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Entry #1 - Introduction to EDSP301 Video Reflection

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Entry #1 - Introduction to EDSP301 Video Reflection

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In the video "Every Child Has The Right To THIS Kind Of Education" by Goalcast on YouTube, one of the messages was how important it is for us as educators to appreciate our student's strengths. We as educators are in a unique position to be able to inspire and encourage our students, and if we were to concentrate on their failures, it could have a devastating effect. If we aren't able to actively look for and recognize their potential, our students may not see their own value. This video also asserts that our struggles do not limit our capabilities. In the book "The Educator's Handbook for Inclusive School Practices", Causton and Tracy-Bronson use an example in the Q&A in Chapter 1 that, "If a student is not yet writing, he or she can utilize technology to assist in getting ideas across." We have the tools and ability to help our students get around barriers they may face, so that we may show them that their difficulties are not an end all be all. The final idea that stuck out to me in this video is the overarching idea that educators are able to promote and create an environment that perceives each student as a unique individual who has many positive aspects; therefore, the goal of educators' is to find and share the positive attributes with every child, helping them understand their growth potential.

The second video, "StandOut Strengths Roles: TEACHER in 60 Seconds" by Marcus Buckingham TV on Youtube, holds some brief yet powerful statements. My first takeaway is that teachers often have a passion for the continuous journey of growth, understanding that everyone, including ourselves, has ongoing development. The journey is never truly finished, and teachers are dedicated to a lifelong learning mindset. My second takeaway is that teachers have a genuine dedication to helping facilitate others' learning journeys, specifically at an educational level. Teachers are able to see and acknowledge the diversity in students, being able to cater to and celebrate these differences. Teachers listen and are patient with their students, no matter who they are in comparison to others. Finally, the last takeaway is the overarching idea that teachers are overjoyed to be in this position and that teachers enjoy having that role that people can turn to or look up to when they need help. Being able to be a support system for others is an absolute privilege, and seeing different individuals bloom in their own way is beautiful.

My role in supporting my students, including those with learning differences and disabilities, is rooted in understanding these principles and continuing to commit to these practices. The videos and text discuss the importance of understanding the uniqueness of each individual student and not tossing aside those who don't fit in the box. One important aspect of the teaching profession is learning about and adapting my teaching to different styles. By doing so, I will be prepared with the tools and resources to be able to best accommodate those who might need or desire an alternate path from mainstream ideas. It is important that I'm not just inclusive as I see it, but that I have that growth mindset when it comes to what inclusivity means as our educational landscape evolves. One example of how our educational landscape has evolved is that we are shifting from self-contained classrooms and schools to inclusive classrooms with collaborative teachers (Causton & Tracy-Bronson, 2015). This is interesting to me because I have seen this shift in action even though I haven't realized this is the case. I started my Special Education journey as a K-3 Special Education paraprofessional in a self-contained classroom almost 10 years ago, and the last paraprofessional job I had was in an inclusive environment. Another benefit I see in inclusive environments is that self-contained classrooms often have a high student-to-staff ratio, which often leads to many behaviors and a high burnout rate, while inclusive classrooms provide a greater support system for both students and staff. Overall, my role as an educator is not just to be inclusive and flexible, but also to be modest and embrace new ways of thinking in order to best serve my students and assist in facilitating their learning to the best of my ability.

References

Causton, J., & Tracy-Bronson, C. (2015). The educator’s handbook for Inclusive School Practices. Paul H. Brookes Publishing Co.

Goalcast. (2020, Aug 15). Every Child Has The Right To THIS Kind Of Education | Jonathan Mooney Inspirational Video | Goalcast [Video]. YouTube. https://www.youtube.com/watch?v=Sxlk16DvCQI&ab_channel=Goalcast

Marcus Buckingham TV. (2020, May 22) StandOut Strengths Roles: TEACHER in 60 Seconds [Video]. Youtube. https://www.youtube.com/watch?v=O-LOjuik178&ab_channel=MarcusBuckinghamTV

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Inspirational Video - Every Child Has The Right to THIS Kind of Education

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Inspirational Video - Every Child Has The Right to THIS Kind of Education

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Every Child Has The Right To THIS Kind Of Education | Jonathan Mooney Inspirational Video | Goalcast

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Inspirational Video - StandOut Strengths Roles: TEACHER

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Inspirational Video - StandOut Strengths Roles: TEACHER

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StandOut Strengths Roles: TEACHER in 60 Seconds

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Individuals with Disabilities Education Act

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Individuals with Disabilities Education Act (IDEA)

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The U.S. Department of Education’s Individuals with Disabilities Education Act website brings together department and grantee IDEA information and resources. The IDEA makes available a free appropriate public education to and ensures special education and related services to eligible children with disabilities.

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43rd Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2021

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43rd Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2021

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What does IDEA stand for? What is their mission?

IDEA stands for the Individuals with Disabilities Education Act. It's a part of American law that all students with disabilities are entitled to receive a Free Appropriate Public Education (FAPE) that is catered to their individual needs.

The mission of IDEA is to give children the right to free, appropriate public education. Special education and services related to Sp. Ed. aim to satisfy the specific requirements of these students in order to allow them to receive an education and have greater opportunities for employment or independent living situations. Under this law, it is emphasized how important it is to make sure that every child's educational program is catered to their needs in order for them to have the greatest chance of success. It requires parents and guardians input, as they are often the most familiar with their child and can advocate for best practices regarding their child's education. This enables parents and school representatives to find themselves collaboratively working on that student's IEP. The IDEA law also pushes for assessment in a timely manner, making sure that students are able to have access to needed services as soon as possible. This enables early preventive measures, which can reverberate throughout the entire educational career of a learner. IDEA also promotes the transition of students from school to post-school activities, including college and careers, by requiring transition planning as part of the IEP process. Another way that IDEA helps students with special needs is that it promotes the use of technology, especially technology that can best assist individual students. These provisions have also clarified that IDEA is not just a program to ensure universal access to school but rather a process aimed at ensuring the best chances of success—an important component for preparing students with special needs.

Why should all educators be familiar with this site/information?

Educators should be familiar with all of this information for several reasons. First, IDEA ensures that we are in cooperation with federal law, which protects the right of students with special needs to receive appropriate education. It also provides IEP guidelines and frameworks that allow adaptation to the specific requirements of each particular student with disabilities, which ensures that their curriculum is accessible to them. One of the most important lessons, in my opinion, is that understanding IDEA allows educators to create an environment that is based on inclusivity and support, facilitating respect for the diverse needs of students. Understanding IDEA empowers teachers to be able to advocate for their resources and the accommodations our students may require, ensuring that we are teaching using equitable practices. A better understanding of IDEA also helps educators collaborate more effectively with other professionals so that the student has the benefit of a team working to ensure quality education catered to this student. It also helps teachers be able to understand Special Education Law, which helps both students and educators by being able to uphold everyone's legal rights. By embracing the principles of IDEA, educators are better able to create a healthy school culture where everyone is able to be successful. Having a lifelong commitment to learning can lead to new teaching strategies that better accommodate our students. Having an understanding of IDEA is one way educators can continue their ongoing professional development and encourages educators to seek ongoing understanding.

What insights did the 43rd Annual Report give you? How did this help you understand IDEA?

The 43rd Annual Report to Congress was very helpful in helping me understand the current educational climate in terms of providing support for children with special needs. It emphasized the progress made in ensuring FAPE under IDEA Part B. It discusses current educational trends, such as where our students with special needs are being placed, and demonstrates how well these students are progressing in their education. It also covers the challenges and achievements of implementing IEPs for students and discusses why students with disabilities need to have access to the resources that provide the services that they need. The report also sheds light on the importance of all stakeholders, such as educators and families, working together to advocate for and provide the most amount of support for our children with special needs. The Annual Report increased my understanding of IDEA by describing the tangible results and impacts that the Act had to offer children with special needs. It offers tangible information and illustrates the nationwide implementation of IDEA, which makes it possible for me to better understand how I can contribute. When I look at the national progress and weaknesses, it gives me a reason to stay informed about Special Education, as it is constantly changing with new concepts presented all of the time. It is very important for me to maintain lifelong learning and make sure that I'm working with our Special Education team so that all students have equal opportunities to receive this information and get the support structures they need. Understanding IDEA influences the practices we use in our teaching, ensuring that we are always fighting for the needs of our students so that we make a positive impact and ensure inclusive education.

References

Individuals with disabilities education act (IDEA). Individuals with Disabilities Education Act. (2024, January 22). https://sites.ed.gov/idea/

Office of Special Education and Rehabilitative Services, 43rd Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2021.

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IDEA Basics: Free and Appropriate Public Education

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IDEA Basics: (LRE) Least Restrictive Environment

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IEP vs. 504 Plan: What Is the Difference Between IEP and 504 Plan?

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The Difference between IEPs and 504 Plans

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The Difference between IEPs and 504 Plans

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Both Individualized Education Programs (IEPs) and 504 plans can offer formal help for K-12 students who are struggling in school. They're similar in some ways but very different in others. This chart compares them side by side to help you understand the differences.

A blueprint or plan for a child's special education experience at school.

A blueprint or plan for how the school will provide support and remove barriers for a student with a disability.

To get an IEP, there are two requirements: A child has one or more of the 13 disabilities listed in IDEA. The law lists specific challenges, like learning disabilities, ADHD, autism, and others. And the disability must affect the child's educational performance and/or ability to learn and benefit from the general education curriculum. The child must need specialized instruction to make progress in school.

To get a 504 plan, there are two requirements: A child has any disability. Section 504 covers a wide range of different struggles in school. And the disability must interfere with the child's ability to learn in a general education classroom. Section 504 has a broader definition of a disability than IDEA. (It says a disability must substantially limit one or more basic life activities. This can include learning, reading, communicating, and thinking.) That's why a child who doesn't qualify for an IEP might still be able to get a 504 plan.

There are strict legal requirements about who participates. With a few exceptions, the entire IEP team must be present for IEP meetings. The team must include:

The rules about who's on the 504 team are less specific than they are for an IEP. A 504 plan is created by a team of people who are familiar with the child and who understand the evaluation data and special services options. This might include:

* The child's parent or caregiver

* General and special education teachers

* The school principal

* The child's parent or caregiver

* At least one of the child's general education teachers

* At least one special education teacher

* A school psychologist or other specialist who can interpret evaluation results

* A district representative with authority over special education services

The IEP sets learning goals and describes the services the school will provide. It's a written document. Here are some of the most important things the IEP must include:

There is no standard 504 plan. Unlike an IEP, a 504 plan doesn't have to be a written document. A 504 plan generally includes the following:

* Specific accommodations, supports, or services for the child

* Names of who will provide each service

* Name of the person responsible for ensuring the plan is implemented

* The child's present levels of academic and functional performance - how the child is currently doing in school

* Annual education goals for the child and how the school will track progress

* The services the child will get - this may include special education, related, supplementary, and extended school year services

* The timing of services - when they start, how often they occur, and how long they last

* Any accommodations - changes to the child's learning environment

* Any modifications - changes to what the child is expected to learn or know

* How the child will participate in standardized tests

* How the child will be included in general education classes and school activities

When the school wants to change a child's services or placement, it has to tell families in writing before the change. This is called prior written notice. Notice is also required for any IEP meetings and evaluations. Families also have "stay put" rights to keep services in place while there's a disagreement about the IEP.

The school must notify families about an evaluation or a "significant change" in placement. Notice doesn't have to be in writing, but most schools do so anyway.

How to resolve disputes

IDEA gives families several ways to resolve disputes (usually in this order):

Section 504 gives families several options for resolving disagreements with the school:

* Mediation

* Alternative dispute resolution

* Impartial hearing

* Complaint to the Office for Civil Rights (OCR)

* Lawsuit

* Mediation

* Due process complaint

* Resolution session

* Civil lawsuit

* State complaint

* Lawsuit

And if you need help navigating special education law in your state, consider reaching out to your local Parent Training and Information Center. The people there can answer questions and give practical advice on issues specific to your area.

Do you want to learn more about how IEPs and 504 plans compare? Watch as an expert explains the differences between them.

About the author

About the author

The Understood Team is made up of passionate writers and editors. Many of them have kids who learn and think differently.

Reviewed by

Reviewed by

Andrew M.I. Lee, JD is an editor and attorney who strives to help people understand complex legal, education, and parenting issues.

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The difference between IEPs and 504 plans

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Individualized Education Programs (IEPs) and 504 plans are similar but different. See how they compare in what they provide and the processes and laws involved.

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Understanding Multiple Disabilities: A Brief Guide for Educators and Practitioners

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Understanding Multiple Disabilities: A Brief Guide for Educators and Practitioners

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Howard Gardner on Multiple Intelligences

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Howard Gardner on Multiple Intelligences

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Howard Gardner on Multiple Intelligences

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Faculti - Frames of Mind - Theory of Multiple Intelligences - Howard Gardner

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8 Intelligences - Theory of Multiple Intelligences

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8 Intelligences - Theory of Multiple Intelligences

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8 Intelligences - Theory of Multiple Intelligences Explained - Dr. Howard Gardner

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Ch. 4 Rethinking Students Positive Student Profiles

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Ch. 4 Rethinking Students Positive Student Profiles

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Part 1:

Clint

Strengths, Likes, Intelligences

Clint is a kinesthetic learner, which is demonstrated in his tapping and affinity for playing the drums. He has a passion for music. He is resilient and determined, which is evidenced by his ability to pursue a successful music career despite having difficulties in the traditional educational environments.

Dislikes:

Clint dislikes long periods of staying still, and being in environments where he is restricted or unable to move. He also dislikes being misunderstood and mislabeled as a bad kid.

Communication:

Clint reacts more positively towards encouragement, and enjoys direct, honest and personal communication. He dislikes negative reinforcement and being misunderstood.

Behavior:
Clint’s behavior is indicative of having a high kinesthetic intelligence. He enjoys moving and tapping, often times not even noticing he is doing it.

Academic Performance:

Clint does not struggle with academic performances. He has a positive relationship with the subjects English, Math, or Science.

Subject Specific Performance:

Clint’s strengths appear to be practical, hands-on subjects and would likely enjoy subjects that have practical application such as P.E. or a hands-on science.

Social Information:

Clint faced social challenges in school as fellow students and teachers misunderstood him and disliked his active habits. However, he has a close connection with his teacher Mr. Jensen as he was able to see Clint’s habits as strengths rather than problems.

Concerns:

Concerns include ensuring that Clint has access to kinesthetic activities, and ensuring that teachers and students have positive interactions with Clint that are helpful to progressing his learning.

Other Information:

Clint’s relationship with Mr. Jensen is a great example of how teachers can see potential in students and help them discover their own personal strengths.

Differentiated Instruction Strategies:

Clint would benefit from kinesthetic activities so that he can learn through movement. He would benefit from hands-on activities and other ways to physically engage. He also would benefit from incorporating music, which would be a great way to help him retain information. Clint thrives when he is validated for his strengths rather than scolded for his differences.

Part 2:

In my opinion, while the story at surface could be seen as heartwarming, I can see where it could be hurtful at the same time and be in the wrong. One of the things that I noticed is that the story and situation is reactive rather than proactive to the situation. Bo sat by himself, and he sat by himself regularly. There was nothing that the staff or students did to change that themselves, there was no inclusivity practice or adaptation they made to make this student feel more accepted on a day to day basis. As such, this situation is a temporary solution rather than a sustainable change, even if this student was never ostracized again because a famous football player sat with him, there are other students in this school that definitely go through the same scenario and did not have a famous football player sit with them. Chances are that this is a temporary change for this student as well, because the fact that a famous football player sat with him should not and will likely not be the determining factor of why he is accepted and shown kindness and compassion.

This narrative also did not use person-first language. Throughout the video, and even in the title, this story refers to this student as an “autistic boy”; “Football player's picture with autistic boy goes viral”. The choice of words influences how this student is perceived by subtly suggesting that his isolation is due to him having autism. The actions in the story also celebrate the football player for giving his attention to the student, which essentially ignores the student in a way because it almost suggests that he didn’t have any worth prior to this until the football player had lunch with him. There is no celebration or recognition for anything this student did for being himself. There was no acknowledgement or discussion on what the teachers are doing to be inclusive past this particular event. While it is important for us to acknowledge kind acts, it is a different situation when it is almost sensationalized in a way that suggests that these acts of kindness are abnormal.

Ultimately, to me, using person-first language is more than just terminology, but rather a commitment to have respect for all students, to strive to make sure all students are being treated equally. All students have the right to be celebrated for their strengths rather than associated with a perceived weakness or condition. People who are homeless should not be defined by their struggles. Those who struggle with addictions in part by their social determinants of health or aversive childhood experiences, should be seen as people and have assistance and kindness so that they can manage the strength to lift themselves out of those situations if they are able. And the world should expect kindness as normal.

References

CBS Mornings. (2016, September 1). Football player's picture with autistic boy goes viral [Video]. YouTube. https://www.youtube.com/watch?v=lk4N7VlzzKE&ab_channel=CBSMornings

Pulver, C. (2018). Inspirational Video- Be a Mr. Jensen- MUST WATCH!! [Video]. YouTube. Viewed March 4, 2024.

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Co-Teaching in Inclusive Classrooms, Grades K-6, Part 1: Whole Group Structures and Strategies

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Co-Teaching in Inclusive Classrooms, Grades K-6, Part 1: Whole Group Structures and Strategies

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Co-Teaching in Inclusive Classrooms, Grades K-6, Part I:  Whole Group Structures and Strategies

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Co-Teaching in Inclusive Classrooms, Part 2: Effective Small Group Structures and Strategies

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Co-Teaching in Inclusive Classrooms, Part 2: Effective Small Group Structures and Strategies

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Co-Teaching in Inclusive Classrooms, Part II: Effective Small Group Structures and Strategies

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What does a Good.... Dyslexia Advocate Pg. 110

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What does a Good.... Dyslexia Advocate Pg. 110

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Using a range of Co-Teaching Structures in a regular education classroom is important for understanding and addressing the needs of all students. Different strategies, such as team teaching, station teaching, and parallel teaching provide different ways to approach teaching lessons, which in turn make sure that all students are able to learn in the ways that are best catered to their needs. By using multiple structures, teachers are able to help students unlock and use each individuals' strengths, which creates a more engaging learning environment. The variety offers a more comprehensive learning environment and helps the students stay interested and motivated. The benefits of co-teaching is massive, it allows students with special needs to be included in general education environments, and allows additional support in the classroom that enables each student to have more attention and interaction with teachers.

Despite having multiple benefits, co-teaching can have challenges and difficulties. Some of these may include the teachers having different teaching styles or disagreeing on how to handle different classrooms. They may also have problems with planning or structuring lessons, advocating for different methods and ways of going about instructing in general. In order to address these problems, the teachers would need to consistently ensure that communication is clear and on going. This may look like planning meetings, continuously discussing each teachers goals, responsibilities, and expectations, and be reminded that they are both working towards a positive environment for everyone.

Student collaboration is important when it comes to Co-Teaching structures as it gives students the opportunity to practice their own personal skills and development. By doing this, students are engaging in real-world skills, that may be found in the workplace. Skills that students will be able to work on include communication skills, problem solving, and mitigating disagreements. As for the teachers, student collaboration is one way that teachers can observe and gather what each student needs, have a better understanding on how different students work with each other, and allowing the teachers to be able to identify where they need to intervene. When students are able to collaborate successfully, it creates a better learning environment and creates a better chance of success, while also allowing teachers to take note and observe where they can give assistance based on students individual needs.

References

Schwarz, P., & Kluth, P. (2007). You’re welcome: 30 innovative ideas for the inclusive classroom. Heinemann.