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Annotated Bibliography

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This article was about creating access to the general education curriculum. The article went over the federal policy on linking grade level content for students with significant cognitive disabilities. This means that it is linking the grade level content and the general education curriculum to a comprehension level of each particular child that has significant cognitive disabilities. This article includes a lot of detailed information about the federal policy and also how to link grade level content to each student with significant cognitive disabilities. This article talks about the three levels of communication. This article goes over how to make sure that students with significant cognitive disabilities are able to access the curriculum …show more content…

This article contains information that is very pertinent to anyone in the education field or going into the educational field. This article is very detailed on both the federal policy along with how to link the grade level content with the general education curriculum to each disabled student. This article gives information that every teacher needs to know. This article gives you examples of how to link the general education curriculum with grade level content to the student with significant cognitive disabilities. This article gives a lot of information that I didn’t know about. This article is very well organized and laid out. This article is very educational and informational without having a lot of in-text citations. The article educated me on things that were important to my education and also to my future career. In this article it gives plenty of information to make a lesson that is both set for grade level content for both the general education curriculum and also for the student with significant cognitive …show more content…

The article has influenced what I will do by making sure that everything I do in the classroom can be linked to grade level and general education curriculum but is also adapted for students with significant cognitive disabilities. This article has influenced what I will do in my classroom by assuring that everything can be easily adjusted for students with significant cognitive disabilities. I will use the information in the article to reflect on whether the lessons will be easy or hard to adjust to the students with significant cognitive disabilities. I will use the information from the article to make sure that everyone knows how to adjust the lessons and activities for children with significant cognitive disabilities. I will use the information by covering all of my bases when it comes to the law and policy for students with disabilities. I will make sure that the lesson can be taught many ways to ensure that all students will understand and comprehend the material. I will use the article when making sure that I am fully preparing all of the students to exceed expectations on state and national standardized

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High Stakes Assessment Case Study

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Why is it important that students with disabilities have access to the general education curriculum? What are some ways to help these students to access the general education curriculum? If students are limited to only a resource room for their educational experience they run the risk of receiving a narrowed curriculum reduced to practice of individual skills. Exclusion from general education classrooms may also result in lowered expectations because students are not exposed to peers with skills that they are working towards learning.

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Section 504 Analysis

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Three laws that have shaped and resolved the rights and services available to the students with disabilities will be discussed in this section. Section 504 of Rehabilitation Act of 1973, the Individuals with Disabilities Act( IDEA )and The Americans Disabilities Act( ADA). The IDEA is the major federal statute providing educational rights to students with disabilities. Even so, two other statutes, Section 504 of the rehabilitation Act and ADA which was modified recently (ADA,2006,2008), also have implication for the disciplinary process when it involves students with disabilities ( Russo & Osborne, 2009). Section 504 of the Rehabilitation Act is the first federal civil rights law protecting the rights of persons with disabilities.

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Lavancia Lino Thesis

38 Words | 1 Pages

Lavancia Lindo, I concur specific learners does need additional help in achieving literacy. Moreover, important multiple resources are available for students with disabilities considering their challenges. Therefore, educators will adhere to individual’s constitutional rights when distinctive issues arise.

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Miss Ursta Interview Report

1122 Words | 5 Pages

Miss Ursta did admit, there are certain tendencies a student will displayed that require additional patience to enable the student to prosper. Another example provided was the capacity to recollect, and how often a lesson must be revisited or how long a student takes to develop a reply to an inquiry. Miss Ursta did make a point to say the Hazleton Area School District is very quick to acquire supplies required to meet curriculum standards. Miss Ursta also brought to light the numerous opportunities provided to the students to engage in community based outings that nurture and enhance the student’s communal skills. She acknowledged that the school community recognizes students with intellectual disabilities and accepts this diversity with open arms.

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1045 Words | 5 Pages

Making content accessible for all students can be a difficult task. Classrooms are filled with diverse learners from all different backgrounds with different strengths, needs, home languages and learning styles. This is particularly true in a moderate to severe special education classrooms where students have varying levels of academic, developmental, communication and social abilities. Over the course of my teaching career and my time at Brandman I have learned valuable ways of engaging and supporting all students’ in the classroom.

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Caralee Adams Teachers Say Students Not Ready For College

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In recent years, where learning disabilities are recognized more frequently, it is recommended that these diagnoses are made prior to graduating high school. Nancy Foley writes that “the entry into higher education is the first time they are responsible for getting their needs met”. They may no longer receive the attentions or accommodations that were offered in high school. Graduation rates of the learning disabled are already lower than those of the average student, so high schools should be sending off graduates with knowledge of their academic ability.

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Brown V. Board Of Education Case Summary

809 Words | 4 Pages

No matter how severe a disability, the state is required to offer special education services to all children between the ages of six and seventeen. The state is also required to offer special education services to children between the ages of 3-5 and 18-21, if education services are offered to students without disabilities (Heward, Bacon, 2013, p.1). When students are found to have a disability, schools must create an Individualized Education Program (IEP). This plan brings the parents, teachers, different specialists, and sometimes the student together to identify the students present academic level and set goals for the year and identify any support that may be needed to help the student reach those goals (Long-Crowell, n.d.,

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Higher-Incidence Disabilities Chapter 5 Summary

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Most of the students receive their education in a general education classroom. Higher-incidence students are being put into a general education classroom with special educators. Students with high-incidence disabilities make up a large

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Booker T Washington Research Paper

1186 Words | 5 Pages

Many doors were opened through the passing of the Education for All Handicapped Children Act of 1975, and several iterations of that law, to make free and appropriate education available to all eligible students with a disability. Additionally advances in computers, the internet, teaching software and classroom technology allowed for greater flexibility in distributing teachable content in multiple formats which helped deal with the variations in learning styles found in and out of the

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Special Education Teachers: What Do Special Education Administrators Think Is Important?

1462 Words | 6 Pages

Summary of Article 1: Van Boxtel, J. j. (2017). Common Core Expertise for Special Education Teachers: What Do Special Education Administrators Think Is Important?. Teacher Education Quarterly, 44(3), 57-73. This article focuses on the special education and general education instructor collaborating together to help students with the CCCS standards. It is critical that special education teachers design their IEP’s to be meaningful and aligns with CCSS.

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495 Words | 2 Pages

The CCSS are designed to provide a clear understanding of what students are required to learn, and they are conceived to promote equity, since it can be applied to all students despite their disabilities (Cortiella & Horowitz, 2014). Regardless of the intention of aligning the necessary skills for all students, (Cortiella & Horowitz, 2014), the CCSS does not include essential life skills, and for that, students might not receive appropriate education that will prepare them to their adulthood. Moreover, measuring students’ and teachers’ performance by standardized tests compels educators to prepare students only to succeed the tests, despite the students’ needs and unique

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Common Core Standards Essay

502 Words | 3 Pages

The curriculum restricts students to standards beyond their academic abilities, while in turn lowers their achievement. This is frustrating for everyone involved, including parents, who do not understand why their student in the resource room is being tested on the abilities that everyone is aware that he or she has not obtained. Many parents of students with special needs would rather have their child learn life skills that are necessary to life after high school versus facing the pressure of standardized testing that sets their student up to fail. It takes special education students 30 to 40 more days to learn the same material that it takes a general education student. This is an example of how it is crucial that special education students get the help they need and deserve when following the Common Core curriculum (Beal

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The SERC Report

800 Words | 4 Pages

In these modern times it is important for our curriculum to accommodate all students. This doesn’t just relate to students of different ethnic and cultural backgrounds , but also to children with special needs, learning difficulties and those who are members of the Traveller community. With almost 123,515 people in our country with psychological and/or emotional disabilities our curriculum should be more adaptable and flexible for these students, sadly this is not the case. According to the Census report, the educational attainment amongst disabled persons was much lower than that of the general population at all levels with 13.7% of individuals aged 15-50 completing no higher than primary-level education in comparison to 4.2% of the general

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Disability Labeling Thesis

1016 Words | 5 Pages

THESIS STATEMENT Disability labels are used by many professionals as an important unit of the special education process. This is mainly in large regard to how it is conducted in the United States. However, the ordered mandate use of disability labels has been criticized by many parents, schools, and child advocacy groups around the country which have strong concerns due to the unintended, latent, negative repercussions that tend to come from disability labeling (Bernstein, 1976). Disability labeling identifies informative definitions which are used to determine eligibility requirements for education(Bradley, Danielson, Doolittle, ,2005).

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Informative Speech On Special Education

887 Words | 4 Pages

Informative Speech Preparation Outline I. INTRODUCTION A. Gain the audience’s attention: Koch states in the article Special Education in 2000 that 1.7 million disabled children were not able to attend public schools until IDEA, the Individuals with Disabilities Education Act, was implemented (Koch, 2000). Transition to Thesis: A high school diploma is necessary in todays life, but many students with special needs are still facing challenges to receive theirs. B. Thesis: The environment where a student is taught has a major impact on their general education, their future educational experiences, and the likelihood of graduating and continuing their education. C. Credibility Statement: After extensive research on special education and background knowledge from a Children with Exceptionalities class, I have gained the knowledge and information to inform you of the impacts of teaching special education inside of the general education classroom.

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