Using effective teaching strategies, the teachers implement the goals and objectives in the IEP along with accommodation and modifications to meet the students learning needs. And lastly, the student is to try their best, and communicate with their parents or teachers when things are not working for them. The IEP is for them, they are the ones who will now goals identified and services identified are helping them or not. It is important for the adults in the child’s life to ask them how they are doing, and what they feel is working well or
One most important tip is for teachers should educate themselves and learn as much as they can about intellectual disabilities. There are some techniques and strategies that teachers can also use to support children educationally. First teachers must recognize that they can make a difference in student’ lives by finding out what their strengths and interests are, focus on them, and create opportunities for success. Teachers must also be concrete as possible by demonstrating what they mean rather than giving directions verbally and tasks that are longer in steps should be broken down into smaller steps and provide assistance when necessary. As it relates to student skills, teachers should teach life skills such as social skills and occupational awareness and exploration by involving students in group or club activities.
Taking courses and reading books are good ways for leader to acquire foundational knowledge, but new skills will be acquired only when they are practiced on the job (Hughes, 2015). Staying involved in activities, shadowing, and observing what others do will also help build intelligence. Next in my plan, I would include obtaining a mentor who is willing to take me under their wing and would bring forth valuable perspectives and insights through close association (Hughes, 2015). Leadership development through feedback-based approaches can help identify” blind spots” an individual may be unaware of, as well as help prioritize which aspects of leadership development represent the highest priorities for developmental focus (Hughes, 2015). This is the plan I would design in developing myself into a “perfect”
Introduction Leading groups has always been a passion and this group process was no exception. The topic that I picked was the idea of play, this was something I was interested in exploring more and the group allowed this to happen in ways I did not see coming. This paper will explore my skills throughout the three sessions with a focus on the twenty-minute clip, please watch minutes 20 to 40. In this paper, I will examine my use of skills that worked and did not work, what future sessions on the topic could look like and what I would like to work on in the future. From there I will explore group processes, what being a client was like and how I will use this experience in future contexts.
One important thing that I learned was that, teachers don’t just need to teach based on the book. As a teacher we also need to teach our students the good attitude in all aspects. We need to build a good person for a better future. Based on my experience students need to feel that they were appreciated and loved by their teachers, as their second parent in school, they are looking for love and concern from their teachers. I can say that teaching students is like planting a tree,
I was never the perfect student, nor was I always perfectly behaved. I understand that there are more people like this, that is why I strive to help others in achieving their own personal goals. Spending time at school tutoring sessions, and the school band program has allowed me to help people in the way that I strive to. I am able to help people become better at a school subject that they may be struggling with, or even teach someone how to play certain type of percussion instrument that they may not have known how to play. I want to be able to look back on those experiences and know that I may have inspired someone to help others in the same way that I did for them.
Two types of knowledge is identified in psycholinguistics; declarative and procedural knowledge. Declarative knowledge represent awareness of objects, events or ideas which is regarded as schemas. Procedural knowledge; on the other hand, describes how learners use their declarative knowledge. It entails the interrelating of schemas in to patterns (Jonassen, Beissner & Yacci, 1993). Structural knowledge is an intermediate type of knowledge that mediates the transition of declarative in to procedural knowledge and facilitate the application of procedural knowledge (Diekhoff, 1983).
The quality of an IEP plan can vary based on factors such as the school, a teacher, and the child’s individual characteristics. Researcher’s of this study consider an IEP to be an “educational map for children with disabilities” (Ruble, McGrew, Dalrymple, & Jung 2010). Previous research addressed in this article indicated that in recent years IEPs have received some negative feedback from parents who believe that their child’s education plan is inconsistent and has unrealistic expectations. As a result, numerous legal battles have arisen between angry parents and school boards. Researchers of this study were interested in developing a tool that measures an IEP’s ability to successfully help children with ASD and examine the relationship between IEP quality, the teacher, and the
All immediate family is encouraged to attend the child’s IEP meeting. The IEP will help the student get the best and most appropriate education possible. The IEP will help outline the students strengths and weaknesses as well as his or hers goals for the current school year. After each school year the students educational and or speech/occupational goals will be revisited and redone to help the student grow in his or her educational realm. The students’ goals are always time based and appropriate for the child.