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SPED-200

Summer

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1. My Philosophy

It is my belief that teaching should be approached from multiple perspectives and conducted through the utilization of multiple philosophies. Classroom learning should be guided by the teacher, but should also incorporate student-driven inquiry and creativity. Emphasis must be placed on core requirements for the grade level and subject matter. However, these should be seen as the baseline for knowledge necessary for success in the class. In addition to these, it is necessary for teachers to provide students with the skills and knowledge required for success in life beyond school.

To encourage enhanced conceptual understanding, topics must be presented from multiple perspectives. This especially applies to the field of social studies. In this fields, in order for students to conceptualize a more realistic image of the world, multiple perspectives need to be explained and investigated. There is never only one side to a political, historical or social conflict. Sifting through these perspectives as they relate to the subject matter at hand expresses a more accurate image of the world at the time of the event in discussion and the development of worldviews afterward. Even more generally, various opinions and perspectives are evident and persistent in day-to-day life. If presented successfully, the teaching of varying perspectives can help students comprehend conflicts around them and generate respect and understanding.

This correlates to the teaching of all students because it encompasses the purpose of education and life beyond. In order for this method to be affective, individualization of instruction is necessary for students to succeed. Differentiated instruction is not only useful in special education, but in general education as well.

2. Special Education Laws

The Americans with Disabilities Act (ADA) protects qualifying individuals from discrimination on the basis of their disability in school, work, state and local government, public accommodations, etc. To be protected by the ADA, a person must have a disability or have a relationship or association with an individual with a disability. An individual with a disability is defined as a person who has a physical or mental impairment that substantially limits one or more major life activities, a person who has a history or record of such an impairment, or a person who is perceived by others as having such an impairment by the ADA. The ADA does not explicitly name all of the impairments that are covered through it.

Section 504 prohibits discrimination on the basis of disability in activities and programs that receive financial assistance from the Federal US Department of Education. It forbids organizations and employers from excluding or denying individuals with disabilities an equal opportunity to receive benefits and services. It defines the rights of individuals with disabilities to participate in, and have access to, program benefits and services. More importantly (at least in the context of this course), Section 504 requires schools to provide a free appropriate public education (FAPE) a physical or mental impairment regardless of the severity or nature of their impairment.

The Individuals with Disabilities Education Act (IDEA) makes FAPE available to eligible children with disabilities throughout the nation and ensures special education and related services to those children. The IDEA governs how states and public agencies provide early intervention, special education, and related services. This act also provides services for families with children who have been identified as having a qualifying condition with preemptive measures before those children begin to attend school.

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1. IEP Flowchart

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Multi-Tiered System of Support Process:

Tier 1: All students, preventative, proactive
Tier 2: Some students (at risk), high efficiency, rapid response
Tier 3: Individual students, assessment based, high-intensity/longer duration

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Ways to differentiate instruction or support inclusive practices:

1. Emotionally disturbed/behavior disordered - Keep class rules and activities clear and concise, reward positive behaviors, utilize motivational strategies, section out short breaks within the school day to promote better focus and get out energy, treat all students fairly according to the clear class rules.

2. Speech/language disorder - Accept and promote every form of communication, remain conscious of personal communication style, build vocabulary using images and objects, use sound discrimination exercises, allow proper time for the student to think and respond, teach active listening skills, build self-esteem by praising good interactions and speech.

3. Learning disabled - Differentiate instruction with flexible grouping and various content formats, teach learning strategies along with content, utilize graphic organizers, when with a co-teacher use multiple methods of instruction (interactive teaching, alternative teaching, parallel teaching, and station teaching) and utilize time to work with smaller groups.

4. Mentally retarded/cognitively delayed - Teach self-monitoring techniques (checklists as they complete tasks), break assignments into sections and encourage students to complete each step in a different color, provide a clearly defined schedule, use songs or rhymes to help students remember information, teach note-taking skills, assign a peer tutor or a teaching assistant to assist with reading, introduce only one concept at a time and teach until mastery.

5. Deafness - Provide instructions and content in written word, use captioning software when applicable, make sure the interpreter has access to the proper materials so they can be prepared to the best of their ability, use many forms of visual representations during lessons.

6. Hearing impairment - Provide instructions and content in written word, use captioning software when applicable, make sure the interpreter (if applicable) has access to the proper materials so they can be prepared to the best of their ability, use many forms of visual representations during lessons.

7. Vision impairment - Provide oration for all materials and even record class so students with vision impairments can have as close to the same access to content as others, encourage the utilization of speech to text software and technology.

8. Deaf/blindness - Provide instructions and content in written word, use captioning software when applicable, make sure the interpreter has access to the proper materials so they can be prepared to the best of their ability, use many forms of visual representations during lessons. Provide oration for all materials and even record class so students with vision impairments can have as close to the same access to content as others, encourage the utilization of speech to text software and technology.

9. Other health impairments - Accommodations in this field would vary greatly depending on the health impairments students in the classroom might have. Some accommodations that could be made for students within this category are to shorten assignments or work periods to fit the attention span of students, increase the distance between desks in the classroom, pair oral instructions with written, and to break longer assignments up into segments.

10. Traumatic brain impairments - Instruction and inclusive practices would vary in this category depending on the severity of the brain injury. Allow additional time to complete in-class assignments, allow for extra or extended breaks, provide student with instructor's notes or help student obtain quality notes from other students, and allow student to audio record lectures for later playback.

11. Autism - It is important to learn about the student from the student here. Help them with organization, allow for alternatives to handwriting, support transitions and provide a consistent schedule, get them talking and give them choices, allow for breaks, and create a comfortable classroom.

12. Orthopedic impairments - Create special seating arrangements to develop useful posture and movements. Focus instruction on the development of gross and fine motor skills. Secure suitable augmentative communication and other assistive devices. Be aware of the medical condition and its affect on the student's learning.

13. Multiple disabilities - It is very important to work with team members in this scenario. Provide simple images for students and find different keyboard interfaces that allow them to communicate more effectively. Work directly with the student and allow more time for them to respond. Make instructional decisions based on the methods that work best for the student.

14. Gifted/talented - Utilize their interests and talents, include a variety of difficulty levels in assignments and texts in the classroom when possible, provide real world application to topics, learn how the individual student thinks and how to keep them challenged in the classroom, and create tiered assignments for students.

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Notes:

My philosophy for education:

https://docs.google.com/document/d/1PnAUDmcLyuNlE76N89eeB18SzSsqvxezQj__Cp8FsFc/edit?usp=sharing

Multicultural education:

https://docs.google.com/document/d/1xAOKqzR3YP-S45fXUPUbO2Pqp_gHWhXZctL3NvtWG-c/edit?usp=sharing

https://docs.google.com/document/d/13EbX_YQmAq_GLheagzO0jFQ47od8k3tbFpkFRXcPRAU/edit?usp=sharing

Danielson Framework:

https://docs.google.com/document/d/1BPnEh3yV8e2NxsQsarG3VlaS9c_VX1zp8OGNCP1INw8/edit?usp=sharing

https://drive.google.com/file/d/1N3sm02I61q7Kpabm87rnzp_SzfpjSF0i/view?usp=sharing

Letter of Introduction:

https://docs.google.com/document/d/1BqZt8M-lBCrPHKUW1ac62Uz_laz9jpVvb93W9qj9SyY/edit?usp=sharing