The Importance Of Education In Special Education

In addition to IEP meetings, the parents of students with special needs are usually pretty involved in their student’s education. Lines of communication are completely open between Mrs. Sanchez and her student’s parents. This important because it keeps parents and educators in constant contact with each other in order for the teacher to give updates on student performance, home homework strategies, and any important information that may be useful to one another since a disability does not go away after the child leaves the classroom.

Special education- Special education provides students with disabilities with the support, resources, and services to help enhance their learning. Special education should includes the practices of providing various instructional, differentiated teaching, and different types of assessment in order to meet the needs of diverse learners and students with various disabilities. Special education should also include individualized assessment and planning as well as specialized instruction in order to meet the needs of individual learners. Special education should be individualized because every student learns differently. This means materials and curriculum may need to be modified in order to meet the needs of a student with disabilities. Special education should also involve collaboration between professionals, general education and special education teacher, the school district and parents in order to create a learning environment that bests fits the child.

Beakstead, personal communication, October 31, 2013). Alternately, another student’s area of concentration might be based solely on independent living skills at home or with caretakers, and less focused on academic goals. As the goals are implemented by the special education team the student’s achievements can be evaluated daily, weekly, or monthly and in independent and group settings until mastery of the IEP goal is achieved, and where the learning goals of the IEP are age and skill level appropriate and address the future needs of the student. Additionally, these experiences encourage opportunities to practice new knowledge and skills, where teacher-directed and student feedback is available, and where instructional practice and student expectations can be reflected on and adjusted if necessary (Johnson-Gerard, 2012).

Originally, he started working as a High School social studies teacher. A typical workday for Mr. Studnicka includes coming in contact with 50-60 kids. As a special education teacher, he spends his time re-writing test, quizzes, and assignments for those who need it. There are many challenges that come with Mr. Studnicka’s line of work. One of the hardest parts of his job was switching from a normal

Many special education students struggle to learn the curricula material when the information is organized and expressed by standard strategies and through general special education programs. However, customizing lesson plans and teaching strategies according to the particular needs of each individual student can help motivate each student to thrive and finish school. The customized plans can enable the students to more effectively comprehend the information, become engaged by the course material, and remain encouraged by the improved test scores. The customized lesson plans should also include strict attendance and scheduling procedures to help enhance the stable atmosphere of the educational experience and to help monitor the progress of the students (Allensworth and Easton, 2007). Additionally, another strategy that can reduce the dropout rates is to maintain close relationships with the parents. Ensuring that the teachers establish positive relationships with the families can enable the parents to understand the needs of their children, the tactics being implemented by the teachers, and help the parents encourage their children to remain focused and enthusiastic about the courses. Thus, schools can help reduce the dropout rates of the students by customizing lessons in ways that are most conducive for each individual student

This type of placement in the special education setting means that the student’s best chance for success lies in a specialized school or school setting that is specifically designed to address special learning or behavioral needs (Mauro, 2017). It is in this school setting or classroom setting that students with special needs have the benefit of receiving the highest degree of structure, routine and consistency throughout the day. However, a student requiring this type of placement, may lose out on the opportunity of communicating with the general education population at least for a short amount of time (Mauro,

Children with disabilities have many services offered in the schools at no cost. Some of the services that are available are speech therapy, occupational therapy, physical therapy and social work just to name of few. To be eligible for special education services, students must meet certain criteria. Or the parents may express concern about performance of their childs' academic level. Once the student has their evaluation and are eligible, an Individualized Educational Plan (IEP) is written. The two main goals for support services is: to help students achieve independence and the ability to communicate and interact with their environments.

A second grade English Language Arts and Reading educator in the Seminole Independent School District was asked to partake in an interview about the disproportionality of African Americans students in special education programs. In the interest of confidentiality, the interviewee’s name will not be disclosed throughout this paper. To discuss questions surrounding the aforementioned topic, it was important to gather the educator’s experiences about special education programs in general. In her third year of teaching she taught in a self-contained classroom, where students had severe and profound disabilities. She quoted seven years of teaching experience, where she have taught general education co-teach classes and one inclusive class. She

General education teachers often need support in their classrooms from special education teachers and paraprofessionals (Jung, Gomez, Baird, & Keramidas, 2008). Teachers are accountable for documenting the use of the accommodations. The general education teacher should meet with Joseph’s special education teacher to discuss the accommodations and model ways to implement them. Joseph should also be responsible for his role in understanding what his accommodations are, and if they are not being followed, be taught how to politely ask the teachers

SEN Assignment a) According to the NCSE (2014) ‘A whole-school approach is adopted by schools to the education of students with special educational needs, including programme planning and the implementation of early intervention and prevention programmes’ (p. 5) The whole school approach to interventions is very important in addressing and supporting Aoife’s needs. Aoife’s individual case would be categorised under school support (For some). ‘School Support (for some) is an assessment and intervention process which is directed to some students, or groups of students who require some additional input (NEPS, 2006, p.4).

Because our Special Education team is so valued among our staff, we believe it’s important for all teachers to have a resource to turn to for the same guidance they provide in person. In this manual, you will find sections related to classroom environment, behavioral management, student assessment, intervention planning, content delivery, addressing student challenges, and much more.

Prior to tailoring learning to the student’s needs, it deems necessary to establish the Specific Learning Disabilities (SLD) through additional testing and a specialized team observations. Once students are labeled as needing special education teachers can create specific problems

It is believed that all students have specific, varying needs and learning styles. As an educator, it is my duty to meet the needs of every individual and make accommodations; especially in regards to a student with an exceptionality. Special education should not be a separate division of a school but rather an integral piece to complete the entire structure. Students with exceptionalities should be given the exact opportunities that an able-bodied student would have in areas such as, but not limited to, education and extracurriculars. They should be encouraged to participate with their fellow peers and build relationships with students of all personalities and characteristics. Maintaining a level playing field in all aspects of a student’s

Students with Neurological Disabilities can present unique challenges in our classrooms, both for teachers and the student. Using one of the specific disabilities mentioned in the chapter, develop a plan for the classroom teacher to begin their accommodation of that student in their classroom. Refer to page 203 (Bennett, Dworet,Weber) to assist you in your answer. Keep in mind that having a support person (Educational Assistant) in the classroom does not take away the classroom teachers responsibility for developing an educational program to be carried out in conjunction with those support staff.

My first day observing in a Special Education classroom I was introduced to a senior who recently suffered from a Traumatic Brain Injury. When I was talking with her she seems as “normal” as you or I must have back in our high school days. While we chatted away I asked her what exactly happened and she told me, she was swinging and cracked her head wide open and one thing lead to another all of a sudden she found herself diagnosed with a severe brain injury. Like I said talking to her and watching her do some work she seemed completely normal but she was lacking the knowledge on why she was doing things, yet she knew they still needed to get done. Like washing the fruit and vegetable in the kitchen, she could not remember why it was important yet she knew that it was.