Comprehensive IEP Calendar: Case Study

In keeping with state regulations, Questar III continues to move special education students from a more restrictive environment to a less restrictive environment as they are able. In recent years, our 4:1:2 program (4 students, 1 teacher and 2 aides) had become a default placement for many. And, it became costly and unsustainable. In response, we collected data, reviewed the program and had an honest conversation with our superintendents. As a result, we moved some students into 6:1:2 programs, reducing the number of 4:1:2 classes.

Alicia Wilson is and special education teacher that I have known for a year through subbing in the Parkway School District here in St. Louis, MO. She is the lead teacher for all of the staff that services special needs students at Shenandoah Elementary. Her duties not only include supervising those teachers but also leading IEP meeting and communicating plans for special needs children. Starting off my questions, Wilson described a stakeholder during an IEP meeting are the people that fill the room. This group includes the school administration, parents, the school board of education, teachers, and even the student themselves.

I would want to communicate with the Special Education what my concerns are and that I am not able to find the time to reteach them the skills they are missing. Hopefully by communicating with the Special Education teacher I will be able to figure out whether they are helping with the skills they are missing and we can also brainstorm some ideas of how we could make this happen in the classroom. With

These services include Assistive Technology: Services & Devices, Audiology, Case Management, Early Identification, Screening & Assessment, Family Counseling, Family Education, Medical Services (diagnostic or evaluation services used to determine eligibility), Nursing Services, Nutrition Services, Occupational Therapy, Physical Therapy, Psychological Services, Specialized Skills Training, Social Work Services, Speech-Language Therapy, and Vision Services. They also offer free services for families with special need children to age 12 through their Support Service Program (BACH 1). BACH vision is to promote positive child development programs for children with special needs and empower families to be lifelong advocates for their children (BACH 1). The roles of teachers are the same as the role of the children’s families, which is to provide insight, support, and nurturing support to the children with special needs. BACH ECI does not hiring teacher or teacher assistance in their program.

Inclusive classrooms need to give equal opportunities to students with disabilities as given to general education students with support from both the special and general educator

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.

Teacher education plans have identified their responsibility to give solutions to the problems their teachers face in the inclusive educational condition. Do teachers feel capable in deciding, applying and matching AT to a disabled student? Regardless of different research and development plans that have ensued in a broad range of new AT, and software, the answer is still a no. The performance of technology in itself is not established to encourage inclusion (Kelly, 2011). This literature review explains the need for a better trained teacher plan to apply technology and a stable assistance for

According to IDEA, eligibility for special education services requires two findings: first, the student must meet the criteria for at least one of the thirteen disabilities recognized in the federal Individuals with Disabilities Education Act (IDEA) or the counterparts thereof in state law, and second, special education and/or related services must be required for the student to receive an appropriate education. There are four special education process that can be used by a general education teacher in identifying children with exceptionalities as stated by Poggi and Rineer-Hershey (2011). These four processes are the simplified version of the whole sped process: (1) child find process; (2) referral/screening; (3) evaluation and (4)

The transition from primary to post-primary education is one of the most drastic of those changes, and schools need to be equipped to accommodate that transition. For special educational needs, many steps need to be taken in order to familiarize both parties with the conditions they live with and how success can be met. In order for students to feel comfortable and make the transition as smooth as possible, there are many things that schools can do to ensure this success. In order for special education pupils to succeed, schools need to create inclusion in the classrooms and with peers, so that SEN pupils can interact with other students and experience real world classroom time. For students with disabilities, schools need to take some necessary steps in order for a beneficial transition to take place.

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.

Special Educational Needs Policy “The purpose of education for all children is the same; the goals are the same. But help that individual children need in progressing towards them will be different. Whereas for some, the road they travel towards the goal is smooth and easy; for others it is fraught with obstacles.” (Warnock Report, 1.4)

In this study the procedures addressed that “the school psychologist distributed the SSRS and the PKBS to the children’s classroom teachers.” “The rating scales were completed by the children’s classroom teachers, all of whom were females, Caucasian, and certified to teach special education children.” ( ) The release of the test data was only released to individuals who had the right to do so. Test worthiness was a big part of the study and the material that we’ve covered in class. There was 2 out of 4

Grouping students of all abilities play a key role in the academic success, peer intervention, and socialization of an individual. Teaching in the least restrictive environment is a requirement for the Individuals with Education Disability Act (IDEA) and requires that students with special needs be educated in a general education setting. There are various grouping strategies that a teacher or team leader can incorporate to assist students with all types of abilities. Deciding what type of group to utilize can be a complex task. The general education teacher may want to collaborate with the special education teacher to devise a plan that would benefit the students with and without disabilities that need instructional support (Friend, & Bursuck,

Afterward, I classified students with a disability in each class and prepared a summary of their needs. Then I arranged a meeting with teachers, specialists, and SEN department. In this session, we analyzed each student with the disorder, support, and adjustment they need. These methods allow the regular teachers and educational staff to have knowledge about students they are expecting throughout the year. Also, I prepared the general assessment for these students to evaluate their need for each topic to adapt the course based on the result.

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.