The Pros And Cons Of Exceptional Education

General education teachers ought to be included in training paraeducators (Collins and Wolery, 2012). Due to the fact that general education teachers are part of the instructional team for the special education students, they need to be included in training the paraeducators. The paraeducators are in the general education classroom more than they are in the special education classroom in an inclusive classroom. The paraeducators need to have a basic understanding of the strategies established in the classroom and how they can help to maintain any supports.

Special education teachers make a conscious decision to work on a daily basis with students who display various disabilities. Some of the disabilities include autism, negative social and emotional behaviors, mental retardation, multiple disabilities, mobility disabilities, traumatic brain injuries, as well as students who suffer from being blind and deaf. When these disabilities interfere with the daily educational activities of a child, the child is in need of the valuable opportunities provided in a self-contained classroom.

Today’s paraprofessionals who number upwards of 250,000 nationwide play an increasingly important role in the instruction of students with disabilities. (Annual Report to Congress, 2000). People who help give extra attention and instruction while the teacher is occupied is called a teacher assistant. Which is exactly the job that interests me most, and what I aspire to become. In this career field of human services one will find that you need an education, job opportunity outlook, as well as occupations similar to this career field.

The pros and cons of the inclusion of special education students in the public school system.

By working in a public school setting, I hope to integrate aspects of assessment, counseling, research, and skill training to create individualized intervention plans, and provide an optimum learning environment for all students. After receiving the opportunity to work with children with exceptionalities at Camp MATES and the social skills groups, I was stunned to discover how underserved that population is. I was appalled by the obscene amounts of money parents pay for their children to receive services tailored to them and their exceptionalities and how difficult it can be to get into those programs. As a School Psychologist, I hope to make academic success more attainable for all students despite their socioeconomic background. My goal is to assess students who are struggling academically to find an educational method that suits their individual differences and be able to refer them to community resources if needed. My dream is to bridge the gap between home and school and promote supportive environments in both that migrate seamlessly. I hope to provide students with strategies, such as social skills training, they can use to be successful both in and outside of the classroom. I aim to learn more about Learning and Intellectual Disabilities and interventions that improve the academic success rate of students with those

I interviewed Mrs. C. Mangum, a former English teacher, who is now a principal in Johnston County, North Carolina. In the beginning of our interview, Mrs. Mangum stated, “All children with exceptionalities are no different than non-disabled students, and should be treated as such.” The student is the main focus and the IEP goal and specifications are centered around them. The student, if found eligible, have the right to receive a free and appropriate education in a least restrictive environment that will allow for greater learning and achievement.

The classroom setting is kindergarten with a mixed environment of general education students and special education students. The child can do his work; however, he is resistant by saying he does not want to read or write because it is boring. Being WZ one-to-one paraprofessional is challenging since the child has behavioral issues that requires professional assistance for developmental support.

Teaching students with exceptional abilities requires funding, training and planning. Being in a regular classroom with children from various cultures, ethnic backgrounds and intellectual ability help students learn how to work together toward a common goal: reduce discrimination and stereotyping people with physical and mental limitations. Instructional strategies that break the work down so everyone learns better can improve education as well as reduce cost. This is achieved by including special education students in environments that will allow them to develop normal social interactions as well as receive specific attention to their learning needs. ("What is Special Education”)

There are three main stakeholders for special education students being; parents, educators, and school district officials. Communication between these three groups of people will allow for better understanding in regards to plans and programs for students (Hughes, 2015). It also allows for everyone to learning new things as a group and ensure that all students are going to receive the best education throughout their years in a public school. Not only will current students benefit from the gathering and consulting of parents, teachers, administration, and others district school officials but all future students with exceptionalities as well. Every student is different and every school year there is a different issue that can be faced, however with proper consulting there is a higher chance of these students leaving at the age of twenty-one with skills and knowledge to become a member of

paraprofessional help keeps the students on track. Mrs. McDermott told me that every week, the special education teacher and her meet to talk about the week ahead. They communicate lesson plans and how the students with the IEP’s are doing. They talk about strategies they could use to help those students improve. Overall, the special education teacher, paraprofessional, and Ms. McDermott have good communication.

My continual yearning for knowledge and understanding of children’s development led me to complete an undergraduate degree in Elementary Education with a Mild Intervention Licensure. A deep commitment to improving children’s lives and a passion for teaching, learning, and student success, has led to my decision to apply to graduate school to earn a Master’s Degree in Education. During the last two and a half years, my preservice teaching provided me with invaluable experience in both general and special education classroom settings across the curriculum. This has expanded my understanding of the progression of these subjects, the importance of creating a solid foundation to support student’s future learning, and the real

This article is extremely relevant not only in the field of education, but it is also relevant to issues that educators and those in the education field are currently experiencing. This article seeks to determine what and how to make school-based intervention teams more effective for those providing the educational services (educators) and those receiving the educational services (students). Special education is a prominent concern in world of education. Many students are not receiving the help that they need or deserve and education systems should be continually refining and searching for ways to improve and advance intervention plans for all students. As the article suggests, there has not been much research conducted in this area. It is a relatively unexplored and growing concern. This research and the author’s

We are committed to serving all students of our community among all ethnic, racial, and socio-economic backgrounds, including our ESOL and Special Education population, and recognize that there are students who have abilities and academic aptitudes that differ from their school-aged peers. Therefore, they require special instruction, services, and experiences, which go beyond the general curriculum to further develop their potential. A committee of professionals within the school building will work together to analyze multiple forms of evidence including, but not limited to, assessment scores, referrals, student work samples, and teacher and parent narratives to determine eligibility based on the interactions between

California University of Pennsylvania offers a plethora of activities, clubs, and organizations to its students. It seems as though there is a circle for every interest or major. Being an Elementary Education Major, I have been taking a course on Special Education. The progression and improvement of this field fascinated me greatly. My professor of this class suggested I look into the Council for Exceptional Children.

Families’ attitudes and understandings of children’s exceptionality. To increase the degree of participation, involvement, and engagement of CLD parents in special education and IEP, besides support from outside environment, the key point is the change of consciousness of each family. Understanding, accepting, respecting, and receiving help from special education positively and naturally should be achieved by CLD families with children identified formally as exceptional pupils.