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Devan's Strengths Weaknesse

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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. The team decided that additional support will be needed within his regular education classroom for writing and math. To be in compliance with NC End of grade test, the team decided that testing
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The instructor noted and verbalized his limitations, to employment, as fluctuations in daily work levels, poor physical stamina (sedentary work only), and negative attitude. He was able to follow instructions and he remained on task. He produced good quality work and he seemed

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Knowing their needs is important to adapt the practices and to respect them as individuals. According to the author (Raymond, 2012), the perception of the students about the services they receive determine the outcome of the education efforts. For that, the teachers ' role is to guarantee that the student does not feel inferior, unequal, wich would be the negative conotation of the special education placement (Raymond, 2012). Instead of focusing on their difficulties, teachers should focus on reducing the gaps with more inclusive

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-Share 408 packet with all teachers so they are aware of students with disabilities and their needs and services. -Comprehensive IEP Calendar will be developed to share with all faculty members. -SpEd teachers and related service providers will use various forms of formal assessments (Psycho Ed Assessments, Performance Series, Read Theory). -Creating more inclusion settings, matching SpEd and general education teachers to address needs of the students ICT model.

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Kalina is a 3rd grade student with Other Health Impairment of Attention Deficit Hyperactivity Disorder (ADHD) and speech impairment. She is an outstanding student when it comes to reading fluency, spelling vocabulary and mathematics, but due to her ADHD it affects her ability to remain focused which her ability of reading comprehension. In addition, Kalina does not have a learning disability, but does use a graphic organizer to help her remain focused on the reading material. Kalina participates in small group reading instruction for comprehension, but individualize instruction for math and vocabulary lessons. Kalina is required to have extra time to do a test and/or assignments as she is unable to stay focused due to her ADHD.

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Asset-Based Assignment A fourth grade student who will be called AB, for the purpose of anonymity, has had an Individualized Education Plan (IEP). AB reads at kindergarten level and is able to complete basic math computations at a first grade level. Although the student has had an IEP since kindergarten and has received specially designed instruction on a regular, he has made little progress in the general education classroom.

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221 830 this worker went to an IEP meeting held at Lebanon elementary school board the meeting start off with an induction worker garden teacher special-education teacher pathways teacher Mr. Gates this worker and principal mr. Teasley and body by phone. The present level that Terrence is dealing with being ripped away from his family which was stated by Mr. Gates. Miss Moore reported that Terrence was call for testing it was no red flag in his reading or math he was of average range. Miss Moore stated that. Terrence is trying to cope with foster care.

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The purpose of this paper is to provide a brief overview of historical trends in funding special education programs, discuss current mandates and issues influencing funding, and explain the impact on services to students with disabilities. The information will include past, present, and current mandates and issues affecting local, state, and federal funding for special education. As a leadership and supervision doctoral student it is essential to understand the allocation procedures for local, state, and federal governments that fund special education programs and the mandates attached to the funding. There are nearly 6.5 million current students classified as special education in the United States, ages three through 21 (McCann, 2014).

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For example, in children between the ages of birth to two, the amount of kids receiving disability services in education, under part C of the IDEA, which deals with early intervention programs, has close to doubled from 177,281 in 1995 to 321,198 in 2007. Also, for children ages three to five, the amount of children obtaining services under part B of IDEA, which deals with services for children who are school-aged, increased by 23% between 1995 and 2007 according to IDEA reports (U.S. Department of Education, 2010). These numbers are significant because they support the importance of IDEA. The earlier that children begin to experience intervention programs the more likely there are to not need the special services as they grow older, as proven by a Pre-Elementary Education Longitudinal Study in which it was concluded that nearly 16% of children, who were receiving special services in 2003-2004, stopped receiving special education services each year (U.S. Department of Education, 2010). This study helps to show the importance of special education even from a young

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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.

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