Scenario 1: It is very important that all students have access to the Tier 1 Core Instruction provided by the teacher. When I read chapter 1 in the textbook, it states that core classroom reading instruction provided to all students is based on scientific reading research(Vaughn, S. R., Bos, C. S., & Schumm, J. S. 2017). Teachers provide the core instruction at the level of instruction and should be able to meet almost all the needs of the students in the classroom. My first step of action would be to reach out to the Special Education teacher and see what supports they are giving to the students when they are taking them. I would want to communicate with the Special Education what my concerns are and that I am not able to find the time to reteach them the skills they are missing. Hopefully by communicating with the Special Education teacher I will be able to figure out whether they are helping with the skills they are missing and we can also brainstorm some ideas of how we could make this happen in the classroom. With …show more content…
If I noticed that a majority of my students were not making progress on the skill then I would want to look into how I could differentiate my teaching to help students make progress towards the goal. I would want to collaborate with my colleagues to see if they had any ideas on how I could help my students. They may have other strategies they use that could help my students be successful.
When reading the textbook it talked about how you should be able to communicate with your colleagues to help you problem solve students. This would be an example of when this idea could be used. (Vaughn, S. R., Bos, C. S., & Schumm, J. S. 2017). I could also look into how I am presenting the information and might need to change how I do that. The students might understand better if I present it in a different
three phases G1, where the cells grows up to double it’s original size, S phase, where the dan is replicated , and G2 ,where the cells finishes it growing and prepares to go into prophase. Prophase is where the cell’s nuclear membrane dissolves. Chromatin tightly coils and condenses into chromosomes. Spindle fiber begins to appear and then the cell goes on to metaphase. During metaphase, the cell’s spindle fibers attach to the chromosomes and the chromosome aline in the middle of the cell.
Richer Milner IV, Author of Start Where You Are, But Don’t Stay There: Understanding Diversity, Opportunity Gaps, and Teaching in Today’s Classroom, believes that there are students placed in this program for two reasons: Teachers don’t want to deal with them or don’t know how to be responsive to them. Therefore, special education should not be blame for the disproportion or to be seen as a program to discriminate students because of their
The one solution that most school has pushed for is a strong response to instruction (RTI) framework used for reading and math. RTI allows for student to receive instructional support for needs academically. RTI must be attempted before a child is referred to special education. This is to help decrease the amount of children who are
As a Special Education Teacher, I am committed to working with children who have challenging behaviors. My objective is to help students develop self-regulating skills and to be able to function as part of a group. I believe that every child should be given the opportunity to achieve their maximum potential of communication and functional independence in order to build self-esteem and self-awareness. Through the mastering of these essential skills, a student will gain the ability to reach their fullest potential in all aspects of their lives. My overall goal is to make difference in the lives of my students by providing an educational program that will maximize the abilities of my students and prepare them for a more independent setting to
Other student may grow frustrated quickly, and begin to lash out at both myself and the other students. And on the other end of the spectrum, are my students who will not say a word. They need to be continually coaxed just to answer a simple question. There is no right strategy that will help all my students. However, I try to show them how they should act, and hope that
This conforms to the notion of “hand over principle”, Dunphy and Dunphy (2003). When the students work independently, the teacher should have his strategies to deal with frustrations ready. He has to make sure that the contents of the task fall within the students ZPD and a good interaction with the students is provided, Wood, Bruner and Ross (1976). Students should be given meaningful feedback which is a very crucial point, particularly a verbal one as it allows a dialogue through talk. Misunderstanding can be picked up and addressed.
Ms. Bryant states that she uses 21st skills in her lessons, provide one on one support, reteach materials and student input to address learning problems in her classroom. Finally, Ms. Bryant was asked how she feels about students with intellectual and learning disabilities being required to take the same End of Grade Test (EOG) as their non-disabled counterparts. She finds the situation to be unfair. Students who read on a first or second grade level have to take 6th grade EOG’s does not make any sense.
Logan, I have to agree with you on when a general education teacher works together with a special education teacher, the general education teacher is able to understand more in depth the needs of students with special needs and why modifications are important to being implemented to helping students achieve higher performance. Some general education teachers have never worked with students with special needs; therefore, they need guidance and support to learning new methods to include within the classroom. Another important strategy that general education teachers often forget is learning more about the students who they are servicing and how to better accommodate them in the classroom so that they don’t feel left excluded compared to other
The first observation was conducted on August 30th at 9:00 a.m., while the student was participating in the special education resource room. The observation took place for a total of 25 minutes. For the duration of the observation the student was seated at a small table working one-on-one with the special education teacher. Along with the student being observed and the special education teacher, two other students, as well as, two paraprofessionals were in the special education resource room during the observation time. One student and paraprofessional were working one-on-one at a small table, while the other student was sitting in a bean bag chair reading a book.
Still, special education is one responsibility that we cannot afford to get wrong. Instruction can play a significant part in their prospective outcomes. Therefore we need to develop a well-defined philosophy regarding special education that considers the laws, your beliefs, and feelings related to working with students with exceptionalities. To become a better educator, I have developed my own personal philosophy with those considerations
According to Ripley, S. (1998), traditionally, special education teachers worked with students in a self-contained environment as well as the general education teachers worked in a room alone. However, overtime, learning disabled students more and more are being included in regular education classes. Therefore, the need for collaboration between the regular education teacher and the special education teacher continues to grow. Today, many schools are setting up cooperative teaching programs that team a special education teacher with a team of regular education teachers in order to reach all students and have them all benefit from the same lesson plans. The special added exception is that the learning-disabled students have the extra benefit of having someone who specializes in
Schools need to provide students with resources such as an RA or SNA (Special Needs Assistant) to students or teachers that want or need one. They also need to provide specific framework for students such as IEPs etc., allow pre-entry contact for pupils and parents, and create a strong relationship with parents based on constant communication. If schools can effectively provide these resources for students with special needs, the transition from Primary to Post-Primary education can run smoothly and create great educational experiences for these
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.
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. So, when the students with special needs came to the class.
In regular education classrooms the majority of the time students receive whole-group instructions. Their methods of instructions consist in lectures, discussions, case studies, writing, group projects, public reviews, and independent student projects. In contrast, different instructional techniques are used for some students with special educational needs. Instructional strategies are classified as being either accommodations or modifications. An accommodation is a reasonable adjustment to teaching practices so that the student learns the same material, but in a format that is more accessible to the student.