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Shd Case Study Plan

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Chapter Three

In order to effectively meet the needs of students with disabilities (SWD) attending comprehensive high schools and taking career classes off campus at a stand alone Career Education Center, it is important to know how these two sites communicate on behalf of all SWD. By employing a qualitative multi-case study approach, I will interview teachers and administrators in an attempt to discover the current policies and practices concerning information sharing and collaboration on behalf of SWD. Also, this study seeks to discover if there are strengths, problems or gaps perceived by the staff at any of these sites relative to information sharing and collaborative efforts in meeting the needs of students with disabilities and their …show more content…

3) What are the strengths, problems and gaps identified by staff at comprehensive high schools and offsite stand-alone Career Education Centers relative to the needs of students with disabilities and their Individual Education Plan? I chose to use a qualitative multi-case study design, which Merriam (2002) states researchers use when they are interested in understanding and “Learning how individuals experience and interact with their social world, the meaning it has for them” (p. 4). In addition, qualitative research is well suited for the purposes of description, interpretation, and explanation” (Lee, 1999, p. 164). A multi-case study will examine a total of three cases or schools and I will begin by examining each school site as a specific entity in terms of their separate functions and activities; when this objective is completed, I will then connect each case in an effort to study the situation occurring between sites (Stake, 2013). The epistemology of the study will be of a social …show more content…

I am open to meeting in a place that the participant feels comfortable and relaxed. Informed consent forms will be are required by each study participant prior to the interview (APPENDIX I). This consent form outlines the purpose, procedures, potential risks and/ or benefits, confidentiality, the right to refuse or withdraw from the study at any time, as well as information concerning contact information of the researcher and the department chair. Participants will be asked to complete a basic demographic information survey on an iPad prior at the start of the interview. The survey will consist of questions such as age, sex and ethnicity, as well as questions related to the number of years teaching, and the types of licensure/certification of each participant in the study (Appendix J). After completion of the survey (5 minutes), I will inform participants of the purpose of my study, go over the form of the semi-structured interview questions (Appendix K), and the purpose of the Adult Informed Consent Form (Appendix I). I will go over concisely how I will be recording, storing, and analyzing the data collected, as well as describing each step I will be undertaking in an effort to maintain their confidentiality. I will inform them that I will send them transcripts of their

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In the study “Assessing the quality of informed consent in a resource-limited setting: A cross-sectional study,” researchers investigated the process of obtaining informed consent in clinical and public health research. The method of the study utilized interviews, in which research participants were asked a series of questions after they had been through informed consent procedures. 600 participants were interviewed, and the results show that 5.9% believed that they were not given enough information before deciding to participate. Only 5.7% of the participants said that they had not signed a consent form before making the decision to participate. Interestingly, 33.7% reported that they were not aware of their power to withdraw from participation

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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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Understanding the history of special education and its impact on individual lives provides educators and families with a positive perspective on student’s academic and social achievement. Special education services were almost non-existent and with the passage of Public Law 94-142 everything changed. As the law continues to evolve, the rules and regulations become more prevalent. Handicapped and disabled students educational careers can now include reading, language arts, math, live skills training, vocational readiness, and various work training programs. Society has significantly become more understanding and aware of people with disabilities since the establishment of Public Law 94-142.

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Human service teachers who adhere to standard 38 are dedicated to the ideals of accessibility and inclusion and make every effort to make education accessible to students with disabilities. Human service educators adhere to high academic standards in their scholarship, pedagogy, and professional service. Additionally, they participate in professional associations, attend workshops and conferences, and review and/or conduct research to stay up to date on the most recent developments in their field. In exercises like case material, awards, studios, exploration, distributions, and other related exercises, standard 40 human assistance teachers recognize the commitments that understudies make to the instructor's work. Human service teachers in standard 41 keep an eye on students' field experiences to make sure the placement site, supervisory experience, and learning experience are up to par with students' goals for personal, professional, academic, career, and civic

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For instance, the practitioners are obligated to constantly inform the participants about plans that pertains to interventions (Reamer, 1987). In addition, it is essential for informed consent to include the following: “What is done, the reasons for doing it, clients must be capable of providing consent, they must have the right to refuse or withdraw consent, and their decisions must be based on adequate information” (Kirk & Wakefield, 1997, p. 275). One of the most dehumanizing incidents that occur is the researchers prohibit the participants’ self-determination. For example, the men were compliant with receiving treatment and to be examined by the physicians.

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A survey is a questionnaire or interview that ask people about their experiences, opinions or attitudes. The learning experience was in the form of a survey that asked about my opinion on an issue. Informed consent involves informing the participants about the purpose of the research, the procedures,

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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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Conclusion In conclusion, after determining my own philosophy of special education I am better equipped to meet the needs of students with disabilities. Informed by this course, laws related to special education, and own beliefs, I have created an ideal classroom plan. I am also more aware of comfort level and fears in regard to special education.

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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.

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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

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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.

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