Research indicates that curriculum alignment, in particular, “is capable of diminishing, if not entirely eliminating, conventional predictors of student achievement, such as socioeconomic status, gender, race, and teacher effect”. However, once curriculum alignment is in place, standards only influence student learning to the extent that students receive meaningful instruction on their content. Consequently, effective classroom instruction plus aligned, standards-based curriculum equates to increases in student achievement. The curriculum audit will provide the school board, administrators, teachers, and customers a comprehensive objective look at how well the school system is delivering teaching and learning to its students. In addition, the audit will identify where the system is in its quest for improvement and what it has to do to in order to improve in specific areas.
LU6 Assignment: Using the information provided from the videos, MTSS information and previous slide, please respond to Question 1 Chapter 9 on pages 88 and 90. LU6 Question 1:“Meaningful Monitoring” by Joy Dye, Chapter 9 p. 88: What are some of the changes Mr. Lind can make in order to achieve his desire to have a more visual and accurate system of monitoring how his students are progressing toward their goals? (CC854)? Response: Mr. Lind, a two year special education teacher (junior high students), prepares for his parent report card conferences. He is seeking more than samples of work from the students to show the parents.
There are state and federal laws put into place to ensure that these students don’t fall through the cracks and get left behind. Such laws state that all special needs children must be given the same opportunities to learn as their peers. Social functioning is imperative for these students. Students with special needs often suffer from low self-esteem, have trouble making and keeping friends, and often feel shunned by their peers. As a special educator I must create goals and objectives to not only meet the cognitive needs of my students but their social needs as well.
No longer can guidance counselors or schools counselors simply make sure students are in the right classes or just work with the troubled students or clients. The guidance counselors’ attitude, effectiveness being accepted on good faith is no longer valid (Myrich, 2003b). It is now part of the school counselor identity to be accountable to others the effectiveness of the program in measurable terms (Brott, 2006, p. 179). Furthermore, guidance counselors are expected to “fix all types of behavioral and learning problems of students from varied cultural backgrounds (Fall, 2001 a.p. 316), while addressing each student as a unique entity (Roberts & Mills, 2009), according to a research of Eric Davis, 2010.
One of the most talked about issues of students with Learning Disabilities is about the inclusion. Whether they should spend their education time in schools in General Education or be driven away from it, and into a more specific and restrictive field of education often called ‘inclusion’. This very question was first brought up in 1968 by Lloyd Dunn, and again, 7 years later by IDEA in the USA in which they mention “students with disabilities are educated along with students without disabilities to the maximum extend possible, and only in cases of very severe disability that education in regular classes with the use of supplemental aids and services cannot be achieved properly” (Part B, Section 612) “Inclusion, is seen as a process of addressing
Every student regardless of their ability has the right to an education. Once the student qualifies for special education, the Individualized Education Program (IEP) is written and the team meets to determine the individual goals and where the student should be placed. This ensures the proper education is being attained (Parent Special Education Information, (n.d.). The placement for a student is determined by the student’s needs. The professional team will take the student’s learning and development, interests, cultural and linguistic factors into consideration when deciding on placement.
These expectancies can be based on diverse student characteristics, only one of which is past academic performance. The present study investigated three student individual differences that teachers may use when forming academic expectancies: the sex of the student, the family socioeconomic status (SES) of the student, and the student's after-school activities. (Hickman D., 2000) When designing a performance task, educators should make sure that it requires application, not simply
Childhood is protected against exploitation and against moral and material abandonment. ( Art.39(f) ) The state is under an obligation to provide early childhood care and education for the child till the age of 6 years. (Art .45) The state needs to raise the level of nutrition and the standard of living. . ( Art.47 ) The constitution provides for a duty on the parents and guardians to provide the opportunities for education to the child between 6 and 14 years of age.
Special Education is an umbrella title for an educational department that focuses on the rehabilitation of students and providing services for students who require extra academic support to be successful in the current school setting but are also in need of learning life skills that will help them to be successful later. The Merriam-Webster Dictionary defines special education as “classes or instruction designed for students with special educational needs” (Merriam-webster.com, 2017). To assist students with disabilities, the United States government continues to use the current reauthorization of the Individuals with Disabilities Education Act (IDEA) of 2004 which is currently known as the Every Student Succeeds Act (ESSA) of December 2015 (Department of Education, nd.). Per this amendment, the law states “Disability is a natural part of the human experience and in no way diminishes the right of individuals to participate in or contribute to society. Improving education results for children with disabilities is an essential element of our national policy of ensuring equality of opportunity, full participation, independent living, and economic self-sufficiency for individuals with disabilities.” (Department of Education, nd.).
The rationale for this assignment lies in both: my personal interest and questions raised by substantive research in the area of the role of paraprofessionals (TA's) within the wider framework of inclusive education. Therefore, the aim of this essay is to understand and analyse the role of TA's in greater depth and evaluate the aspects of inclusive classroom and the effectiveness of TA's working with less experienced and/or children with Special Educational Needs (SEN). The essay is structured in a way that it begins by defining the term of inclusive education followed by analysis on the effectiveness of TA's support on children within the inclusive practice. Throughout this essay, I am going to critically analyse and evaluate the role and