For this outcome I chose the CE 240 Unit 6 assigment. With this artifact a demonstrate my knowledge of appropriate observational and assessment techniques and planning for children and their families. I chose this artifact because it shows how I will prepare and plan for children with a specific disability. In this assignment I demonstrate my ability to arrange the learning environment to encourage children with specific needs to reach their learning goals. Observation is one of the most vital skill for early childhood educator.
"The Grunts," is a Nonfiction article by David Wood. Woods discusses the idea of moral injury that war caused to soldiers. Tim O'Brien demonstrates in his book “The Things They Carried” that he was familiar with these things long before Wood wrote "The Grunts.” they both depict or throw the light on the life of soldiers who had no choice, but to be in war, how they try to cope with their traumatic past, carry the emotionally & physical burden. Woods' article “The Grunts” depicts the idea that soldiers had no choice, but to participate in war.
The second domain in the Florida Principals Leadership Standards is composed of three different standards. The first of these is Instructional Plan Implementation and is about how an effective leader must collaborate to develop and implement an effective instructional framework that aligns with the required standards and meets his/her students’ needs (“The Florida Principal,” n.d.). Due to the variety in options that are available to align instruction to a pupil, given that the instruction will be adjusted to his/her needs, I feel that the situational leadership approach will be able to be implemented in this situation to create better results as “different situations demand different kinds of leadership (Northouse, P., 2016). The different leadership styles that make up the Situational approach can be tied to this standard by connecting the necessary leadership style with the supportive and directive behaviors in the task that is performed. As an instructor, I will spend time in the S1 category of the Situational Leadership Model as I make use of a “common language of instruction”, spend time between the S1 and S2 categories by “communicate the relationships among academic standards” and by being engaged “in data analysis for instructional planning and improvement”.
The activities and artifacts that were selected from Standard 1 demonstrates my ability to support student academic achievement by means of implementing school plans to achieve goals; promote continual and sustainable school improvement. As a school administrator intern, standard 1 has provided me an understanding of how to collaboratively develop, articulate, and implement plans to benefit all students. School Improvement Plan I am working collaboratively with school administrator to develop a school improvement plan (1.1-1.4). The school improvement plan is a road map that will serve as the school’s organized process book used to ensure the success of all students.
As each child’s case manager and special education teacher, I am responsible for implementing all direct instruction based on their IEP goals and objectives, as well
I would like to take this opportunity to introduce myself, Briona Mcall, as your child’s new teacher in K-2 CDC special education class. I was recently hired at Holston View Elementary School as Mrs. McMurray is moving to Hong Kong to teach special education. We are excited for her and wish her the best. I earned my bachelor’s degree in Special Education from East Tennessee State University in 2015. I completed my student teaching in Bristol at Anderson Elementary and Tennessee High School
Alicia Wilson is and special education teacher that I have known for a year through subbing in the Parkway School District here in St. Louis, MO. She is the lead teacher for all of the staff that services special needs students at Shenandoah Elementary. Her duties not only include supervising those teachers but also leading IEP meeting and communicating plans for special needs children. Starting off my questions, Wilson described a stakeholder during an IEP meeting are the people that fill the room. This group includes the school administration, parents, the school board of education, teachers, and even the student themselves.
The best teachers are the students themselves through guidance, which is the method ultimately behind my style of
Explain the relationship between disability and special educational needs. Explain the nature of the particular disabilities and/or special educational needs of children and young people with whom they work. Explain the special provision required by children and young people with whom they work. Explain the expected pattern of development for disabled children and young people and those with special educational needs with whom they work People often confuse Disability for Special Educational needs and the Special Educational needs for a Disability.
I have learned that being their cheerleader and giving them words of encouragement, are the best ways to keep them going. Thesis: To master the job of a Special Education teacher, it is important to have the right skillset. Preview: Today I will go through different teaching styles, how to best communicate, and the importance of patience as a special education teacher.
Every student with disabilities is also obligated to an IEP specifically for the student’s needs between the ages of 3 and 21 under IDEA. The IEP is created by a team of six or seven, depending on the age of the student. The six members are the parents, an individual that can explain the assessment results, keep in mind, the faculty of the school must not under any circumstances conduct the evaluations without parental consent. Also included is the general education teacher, a local representative from the local education department, the special education teacher and of course the student, who must be included in the meeting if the student is fourteen or older. In this IEP meeting the team members go over what has been planned for the IEP
A Philosophy of Special Education The profession of teaching can be challenging at times. It is a constant juggling act of ongoing responsibilities; including classroom management, engagement, and curriculum. Add in the prospect of teaching multiple students with special needs and it is downright overwhelming.
Classroom Observation Reflection Abrar Hilal University of Oklahoma Tuesday, February 12 Classroom Observation Reflection Special Education Classroom Report The special education classroom that I observed, included the main teacher, two teacher assistants, and ten students with Developmental Delays. The main teacher uses technology to aid the students to learn easy and faster. A smart board is present in the classroom, but the teacher doesn 't use it often as she prefers to use her own handouts and her specially created activities. I think this is effective as she can modify activities better and so that the students benefit from that personalized touch.
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.
“Special Educational Needs” is defined as a restriction in the capacity of the person to participate in and benefit from education on account of an enduring physical, sensory, mental health or learning disability or any other condition which results in a person learning differently from a person without that condition... (Government of Ireland, 2004b, section 1) Aims and principles of Special Education The aims of education for students with special educational needs include (a) enabling the student to live a full life and to realize his or her full potential as a unique individual through access to an appropriate broad and balanced curriculum; (b) enabling the student to function as independently as possible in society through the provision
