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. For entire school day, student is included in general classroom, where support services are provided. He was a part of the general education classroom with the guidance of a special education teacher. This allowed Peter to gain social skills, which in turn would help to improve his speech. As Peter went on to high school, I believe the film displayed Peter at a lever III on the continuum.
Observation Assignment #1 Observe the Students in the Class Type of Setting & Grade Level: The grade level I observed for this assignment was head start at Jones Elementary. The head start program is similar to that of a preschool, children are ages three through five and classes have students with and without special needs. My observation settings were both in the classroom and outside on the playground. While inside the classroom, the majority of my time with the students was spent during their morning circle time and their play time which they are divided into groups for. While observing outside, I interacted with the students while they played amongst one another.
Child with Special Needs Observation Report 1 By April Arevalo Child 68 October 1, 2010 General Information Hawthorne Elementary School 705 West Hawthorne St Ontario, Ca 91762 Inclusive Early Childhood Education Program that is government funded for preschool age children (ages 3-5). This school (program) in an inclusive classroom that has placed students with disabilities in a normal classroom; “Majority of my disabled children have a hearing impairment, down’s syndrome, or a suspected form of autism, but these children are taught in a regular classroom, and have the capabilities to learn basic knowledge as any other “regular” child in this room!” as Mrs. Kamaski puts it. Mrs. Kamaski’s 3-year-old class, who is the head teacher Ms. Sutton, co teacher (seemed to mainly work with the disabled students) Tracie, aid Christopher Age 3 The child I chose to mainly observe is a 3-year-old boy named Christopher. Christopher has long dark shaggy hair, warm brown eyes, medium brown skin, and appeared to be of Hispanic decent. He had a red shirt with blue jeans, and Thomas the Train sneakers.
1.3 Explain the characteristics of assessment for learning 1.4 Explain the importance and benefits of assessment for learning 1.5 Explain how assessment for learning can contribute to planning for future learning carried out by: a) the teacher b) the learners c) the learning support practitioner A description from the Assessment Reform Group “Assessment for Learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there” (2002) Characteristics of Assessment for Learning Assessment for learning is part of the teaching and learning process. It is essential for achieving a quality and productive teaching and learning experience. Providing the students with their WALT’s – We are learning today and WILF’s – What I’m looking for….. is a strategy that allows teachers to share the learning goals with students. Sharing learning goals with pupils will enable the student to get involved in their progress. By explaining to students what the learning objectives are provides an aim.
This semester, I volunteered at Bluevale Collegiate Institute in Waterloo. More specifically, I provide assistance in the LAC (Learning Assistance Classroom). The LAC is run by one teacher, and she has three full time EAs, one part-time helper, and me working in the classroom. The main teacher doesn’t really work with the students a lot. She is mostly in her office or running from classroom to classroom, talking to the teachers of the students in LAC and keeping track of what each student is working on and has to complete.
The meeting begins with introduction’s by the team coordinator, special education teacher, general education teacher, parents, the student, the school psychologist, a representative from the middle school that the student will be attending, a note taker, and the assistant principal who is the representative for the school district. The committee has provided drafts for the parents and other members of the group. They
SPE 226 Educating the Exceptional Learner Benchmark Assessment Targeted Essential Learning Effective teachers implement lesson plans that utilize diversified strategies to meet the learning needs of students with varying degrees of cognitive abilities. Effective teachers are able to adapt instruction based on learner needs. (APTS 3, 9; INTASC 2; CEC 4, 7) Assessment Tool Selected Project a) Accommodations and Modification of Lesson Plan b) Report - Reflective Analysis Specific Performance/Task(s) • Implement lesson plans. (APTS 3.1) • Select and utilize best practice implementation strategies appropriate to different developmental levels. (APTS 3.7) • Implement differentiated strategies that address diverse learners.
Students with Severe and Multiple Disabilities With so many children being born with some types of disabilities it is vital that teachers and schools are prepared to provide the facilities, and the knowledge to provide a quality education. There are so many challenges a student with disabilities face, not only physically, but mentally as well. As long as the teacher provides appropriate instruction a student can achieve in the classroom. Special education teachers have many tools to help guide them through the instructional process, the IEP is a great tool that allows teachers to design curriculum that meets the needs of the IEP and guides the student towards the goals set for them. This paper will review interviews and conversation this author had with various educational staff regarding students who are intellectual disabled and/or have multiple disabilities.
These new realizations have been converted into the classrooms to better educate students. The correlation between cognition and learning is reliant, and learning cannot occur without the thought processes such as memory. Behaviors such as language cannot occur without the process of learning. References Huitt, W., & Hummel, J. (1997).
Over the past few months, the class has been discussing typical and atypical language development and the assessment and intervention of children with language delay or disorder. In line with this, the students were asked to observe children aged 0-12 years old with language problems for 2 hours. For this requirement, I went to a therapy center situated in Quezon City last November 16, from ten (10) A.M. to twelve (12) N.N. The center has multiple rooms that are used for speech therapy and occupational therapy. During my observation, two speech pathologists and two children with language disorder were sharing one speech therapy room.