More handpicked essays just for you.
Reflection on professional development as a teacher
Professional development for educators essay
Significance of professional development in education
Don’t take our word for it - see why 10 million students trust us with their essay needs.
Recommended: Reflection on professional development as a teacher
Based on classroom assessments and performance, Devan exhibits weaknesses in reading, writing and math. He requires specially designed instruction to meet grade level expectations in these areas. The frequency of special education services and support within his Regular ed. classroom has been decided as such 5 days per wk for 45 mins/reading, 2 days per wk for writing/math 60 mins within his regular education classroom. The team decided “Reg” educational placement was appropriate at this time due to the level of intensive support needed for Reading.
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
These services include Assistive Technology: Services & Devices, Audiology, Case Management, Early Identification, Screening & Assessment, Family Counseling, Family Education, Medical Services (diagnostic or evaluation services used to determine eligibility), Nursing Services, Nutrition Services, Occupational Therapy, Physical Therapy, Psychological Services, Specialized Skills Training, Social Work Services, Speech-Language Therapy, and Vision Services. They also offer free services for families with special need children to age 12 through their Support Service Program (BACH 1). BACH vision is to promote positive child development programs for children with special needs and empower families to be lifelong advocates for their children (BACH 1). The roles of teachers are the same as the role of the children’s families, which is to provide insight, support, and nurturing support to the children with special needs. BACH ECI does not hiring teacher or teacher assistance in their program.
The meta-analysis, Culturally and Linguistically Diverse Parents’ Perceptions of the IEP Process: A Review of Current Research, written by Katie Wolfe and Lillian Duran (2013), purposed to determine the perception of culturally and linguistically diverse (CLD) parents and the factors that influence their participation in IEP meetings. Dr. Wolfe is currently an Assistant Professor in the Department of Educational Studies at the University of South Carolina with expertise in autism, applied behavior analysis, early childhood special education, and single-subject methodology. Dr. Duran is an Assistant Professor in the Department of Special Education and Rehabilitation at Utah State University. Wolfe and Duran (2013) focus on a review of the research on the experiences of CLD parents because of the changing demographics, the disproportionate representation of CLD children, and the incorporation of diversity standards into state teacher licensure programs. Wolfe and
RCT exams no longer exist and now all students with IEPs have to pass the Regents exams in order to receive a local/regents dipolma. This is a challenge for many schools where students are not receiving proper education or services they are entitled to. As a school leader, you are responsible for ALL students, therefore, it is important for you to KNOW what evidence-base practicies are being implemented into classrooms to allow students full access to the curriculum. In order to build an effective program, special education can not be seen in isolation. Although, policies have transform how students are placed in different settings but it doesn't always mean that they are receiving equal access.
What are the perspectives, in terms of feeling, attitude, and behavior of teacher in dealing and working with children with disabilities? 3. What is the current structure and flow of information in practice for implementation of IE services, particularly looking into identification, planning, monitoring learning outcomes, and data collection flow? (How do teacher’s identify children with disabilities, monitor their learning, request resources; how do school directors collect information and send to relevant stakeholders to ensure adequate planning, resources, and budget and how does the DOE and POE to collect, integrate and monitor this
In this study the procedures addressed that “the school psychologist distributed the SSRS and the PKBS to the children’s classroom teachers.” “The rating scales were completed by the children’s classroom teachers, all of whom were females, Caucasian, and certified to teach special education children.” ( ) The release of the test data was only released to individuals who had the right to do so. Test worthiness was a big part of the study and the material that we’ve covered in class. There was 2 out of 4
Collaboration defined by Vaughn and Bos is the working together to problem solve issues related to implementation and evaluation of the current service plan to determine the best practices that yield positive outcome for students. The special education teacher role is to reflect on current practices and make adjustments to current plan to improve student achievement (Vaughn & Bos, 2015). The special education teacher is expected to collaborate with school psychologist, speech, genreal education teachers, and administrators to make decisions involving research based practices, collection of data to drive instructional decisions, and methods to provide differentiated instruction (Vaughn & Bos, 2015). A method utilized often to improve special education student performance is inclusion.
Inclusive classrooms need to give equal opportunities to students with disabilities as given to general education students with support from both the special and general educator
The transition from primary to post-primary education is one of the most drastic of those changes, and schools need to be equipped to accommodate that transition. For special educational needs, many steps need to be taken in order to familiarize both parties with the conditions they live with and how success can be met. In order for students to feel comfortable and make the transition as smooth as possible, there are many things that schools can do to ensure this success. In order for special education pupils to succeed, schools need to create inclusion in the classrooms and with peers, so that SEN pupils can interact with other students and experience real world classroom time. For students with disabilities, schools need to take some necessary steps in order for a beneficial transition to take place.
Henry Ford once said, “Coming together is a beginning; keeping together is progress. Working together is success” (Brainy Quote). From here, the concept of inclusive education, including students with and without learning disabilities as peers in the same classroom, originated. The aim of this type of education is to get students with learning disabilities involved in the society. Teachers and fellow students will also provide help for students with disabilities; in this way, students with learning disabilities will be motivated to study as they feel that they are a part of a group instead of being isolated in special places.
According to IDEA, eligibility for special education services requires two findings: first, the student must meet the criteria for at least one of the thirteen disabilities recognized in the federal Individuals with Disabilities Education Act (IDEA) or the counterparts thereof in state law, and second, special education and/or related services must be required for the student to receive an appropriate education. There are four special education process that can be used by a general education teacher in identifying children with exceptionalities as stated by Poggi and Rineer-Hershey (2011). These four processes are the simplified version of the whole sped process: (1) child find process; (2) referral/screening; (3) evaluation and (4)
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 Policy “The purpose of education for all children is the same; the goals are the same. But help that individual children need in progressing towards them will be different. Whereas for some, the road they travel towards the goal is smooth and easy; for others it is fraught with obstacles.” (Warnock Report, 1.4)
Their roles is to plan, coordinate, schedule, and evaluate curriculum and instructional outcomes within a secure, positive, and enriched inclusive classroom environment. Their main responsibility is to provide instructional schedule and long range plan information. On the other hand, special education teachers have to design their lessons plans to fit each of the individual’s needs. Their main role is to provide instruction and support which facilitate the participation of students with disabilities in special education classrooms, but also in regular education classrooms. Their principal responsibility is to serve as case managers and be responsible for the development, implementation, and evaluation of their students.
