“Graduating Peter” is a documentary that follows Peter Gwazdauskis, a child with Down Syndrome, and the act of inclusion. The documentary tracks Peter in sixth grade through high school; the film shows his struggle with being in general education classes with non disabled students and developing the life skills necessary to take care of himself. “Graduating Peter" also shows him coming out of his shell, enjoying the excitement of high school activities, and making new friends and well as continuing the bond of old friends. At the beginning of the documentary, I believe, Peter was at level II on the Continuum of Educational Services. Lever II on the Continuum states that the special education teacher and classroom teacher co-plan and co-teach for part of the school day.
This does not mean that parents have no rights to what happens to their child while they are at school but this allows school to guide student behaviors though discipline. This idea is called in loco parentis (pg. 378). This concept was once more important in schools than it is now but it has brought forth it idea that no matter the student, disabled or not, there needs to be a certain level of responsibility put on all students for their behaviors when they are at school. This would be a great chapter of the book for parents to read because it would help them to understand why the school is doing what it is doing.
The study also proved that reading problems in middle elementary students requires a multi step process. The research stated that no single measure effectively defines whether a student is at risk. References Speece,, D., Ritchey, K., Silverman, R., Schatschneider, C., Walker, C., & Andrusik, K. (2010, June 1). Identifying Children in Middle Childhood Who Are at Risk for Reading Problems. School Psychology Review, 39,
It is unfortunate, but it is also a fact of life that not everyone is capable of handling everything that someone else may be able to handle. 2. Does the book share insight into what special programs offer students who are identified as having learning difficulties? I believe the book about Joey Pigza showed very vaguely in the beginning of the book what special programs there were out there for children with his type of learning difficulties. It appeared that the school was making every effort to allow him to stay in a normal class.
Although there are good resources in place to nurture and challenge students in our schools, the methods of assessment for placement are out-dated. The Nagleri and the Iowa Test of Basic Skills are used, along with EOG scores for grade 3 and above and prerequisite course grades for high school. There is little staff development in gifted education, but each of our AIG teachers are fully certified. In both the K-2 nurturing program and the grades 3-8 content replacement, students use critical thinking skills and real life applications of these
They try and try but their learning disability changes the way they learn and special lesson plans need to be tailored to accommodate their unique learning styles. There are warning signs to help determine if your child may have a learning disability but because learning disabilities look very different from one child to next there is no single symptom or profile to use to determine proof of a problem. During the preschool years students who have problems pronouncing words, rhyming, learning the alphabet, numbers, colors, shapes or controlling crayons, pencils and scissors may have a higher likelihood of a learning disability. When they are in grades K-4 they may have trouble learning the connection between letters and sounds, confuse basic words when reading or consistently misspell words and makes frequent reading errors. When they are in grades 5-8 they might have trouble with open-ended
Wiley, A., Siperstein, G., Forness, S., & Brigham, F. (2010). School Context and the Problem Behavior and Social Skills of Students with Emotional Disturbance. Journal of Child & Family Studies, 19(4), 451-461. doi: 10.1007/s10826-009-9316-4. This article studies the different social and behavioral characteristics of students with Emotional Disturbance in the public schools and how it may impact special education effectiveness. I was interested in this article so I could further my knowledge of the social and behavioral characteristic of students with emotional disturbance because I wish to work with emotional disturbance children once I complete my Masters of Education.
Family relations, academic challenges, health problems, playing sports, and social status have been identified as stressors in school-age population. Some of the reported stress symptoms are hunger, headaches, nervousness, tiredness, confusion and illness. This tool can be used by counselors, psychiatrists, and social workers in order to identify problems and encourage coping skills. The Schoolager’s coping strategies inventory is a 25-item self-report scale that assess strategies used by children ages 8-12 years in order to cope with situations mentioned. The process of answering the inventory can take 10-15 minutes.
Educational Implications for Students with Physical and Health Impairments (Bench Mark Assessments) Jackie McDowell Grand Canyon University: SPE 358 August 28, 2014 INTRODUCTION Many children can be born with many different types of physical and health impairments. It is up to the teacher, parents, educators, and other health officials to design and prepare an Individual Education Plan f for students with physical and educational needs. The teachers must make sure that all accommodation and/ or modifications are being implemented. In this paper we’ll be looking at some accommodations and /or modifications of students with physical and health impairments. ABSTRACT This paper examines the accommodations and/or modifications of a thirteen year old boy that has been diagnosed as austic.
As far as the Early Childhood Education is concern, teachers must consider their students’ capabilities at their (students) certain age. We call the abilities expected of a child to perform as Developmental Milestones/ Expectancies. If a child is not occupied with his expected abilities at his present age, it would be hard for a child to proceed to the following levels and difficulty as s/he grows. But if well exposed and provided, it’ll be no burden to a child to perform, learn and adapt using his/her achieved expectancies into any situations. Each expectancy on every area of development may affect the other areas but not necessarily all.