all the girls in the front and all the boys were back. Every day, two students come from special education classroom with the teacher assistant and spend 45 minutes. They come in the reading time. They have a separate table in the front of the classroom. The general education teacher uses the same curriculum that special education teacher uses an (All-Star Programme) for both students with special need and the other students.
This year Smith’s class consists of 22 students, 6 of which have an IEP or 504 plan, and one student in the process of being evaluated. Throughout the day, several of the students with exceptionalities exit the classroom to work with special education teachers. In addition, one of her students uses assistive technology, specifically an Ipad with targeted learning apps, to assist him in the general education
In accordance with Piaget’s theory, the learner interacts with objects and events available in the physical and social environment and therefore comprehends the objects or events using the process of assimilation, accommodation and equilibration. The learners, therefore, construct their own conceptualizations and use them to generate solutions to problems. This theory also suggests that humans create and construct knowledge as they try to bring meaning to their experiences. In the differentiated classroom, teachers should facilitate the learning process by organizing learning activities and using variety of aid material according to the level of students’ cognitive structure to enable them to construct knowledge through their
By giving students readings before class, they will already have an idea of what will be taught and discover what they need more clarification on. This will benefit the student by giving them exposure to a new type of learning, giving them more responsibility, as well as chance to discover how each individual learns
This section will be an hour long to complete. The fifth activity will be an individual activity. Each student will have to quietly sit at their desk and take a final exam. This will take 30 minutes to an hour to complete. Formative assessment: I will be providing students with a quiz.
I spent my fifteen hours observing two special education classrooms at Sulphur Intermediate School. One focused on math and the other on reading, though many of the children I observed worked in both classrooms. The students were in the third, fourth, and fifth grades. Most of the students had mild to moderate disabilities and simply needed extra help in reading, math, or both subjects. They did not stay for the entire day, but rather came for certain periods.
It is important that high school students have training and experience that allows them to be prospective employees. In a recent study, 87% of new jobs created require employees to use multiple computer programs for entry positions. By redesigning school curriculum to recognize the needs of the workplace, this will enable students to have more viable job options after graduating high school. An updated school curriculum will increase students’ chances of getting hired for entry-level positions, leading to many job opportunities. In the end, there will always be a place for classic subjects in school.
The professional team will take the student’s learning and development, interests, cultural and linguistic factors into consideration when deciding on placement. The student could receive their education in a self-contained classroom, a resource room for part of the day, or in an inclusion classroom. When deciding the proper place, the IEP team will also take into consideration the student’s social interactions, meaningful academic engagement and increase the student’s motivation. Social interactions are a fundamental component of any students learning. According to Dalien (2016), a self-contained classroom includes smaller groups of students, one on one attention and creates a more close-knit environment.
Qualitative data was collected through interviews, focus groups, student work, and a teacher research journal. After analyzing the data, it was revealed that multi-sensory education can lead to student motivation as well as provide an opportunity to use technology and make connections to the outside world. The findings of the study indicated that multi-sensory education can also help teachers to access students' needs and aid in fostering a positive classroom environment. Finally, using a teaching approach that targets the senses promotes the development of a student-centered classroom, and can encourage students, who may have been silent within traditional classroom to emerge and have a voice within the multi-sensory classroom. Teaching through multi-sensory approach has many implications for new teachers, such as this teacher researcher, who are seeking ways to actively and meaningfully engage students within the