The first area changes were in is evaluation and curriculum. In this area, the IDEA amendment stated a child’s IEP should provide an explanation the modifications used so the child can participate in state and district-wide assessments. The evaluation and curriculum area also stated that disabled students should have admittance to the general education core curriculum; parents should be informed about their child’s educational growth, provide consent and help determine the need for evaluations or reevaluations, and help make placement decisions; the IEP should discuss positive strategies to deal with behavioral issues; and a general education teacher should participate in IEP meetings of students who take part in general education classrooms. The next area with changes is procedural safeguards. These changes include: providing information to parents in a comprehensible manner, parents have access to all records relating to their child, and preserve the due process safeguard and mediation resource when needed.
It is at this point that a child is usually referred to the Special Education department and an Individual Education Program is developed for the child. (Bradley et al, 2010) The interventions needed for this level vary greatly and as the general education teacher, you will receive guidance from the special education staff if you have a child on this level. Some of the typical interventions used at Tier Three level are: direct teaching of prosocial skills; changing antecedent conditions to pre-empt behavior issues; and change of placement to decrease stimulation levels. (Fairbanks et al, 2007) Our Special Education staff here at Utopia School will provide you with any necessary training, documentation sheets, and assistance to implement the interventions that are decided upon. The goal is for the student to remain in the least restrictive environment while
(amended Act 2005).This builds on the 1995 Act it places a duty for schools to produce a Disability Equality Scheme (DES) and an access Plan. Schools must encourage participation in all aspects of school life and eliminate harassment and unlawful discrimination. Special Educational Needs and Disability Act 2001 It is unlawful for educational providers to discriminate against pupils with a special educational need or a disability. Race Relations (Amendment) Act 2000 Outlines the duty of schools and organisations to promote good relationships between people from different races. Human Rights Act 1998 Sets out rights of all individuals and allow them to take action against authorities when their rights have been affected.
They will decide between them how to pass this information on to the rest of the teachers and school staff. Yet again these will have the school and pupils best interests at heart. SENCO. The SENCO are responsible for the care of children with special educational needs with in the school. The role includes, communicating with other members of staff and parents regarding the special education needs of the pupil involved.
1.3. Outline the problems of inflexibility and restrictiveness in activities and interests and how these may affect individuals on the autistic spectrum. 2.1. Explain why it is important to recognise that each individual on the autistic spectrum has their own individual abilities, needs, strengths, preferences and interests. 2.2.
E2) describe the legal requirements that support the actions to take when it is considered a child may have special needs. Children act 1989- ‘children in need’- what does this mean? * ‘Children in need’ are the disable children for who the social services department should provide service. Special Education Needs and Disability Act 2001- what does part 1 reform? * This act strengthens the rights of children with special educational needs to be educated in mainstream schools.
The Scio School District also provides services based on the students IEP. If Scio does not have a program that meets the students need as stated in their IEP, the student will be transferred to a local school district that can meet the student’s needs. Parents of special needs children have rights and need to be aware of these rights in order to advocate for their child. Special education teachers need to keep open communication with parents and invite parents to attend IEP meetings. References: AAIDD.
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.
Unit 307 support Assessment for learning 1.1 Compare and contrast the roles of the teacher and the learning support practitioner and assessment of learners, achievements Effective assessment plays a vital role in demonstrating how a teacher teaches and how pupils learn; it also allows a teacher to meet with other teachers to share examples of pupil’s progress and discuss why they think that child is working at that particular level. One of the main responsibilities of the class teacher is to monitor and assess pupil achievement in order to observe how all children in the class are progressing, assessing a pupil will also enable a child to recognise their own achievements in order to make progress in their own learning and allow teachers to adapt their teaching to a child’s individual needs. The teacher is responsible for following the curriculum, planning lessons and providing the necessary resources for the children, she will also develop and adapt learning activities to suit the requirements of individual groups of children who will need them that sets out a clear learning objective so that learner progress can be measured and to make the children aware of their learning intentions, this will decide whether that particular child requires more or less in their learning and targets will then be set for the child, if pupils have not made any advancement towards their learning objective, either the learning objective needs to be modified or adapted or the teaching tactics improved. A teacher’s responsibilities towards the children in their care also involve; • Deliver an on going record of each child’s progress in class. • Inform children about their individual performances and achievement’s.
These 7 areas are used to plan your child’s learning and activities. The professionals teaching and supporting your child will make sure that the activities are suited to your child’s unique needs. This is a little bit like a curriculum in primary and secondary schools, but it's suitable for very young children, and it's designed to be really flexible so that staff can follow your child's unique needs and interests. Children in the EYFS learn by playing and exploring, being active, and through creative and critical thinking which takes place both indoors and outside. The diagram below gives examples of the areas of learning and development and shows the links between the way in which your child learns and what they learn.