Teaching Urban Special Education: Intellectual Analysis

The amount of people who live with disabilities is a controversial number. Depending on what law and diagnostic tools used, a person may have a visible disability, or one that may lie beneath the surface of his or her appearance. Some people believe that the term “disability” is merely a label use to hold back, or prescribe helplessness. Meanwhile, individuals who have been properly diagnosed with disabilities struggle to maintain respect and acceptance every day. In plain language, there is a lot of misunderstanding between people with disabilities and those without. It is firstly important to get everyone on the same page regarding the definition of disability.

For the learner’s evidence to be sufficient, it needs to relevant and proves that the learner is competent. The evidence must mean something to the learner and must not just be used for the sake of it. The evidence must be clear and logical and must meet the learning outcomes and assessment criteria.

This is a Summary about my personal Philosophy of Special Education. I will be giving my thoughts on the Purpose of schooling, Nature of Learners, Curriculum, Instructional Methods, Classroom management, Assessment practices and Professional relationships with family and community.

When Public Law 94-142 was passed in 1975 it had a positive impact on the education for children with disabilities. Millions of children in the United States were supported by the law. These children had previously been excluded entirely from the education system.

Preparing regular education teachers to address the diverse needs of children with special needs in inclusive set up.

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.

In what type of school do you teach? (Type an “X” next to the appropriate description; if “other” applies, provide a brief description.)

The Education system in America has had a lot of improvement over the years. Given

My first piece of evidence is my Foundations of Teaching Final paper for the course TAL 806, Foundations of Teaching Urban Special Education: Adolescence. I chose this piece of evidence because this paper at a very early stage of my teaching career shows my naivety but ability

A way that teachers can make connections to their students’ personal experiences and background in their classroom is by welcoming families in the classroom to speak about their cultural. Teachers and students can benefit by having families come in to the classroom and learning from them. In the video from "The Classroom Mosaic – Culture and Learning” it displayed how the teacher was making connections to the student’s background. Ms. Hayes-Parvins had her students bring in family members in to classroom and share their stories. The students were able to learn about to each other history well Ms. Hayes-Parvins was able to learn more about her students. Something that a teacher can do is if the class is learning about China or any country and there is a student that comes from that background the teacher can reach out to the parent and see if the parent or family member can

I believe my drive for wanting to become an urban teacher derives from my upbringing. I am an African American male who is himself a product of the inner-city schools, a low income, single parent house hold and a multi-ethnic underprivileged community. I am of the belief that education no longer needs to be an “elusive dream” for urban youth! Once we, as a nation, understand that every under-educated child is a national tragedy! Then we can begin to build meaningful partnerships based on trust and respect with the student, parent and community. I trust we can gain a better understanding of the dynamics impacting the urban learner by having a deeper understanding of the social, economic, societal, psychological, and environmental, forces that

The purpose of schooling is to help our special education students to be functional and independent in the real world. I want them to learn how to deal with real life situations and to be able to understand and adapt to the changes it may bring. For example, being an autism teacher of high school students, my philosophy is different than of an autism teacher of elementary students. The most important thing of concern for the older students is to make sure they are as independent as possible and teach them some type of job skill to help them acquire a pay check to help with their care. I also help them have an

This summary will look at the disproportionate representation of minorities in special education. Second, I will review key concepts for researching a topic.

This research paper is parallel with my thematic core and curriculum because it based on inadequately youth which falls under Special Populations. Special populations in education are groups of people with needs that require special consideration and attention in an educational setting. Students can belong to more than one special population at a time. While no two students will ever have identical needs, awareness of the special populations in education will help you understand the challenges your students' may be facing and develop ways of meeting them (Online). Passionate to be an advocate for the inadequately youth, I need to be knowledgeable and aware of the statistics language and social skills have upon economically disadvantaged students.

This article discusses whether or not special education teachers, as well as general education teachers, are prepared to teach students with autism. According to the article, autism is ranks at the sixth most commonly classified disability in the United States. There is a very wide spectrum for autism which include disorders like Asperger’s and pervasive developmental disorders not otherwise specified (PDD-NOS). 1 out of 150 American children will be born with autism (Autism Society of America, NDb).