The Impact Of A General Education Teacher On Students With Moderate Intellectual Disability And Autism Essay

Wilson, Faggella-Luby, & Wei (2013) present a cogent plan for Tier 3 Response to Intervention (RTI) for secondary students with reading disabilities, content, and pedagogy planning tools, content instruction, and instructional method implementation. Both research application lacks concerning Tier 3 RTI in high schools (Wilson et. al). RTI is curriculum that addresses the learning needs of all students that also includes screening and monitoring progress. Continuing, Wilson et. al define Tier 1 RTI, core curriculum for all students serving the needs of 80% of students, Tier 2 RTI, small group instructional intervention, serving the needs of 15% of students, and Tier 3 RTI, an intense one to one intervention for students who continue to struggle beyond Tiers 1 and 2, serving 5% of students. Wilson et al. provides information the reader needs to understand in the article without clutter, expressing their writing with economy (Zinsser, 2013). The article is unified in theme, gives enough information without giving too much, and follows a clear progression (Zinsser). “More simple, than complex” (Henson, 1999, p. 58), Wilson et. al’s article is an example of good writing.

Common Core State Standards define expectations for students in four strands under English Language Arts: reading, writing, speaking and listening, and language. The goal is that all students will demonstrate mastery in these areas as they become college or career ready. Further, the Common Core highlights the capacities of the literate individual. In the world of special education, too many students in high school struggle with literacy. There are Intensive Reading Clinic courses available to students with mild to moderate disabilities in Long Beach Unified School district. Of the various curriculums used in these classes, the LindaMood Bell Visualizing and Verbalizing program has gotten positive feedback from students and teachers.

GQ: Do I agree or disagree with what Stephanie Lindsey essay on “Autism and education”? From my point of view, I couldn’t disagree more with him. For him having a special needs son, I don’t understand why he feels like funding to get him up to standers should be taken away or lessened for smarter children. The way he describes autism he acts like it’s a disease or a virus. Being autistic cannot be cured without entirely changing the person you know. On the other hand, brilliant kids are offered so many opportunities as the school continues on, with honors classes, scholarships, schools that only accept a certain GPA, and jobs that pay well with little experience required. JWP: Reading Lindsey’s essay he talks about his autistic son and his

For their study Spooner et al., 2014 used four male elementary aged students diagnosed with autism. The teachers at the elementary school selected participants; all four students were nonverbal ranging from age 8-12. The interventions were held in two Special Ed classrooms in an elementary school located in the southeast. Five other students and a paraprofessional were also present during interventions. Four books were chosen for the study and modified to include a repeated storyline in order to highlight vocabulary. The four books were Where the Wild Things are, Rainbow Fish, Stellaluna, and Officer Buckle, these books were chosen because of their inclusion in a research-based literacy curriculum (Browder, Ahlgrim-Delzell, Flowers, & Baker, 2012; Zakas & Schreiber, 2010). The books were modified to ensure content validity; there were six listening comprehension questions for each book. One of the six questions was randomly assigned to be used for each

Those individuals who have a disability and are not able to read or write is discussed throughout this journal article. Education that is inclusive is suppose to guaranteed to those students who are disable. They have the right to be in a program within the school that offers them support. Resources offered in the community school aren’t given to adults, so children need to take advantage of these services being offered. Yes, education as a child is very important, but at the same time adults need to be given the chance to be provided with services in the community that will help them learn. Disable adults need just as much thorough effort to the rise of being able to have the readiness to the easy services as it pertains to literacy and proficiency.

Students with reading accommodations may require modifications to fully access the content and activities in this cornerstone task. Teachers may want to differentiate by:

Using social stories has proven to be a successful intervention for improving behavior and communication across environments for children with autism. Information for assessing and identifying target behaviors for social story interventions comes from information found in teacher and parent interviews, direct observations of student behaviors, and data collection. This information is then used to create the social story with specific steps and skills needed in obtaining the target behaviors. All participants in the presented journal reviews showed considerable improvements in participant’s target behaviors with the use of social stories. There was only one instance of a child not improving after the social story intervention was implemented.

There has been an increase in the number of children diagnosed with autism or other autism spectrum disorders. It is likely as an educator that you will have at least one child with this diagnosis in your classroom. This paper explores some of the methods used to teach autistic children.

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.

I do believe that general education students, who want to participate in extracurricular activities, should be held accountable for their GPA. Participating in these activities is a luxury and should be treated as such. For students with disabilities, however, I think that their participation in these extracurricular activities should be based on the individual student. In my opinion, it is hard to group all of the students with disabilities under one large umbrella GPA, especially with the numerous amounts of disabilities that the students are facing. Instead, I believe that the student’s intellectual ability should be taken into account with the students with disabilities. For example, if a student with a specific learning disability has

It's well-known fact that the shortage of special education professionals has created a great deal of trouble for human resources departments. Beside the insufficient numbers of applications for this position, retention rate is an ever-greater problem, as research indicates that special ed teachers are two-and a-half times more likely to leave their jobs than teachers in other disciplines (Horrison-Collier, Angela, "Special Education Teacher Retention: The Relationship Between Mentoring, Job Satisfaction and the Retention of Special Education Teachers" (2013).

The supplemental program will engage students with autism spectrum disorder (ASD) in a similar but modified model of guided reading instruction in a small group setting. This will promote a wide range of skills including a better understanding of the setting, plot, and theme, comprehension of literal and figurative language, as well as structure and craft of narrative passages. These skills will always be supported through teacher led explicit direct instruction, guided practice, and independent practice in every part or aspect of the program.

LAt the end of the study, Dynia et al. (2016) found that while students with autism knew more letters than their peers during time one and time two their peers outperformed them at time point three. Print knowledge was found to be lower for students with autism at all three-time points (Dynia et al., 2016). In addition, while alphabet knowledge seemed to be learned at a similar rate more variability was found in students with autism (Dynia et al., 2016). This study was one of the first to examine how print knowledge develops in students with autism over time. Dynia et al. (2016) acknowledged that because of the variability found among students with autism, students diagnosed with autism might benefit from participating in individual

According to the Individuals with Disabilities Education Act, students with disabilities should be placed in a “least restrictive environment.” One of the main ideas of this act was to improve the learning experiences of students with disabilities by giving them learning opportunities outside of a special education classroom. The number of students with disabilities being placed in their general education classrooms is increasing more and more each year. The U.S Department of Education’s 27th annual report to Congress on the implementation of The Individuals with Disabilities Education Act (2005) indicates that the number of students with disabilities in general education classrooms has risen to almost 50 percent. This is about a 17 percent increase from the 1997 U.S

A study was designed to discover the instructional effectiveness for boys around 11 years old between a regular classroom setting and a resource room. The study this essay evaluates is titled, “Reading Achievement by Learning Disabled Students in Resource and Regular Classes”. (Goldman, Sapp, & Foster, 1998) A regular classroom, or as it is specified in the educational arena as an inclusive model, is defined as the classic schoolroom where elementary students receive the bulk of their education from one teacher in the same room. A resource room, or narrowly defined in the world of education as the pull out model, is a fairly new development in the history of public education and is defined as “a form of special education for students with disabilities who are educated in a special education setting apart from their non-disabled peers” (Hurt, 2012, p. 27)