All the students in each of my tutorial blocks(e.g 21) are classified as special education students. Some of my students from each tutorial block take math, science, technology, and english inclusion classes with their classmates;however, instead of taking any social studies courses the students taking tutorial with my cooperating teacher. One student from the first block is taking a resource math class, and two other students from my tutorial classes are taking resource english. Due to this, I will keep in mind to plan more materials and practice work that will aid in remediation for subjects that the students are taking a resource class for. For example, I will print out any graphic organizers that will assist them and I also will be …show more content…
Additionally, some of the work will be altered to fit the student’s ability level,but the student will have to accomplish the same objectives as their other classmates for each lesson. For example, the students that struggle with math will have math problems that do not include too many numbers(e.g negatives, fractions) that they will struggle with. The types of assistance that I will give students that struggle with math are manipulatives, copies of step-by-step procedures or task analysis,think alouds. In addition to this assistance, all of the students will have days when they can work to accomplish their IEP goals in a cooperative group setting. During cooperative groups or group assignments, resource students will be paired up with classmates that perform better in the subject area they are taking a resource …show more content…
Since I have a lot of students that have ADHD, I have to constantly redirect students during classroom discussions and class work. I also have created a positive behavior system to work as reinforcement for the students to behave appropriately and complete their class work. I use a three strike system for my students that behave inappropriately(e.g disrespectful, off task, arguing with a teacher or student, etc.). After receiving three strikes, the students will be written up and one specific student will be escorted to the behavior specialist office. This system is already set in place so the students are familiar with it. I will also have to include more physical and interactive lessons to fully engage each of the students. If I do have to do any lectures for a lesson, will liven it up by performing game show-like quizzes and videos. I will also make some guided notes that the students can fill out throughout the lecture and use during the game show-like quizzes. Additionally, some of the work or tests that I have designed for the students will be cut up for some students with ADHD to help them manage their work more easily. One student in particular will require a timer during tests and some independent work to help her with managing her time wisely. For the ELL student, I will have a word bank that contains definitions to tier 2 or tier 3 words. I will also include some content about her culture
There are numerous ways of meeting a student’s individual needs. These can be by differentiated tasks which will be linked to their individual education plans. (See IEPS include). Other ways can be giving some students who it
- giving support to pupils (individually or groups) who need to finish a particular task
Medication might need to be used in order to help Ian deal with his disability. Medication would make the punishment and reward system work better, because the Ian will be able to cope with his ADHD in a better fashion. The reward and punishment system should work well for Ian. It will show him right from wrong and offer him with the communication skills needed to interact with other students. Once Ian has his disorder under control, it won’t be as difficult to get along with other students (Treatments).
For my Field Experience I chose to observe at Krahn Elementary which is a part of Klein Independent School District. After my approval, I was assigned to four teachers and their classrooms. I observed at Krahn Elementary on six Tuesdays between 15 September 2015 and 27 October 2015, and more or less followed the schedule that was given to me by the Assistant Principal Ms. Shannon Strole. From 8:30 am to 9:15 am I observed Ms. Judy Burkes, who is a third grade Math and Science teacher. Her classroom is comprised of twenty students which range from average to below average learners and a student with ADHD and another with autism. For most part of my observation, M. Burkes had been working with her students on fractions and multiple digits addition and subtraction. From 9:15 am to 10:30 am I observed Ms. Lisa Parker who is a Math co-teacher and resource teacher at Krahn Elementary for grades K-5. During my assigned time, Ms. Parker usually joined Mr. Duru’s fifth grade class of twenty three students as a co-teacher and when required would pull out a group of six students after initial instructions from Mr. Duru and would teach them the concepts separately at a slower pace. This particular group of students with special needs was mostly seen to be focusing more and more on mathematical word problems. These students were students with Learning disabilities, behavioral issues and one of them was a student with ADHD. From 10:30 am to 11:15, I was with Ms. Janice Bluhms, who is a
In any instructional program, there is usually a wide variety of abilities among the learners. Some will have extensive experience, while others are somewhat limited. The educational background may extend from high school dropout to college graduate. Many other variables will affect the progression and productivity of the learners. Provisions must be made to compensate for these differences. In a self-paced course, extra modules can help the learners that are having difficulties. In a lock-step course, additional instruction, reading assignments, or study halls may be required to keep the slower learners on pace with the other
Mrs .Sikkema said she has foyr high achiever students and two students who are on behavioral plans (Sikkema,2015,personal communication). She also said it is important to document and observe the students so you can understand their needs. I like how Mrs. Sikkema meet the learning needs of all the children in her classroom. Mrs.Sikkema help me to do my lesson plan in a timely manner. When I observe the classroom I was shock that the students was well behaved and attentive to the students. I have a lot of expereiences implementing different leson plans which was time consumer but it help me to do be able to implemnent a lesson plan in the future. Differentiated Instruction for Exceptional Learners provides an introduction to children and youth with a wide range of exceptional educational needs. There are five learning style auditory, visual, tactile, kinesthetic, and tactile/ kinesthetic (Differeitate Instructional
All groups would meet three times a week, so we would meet every other day to work on the required skills. I broke my level one students up into two different groups. Group 1 consists of student 1, student 6, student 15, student 20, and student 23 while group 2 consists of student 9, student 17, student 22, and student 25. All of group 1 students scored a ninety percentile or higher in reading comprehension (RC) so I put these students together so I can provide them with more challenging strategies and higher-level skilled work in order to help them continue to grow academically. Some of the strategies I would use with these students during small group instruction would be using context clues to, learning new affixes, and root words to help students read and understand unfamiliar words. I would also work with these students on different grade appropriate text structures, text features, summarizing, and main idea to build reading comprehension skills. While my group 2 students are still overall, high leveled students they scored below the ninetieth percentile but above the eighty-fourth percentile. These students would also receive many of the same instructional strategies that would challenge them, but also help build upon their existing skills in reading comprehension, vocabulary, and reasoning
One of this school districts bureaucratic shortcomings was due to the weak reward system in place that hindered the implementation of creative and innovative teaching techniques, promotions, compatible wage adjustments and recognition. I, myself, am affected by ADHD, an attention-deficit/hyperactivity disorder of the brain and; therefore, know how difficult it can be to stay focused and on task. Consequently, I incorporated some self-thought techniques, such as closing my eyes, taking deep calm breaths, try not to think about anything for a minute or two and then focus on one specific task at hand before taking a test, for example. However, as support staff, my efforts to help students with some coping techniques was either not recognized or frowned upon. Furthermore, there was no system in place that recognized the
Specific Learning Disability – the teacher could adapt the direct instructions and maters use during the lesson and practice time. The teacher could incorporate partner work for students to collaborate in small groups.
Victoria Dickerson is a second year teacher at Carolina High School teaching in the Self-Contained special education classroom. Victoria’s expectations for her students are high and she often uses innovative techniques which include project-based learning strategies. Her students are always solving real world problems that will not only prepare them for work but provides them with the necessary life skills they need to be productive after high school. The students in the classroom range from being low-functioning intellectually disabled students to students how are on the middle school level in reading and are categorized as learning disabled. Even with the population she serves, she still challenges her students to be excellent. During
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).
B. Inclusive learning, e.g. the use of different delivery methods, resources and adapting session plans.
For example during my teaching practice, as I have mentioned before, I have several learners for whom English was not their first language. A learner with reading difficulties would also require individual learning support. It is important to manage the initial assessment plan effectively to obtain information to ensure that the learners experience is fully supported throughout the course. When planning lessons I think about the level of my learners and their individual learning needs. For example teaching and learning activities planned for Entry level one, the learner would have to differ from activities planned for Entry level three learners. I plan activities that all learners will be able to complete; still some learners may need extra support if for example English is not their first language. Wherever possible I keep away from having different activities for learners of different abilities as this could effect to having a learner feeling inferior. (Reflective log,
Special education teachers are trained to work with children who have a wide range of disabilities. One of the primary responsibilities of a special education teacher is to assess her students' cognitive abilities, and modifies the standard age-appropriate curriculum to create a custom plan for the student. This plan is called an individual education program(IEP). An IEP often includes a number of social and emotional development goals as well as specific academic areas to be taught. The special education teacher’s core task is to meet each of the goals established in the students’ IEPs. In some cases, the special education teacher is located in a separate classroom. When this is the case the teacher will creates lessons geared to meet the objectives of the students’ IEPs. In many instances, special education students are placed in regular classrooms. In that situation, the special education teacher attends classes with her students. She often will work with students on life skills and behavior modification techniques as well. Skills that special educational teachers should possess include, better than average stress management, great multi-tasking abilities, quick thinking, and creative problem solving. A special education teacher must be able to think outside the box and develop an array of teaching methods and techniques to meet the needs of each individual student. Special education requires a vast amount of detailed record keeping, so it is essential for these teachers
This involves assigning students within the classroom to small groups based on ability with each group working on their own material according to their ability level. "Within-class grouping appears to be a useful means to facilitate student learning" (Lou, 451). "The positive effects are slightly greater for low-achieving students than for average or high achievers" (Hollifield). A child may have lower abilities in one subject, but be more proficient in another; the child should be placed accordingly. For example, an elementary child may be placed in a low ability group for reading and a high ability group for mathematics, but for social studies, spelling, and science be with the entire class. This enables the child to get needed help in the weaker area and extra stimulation in the stronger area while allowing the child to interact with all of his peers in other subject areas. Many elementary schools use within-class grouping and it has been effective.