The 5 Point Plan Summary

“One of the essential roles of special education teachers is coteaching and working with other professionals, as well as communicating with family members and between special education teachers and other school-related professionals(Vaughn & Bos, 2015, p. 114)”. With the importance of a least restrictive environment special education and general education teachers are working together in a classroom with varying levels and abilities of learners. It is vitally important to have an effective relationship between the two teachers while developing and implementing lesson plans for learners with special needs. The physical space and dynamics of the classroom should fit the needs of the students and the established procedures should ensure a highly functional environment. Importantly, educators need to communicate to families “encouragement about what they can do at home and about an effective plan for providing instructional supports for their child(Vaughn & Bos, 2015, p. 114)”.

In the article, Memories of the “Other”: Lesson in Connecting with students, written by, Dr. Thomas Knestrict, Ed.D., Xavier University Cincinnati, Ohio, illuminates the obstacles a child struggling with learning disabilities, the school system who had pushed him through even with , educators lack of knowledge in handling a child with learning disabilities and need for meaningful relationships between child and educators to help build upon successful students.

“Key to success in collaborating with families of young children with special needs is a commitment to coordinated planning and communication between teachers and early intervention staff that establishing ongoing communication and linking families to community resources”. (Kasczmarek, 2006)

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

In Audre Lorde’s “Transformation of Silence into Action and Power”, she tells us that the thing she regrets most are her silences. She says that with silence comes fear of many things, ‘but most of all.. we fear the visibility without which we can truly live.” I think many students entering college fear this same thing. College is such a huge transition, many people fear that they won’t find their niche, and won’t be truly happy with their college experience. Most importantly, college is about finding a place that can help you be successful. Adrienne Rich tells us in her speech “claiming an Education” that we cannot simply receive an education, but we must claim one. This is why finding that source of support in college is so important, so we don’t become invisible and we can achieve our goals.

Specific strategies apply to specific learning disabilities. It is important to know how to accommodate disabled’s needs and differentiate instruction. When developing a teaching for people with disabilities, the nurse assess the need for family involvement and advocacy because the nurse must work together with the family to assess learning needs, and create an environment that will heighten learning Bastable (2014). One of the most effective means of ensuring successful teaching is to engage families in their

Having a good support system is the key for parents when having a child with intellectual disabilities. I had the opportunity to discuss this with a teacher, Mrs. Karen Derrick, who teaches Special Education. She has

The last CEC standard reviews the importance of effective and production collaboration between families, service providers, educators, community agencies, and most importantly individuals with exceptionalities. Although I have collaborated with other educational professionals for seventeen years, I did not understand the components and strategies for effective collaboration until completing the graduate program. After completing the course, I have changed some of the ways and manners in which I collaborate with other education professionals and families of individuals with special needs. Since changing the ways in which I collaborate, I can tell a positive change in my professional and personal relationships with others.

You work in the civilian sector and one of the local news agencies just reported that a white powdery substance was just discovered in an open package at the court house which is located right next door to your facility.

From the first day a child is born, parents are there to nurture their child, to support them as they grow and develop. There is a lot to learn about raising a child under normal circumstances, but when a child has special needs parents must learn this whole new language of medical and special education terms (Overton, 2005). Parents enter this new world where navigating for the best interest of their child is riddled with challenges and obstacles that they need to somehow overcome. This is especially true when parents are dealing with the special education program in their child’s school.

The idea of children with disabilities, whether they be mild or severe has been a very controversial and misunderstood topic. In the past inclusion has brought about huge changes for not only the students, but also the parents and families of these children, and staff at schools. Teachers and education professionals were the first to really feel the wrath and intimidation of this dramatic shift in education. There were several different factors that were coming about that made it very difficult for schools and teachers, the unorganized mandates were strict and didn’t allow much time for change. “President Gerald Ford signed the Education for All Handicapped Children Act (EAHCA) into law in 1975. Since the original passage of the EAHCA, the law has been amended four times and renamed the Individuals with Disabilities Education Act (IDEA)” (Conroy, Yell, Katsiyannis, & Collins, 2010, para.1).

Planning each day can be a challenging task. Teachers, who have worked with students of both disabled and non-disabled, have

“Teachers are often caught between the service delivery system embraced by parents and the services the school actually provides”, (E. Amanda Boutot, 2011, p. 68). I believe that utilizing the Social Communication, Emotional Regulation, Transactional Supports (SCERTS) model would be an effective tool in bridging the gap between the preferred approaches or methodologies embraced by the family, and the services provided by the school. The SCERTS model is not exclusive to other ASD approaches, and utilized parents as active members to developing the education programming best suited for their child. One problem that I foresee with the SCERTS model is establishing the extensive time needed to develop, and adjust the individual educational programming due to the demanding schedules of educational professionals and family members.

The key to any successful school district is the administration. Teachers essentially provide structure, organization, and the background of a child’s future. To educate students with learning disabilities, it is essential that the staff has the training and resources needed for the appropriate people, place, and time (Lazarus) (What is Inclusion, 2001, n.p). It is unrealistic to expect that regular education teachers will always be aware of the latest research or be able to readily adapt the school's

The Effectiveness of the Five Year Plans Stalin introduced the Five Year Plans. This brought all industry under state control and all industrial development was planned by the state. The state would decide what would be produced, how much would be produced and where it should be produced. An organisation called Gosplan was created to plan all this out.