts with Social Studies with visual art mixed in, and the Greek mythology ELA unit was taught in conjunction with a Social Studies class (1). The Civil War unit and NC geography unit I have created incorporate Common Core standards as well as NC Essential standards. Lesson plans and assessments in all of these units were created using backwards design in which I started by looking at the standards and objectives students would be expected to reach and based my assessment based on those objectives (2,10).

The changes are meant to help the student to have a better understanding of the social studies in preparation for middle school. For instance, every grade in elementary level has the Map and Globe skill as the next to the last topic to help the student learn how to use maps to retrieve social studies information. Additionally, the syllabus gives a more detailed approach, which the teacher must address fully. The information processing skills as mentioned earlier is also one of the vital changes (GADOE, 2016).

After reading chapters one and two of the book “Exceptional lives”, I could more easily understand special education. As a teacher, I will mostly likely have many students with disabilities in my class throughout my career. With

Gibbs, G (1988) Learning by Doing, A guide to teaching and learning methods. Cheltenham: The Geography Discipline Network. (GDN).

Since the government decided inclusions of the special needs children in a regular classroom, the general education teachers shall be mandated to study how to cope and deal with these children with disabilities. The government perhaps should provide additional training to these teachers. Schools aren’t equipped, teachers are not trained to handle children with such different

I believe that being able to implement the geography curriculum appropriately is ideally resulted based on the position the school is in, such as whether the teachers are interested or skilled in the subject, whether student’s strengths and learning are being acknowledged or unnoticed and whether staff members are supported in their learning by provided with appropriate resources or limited resources to share with the students. These points allowed me to again think back to my past and have a better understanding about why I may have lost interest in the subject of geography. I personally feel that once I finish my degree and start teaching, the first few years will be the toughest in that regard as I will lack support for subjects such as HSIE and along with other teachers have to invest more time and effort devising new resources and teaching methods to suit the new curriculum. The time that needs to be invested in making these resources will definitely affect other areas of teaching which can be a daunting

The first category, access, climate, and expectations help teachers to provide their English Learners (EL) students an educational environment that can help them to learn with confidence. In access, teacher will create a lesson for multiple learning style. Usually, teachers rely on their verbal skill in their class to help their students understand the material, yet it is a disadvantage for EL students since their English vocabulary is still insufficient. As a result, teachers would want to use different methods of teaching like visual representation. For example a fourth grade

Within the planning of lessons the teacher needs to identify the necessary resources to be used, they will also need to adapt and develop the learning activities to suit the requirements of different groups and for

Introduce a globe. Familiarize learners with the position of the North and South poles. Indicate the location of the Earth’s axis.

The special education teacher interviewed, talked about this goal to meet each child’s need is challenging to her especially in eleventh and twelfth grade. The teacher tries to strive towards their educational goals, their need areas, and work on their strengths.

Students with disabilities are at a higher at-risk for dropping out of high school at a greater rate than typically developing peers (Pyle & Wexler, 2012). Students with identified disabilities are required to a free and appropriate public education (FAPE) according to law, and these students have unique needs that general education curriculum cannot meet on its own. However, there is abundant research that discusses various literacy interventions and strategies that can be effective. These interventions can be used in a school setting by any certified teacher (regular education or special education). This literature review will discuss some of the various reading and writing strategies as well as best practices for literacy in order to ensure students with disabilities are given the best chance for success. By providing timely interventions, monitoring progress, and analyzing data, it can be possible to increase achievement for those students with identified disabilities.

It is argued that there are 4 elements critical to the effectiveness of the instructional process: 1. the learner, 2. the teacher, 3. the home, and 4. the academic programs and the physical facilities at the school. These are interdependent and interactive and must function in unison for effective teaching to take place. The teacher's primary responsibility is to help

One of the most controversial issues facing educators today is the topic of educating students with disabilities, specifically through the concept of inclusion. Inclusion is defined as having every student be a part of the classroom all working together no matter if the child has a learning disability or not (Farmer) (Inclusion: Where We’ve Been.., 2005, para. 5). The mentally retarded population has both a low IQ and the inability to perform everyday functions. Activities such as eating, dressing, walking, and in some cases, talking can be hopeless for a child with mental retardation.

In order to teach successfully teachers must learn about first learn about their students. Teachers must assess the student’s capabilities and interests. Some students are visual learners, while others learn from hands on activities, or verbal communication. Not all students can learn through memorization, rather they learn through interest and relation to the topic. “To realize what an experience, or empirical situation, means, we have to call to mind the sort of situation that presents itself outside of school" (Democracy and Education). The curriculum should encompass material that is most useful for a student to learn. It seems that in the majority of schools, students are not given the flexibility to guide their own learning, but rather follow rigid instructions that destroy the student’s imagination.

In 1993 the report of the Special Education Review Committee (SERC) was published. This report dealt comprehensively with the educational implications of special needs. It provided a definition of special needs which included those with severe and profound difficulties through to those who were exceptionally able and included both physical and mental disabilities. It recognized that the desire of the majority of parents of children with