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Concepts: From the reading and the basis of the Endrew Supreme Court Case, the idea that students are entitled to more than minimum is required and that we cannot just give a students the right to some education. Having this be a crucial part of IDEA that "the educational program calculated to enable a student to make progress appropriate in light of the student's circumstances" (Turnbull, p. 7). This changed the course of education to require more from what the students were receiving. It also allowed students to have dignity about who they are even though they have a disability. On page 30, it describes "not just a right to an education but also having your respect for their willingness to learn, their desire to overcome the challenges their strengths and needs present, and their achievements, however modest or robust they may be." (Turnbull, 30). Overall, working with students with exceptionalities allows us to help the students the best education as possible.

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With legislation such as IDEA, ADA and no child left behind act, students with disabilities have been more integrated into general population than they have ever been. This progress have been beneficial for not only those with disabilities, but also for individuals without disabilities. The general population has become more empathetic and understanding of these individuals abilities--not just disabilities. We still have a long way to go though in our societal views, perceptions and integration of individuals with disabilities as well as providing support and services for these students.

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One of the key points that stood out to me was the section that spoke about "self-determination". I think as educators it is really important for us to recognize that our students should play a large role in their own education and should be provided choices. I can appreciate the part that said, "enabling students with disabilities to make things happen in their lives" (Turnbull, 5). This is so important because I feel like especially in SPED a lot of teachers feel like they need to control and manage their students, which then I have found causes behaviors to increase and motivation/self-esteem to decrease. This section really spoke on the importance of providing our students with the tools and skills to be successful, all while building them to be independent problem-solvers, that learn to advocate and manage themselves. This is HUGE is allowing children to be successful not only in the classroom, but in the world. It depicts the difference between teaching and managing, and temporary versus permanent.

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What I wish I Knew Before Becoming a SPED Teacher. The presenter discussed that you have to be very effective with you time management because you will have little to no planning time while in school which I can relate to. She also mentioned that learning to write IEPs in the beginning can be very challenging. I hope that it is a skill that I can master since it will be unique to each student. Another important detail she elaborated on was being able to take the role as an effective communicator and leader when it's time to manage adults such as paraprofessionals or other educators who may be unmotivated or lack passion when working with exceptional students. You must be assertive yet respectful. This issue is something I have definitely faced with lack luster co-teachers and paraprofessionals. I look forward to a year where we can serve all students justly.

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Part of the readings that stand out to me are when Turnbull says "Disability is natural part of the human experience and in no way diminishes the right of individuals to participate in or contribute to society" (p. 31). In teaching nursing assistants in a technical school, I see my students excel in their tasks. Their disabilities do not limit their abilities to complete their assigned tasks and care for the elderly population in the nursing home when they participate in clinical. These students have now gone on to pass their state certification and are now getting jobs in nursing homes taking care of people.

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Sharon M.

All, including those with exceptionalities, should be respected and their dignity maintained. We all, at one time or another, have overcome challenges. We did so by having others believe in us, give us the structure and patience needed. We can respect others more by learning their strengths and weakness. This allows up the opportunity to assist them, at their level, to achieve their goals.

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From the text: Disability itself is a type of diversity, and students can experience double and even triple discrimination if they also possess other minority traits, meaning we as teachers will be engaged in two civil rights causes (Turnbull, p. 4).

Slides: There is a history of minority rights being violeted within the school system, which have set the precedent for future discrimination cases in education, including for groups of people with disabilities.

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While working with special education students comes with challenges - managing behaviors, navigating paperwork, and juggling limited planning time - it's also an incredibly rewarding experience. As educators, we develop essential skills in collaboration with other professionals, from managing paraprofessionals to navigating sometimes-difficult parent relationships (always with respect, of course). This collaboration grants us access to not only the students but also their families, fostering a deeper understanding and connection. Ultimately, the learning goes both ways, making it a truly enriching journey.

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Education laws, rights, and protections under the United States constitution did not initially apply to everyone, including students with disabilities and  African americans. Plessy vs Ferguson had a profound impact on education for the following years after the verdict, directly impacting Students with disabilities. Swd were categorically denied access to an education, this was changed when a student with an exceptionality underwent expulsion and the institution determined they were not fit for an education and therefore would not benefit from it. Beattie vs the Board of Education upheld the decision that the student was denied education because it was an “infringement on other students and teachers.”

In 1972, it was ruled that Students with disabilities were entitled to a Free appropriate education, which provided special education rights and services to all. They are now guaranteed protections such as zero rejection and an appropriate evaluation to ensure that they are properly accommodated and supported. Though we’ve come a long way, these protections were only implemented within the past 50 years.

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Video - What I Wish I Knew. This video was really great and full of helpful information. I taught my first co-taught class a few years ago. I took a class on helpful strategies to work with the special education teacher before that school year but I wish I knew more to be more helpful for the teacher in my classroom. I have taught physics for a few years by this point, but never a co taught situation. I did not realize the amount that goes into her part of the job. I also did not realize how much I would change my own teaching strategies. I was ready to do so and was very flexible. I appreciated all of her help. I did feel bad because she was helping me and the students that year but we had such a great year. I wish I knew how much paperwork and how much she is dealing with other adults for the students. I wish I could’ve been one less adult she had to hand hold that year. I really became a better teacher that year and learned different strategies for my students. I agree with the video in that I definitely had stronger relationships with those kids. I did not have them over many years, but I did form a different relationship with them. It was very special and really is the best part. I also see now how special the relationship is between the teachers. I think myself and the co teacher got along so well and worked together so well that the students really enjoyed the class. I have had students come back to tell me they enjoyed the class so much. We planned as much as possible (even though time was hard to find) and we really focused on what works best for the students. Planning time was mentioned in the video, and we would carve out sometime but advocated for that time. It was very much worth it.

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I made several connections with the video, what I wish I knew before and nobody told you. The first one is that you will always have behaviors. Class will not always run smoothly. Stuff is going to happen and you need to roll with it. Next, you will have little or no planning time, enough said. You will have to collaborate with other teachers which is a great opportunity to all wor together because you will probably be seeing the same things. In WL we have not been put on the teams to meet with the others. Lastly, difficult parents. I have found that when you establish a relationship with parents early on, they are our partners and we all want the same outcome.

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I often find the idea of LRE to be problematic. I work in a special education center that has a large Autism Spectrum program. The students experienced bullying and social struggles despite being fine academically. Most are there because of the parents advocated for this placement and I have heard many times from them that it was a wonderful change to "find their people." Segregation is tough for me to advocate for, especially with our history. However, I think there is a lot to be said for community and the isolation our students feel when they are not in a community of peers that have the same experience as them.

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Changes that I hope to see amongst gen ed and special ed is to foster collaboration among all educators, parents, specialists, and the students to help create the best IEP that will be tailored for the child's needs. I am a big proponent to helping ELL students as well. P.17 states "If the student has limited English proficiency, the IEP team must consider language needs in the IEP". IDEA also requires an IEP to be in effect at the beginning of each school year.

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From the "What I Wish I Knew" Video:

When considering the process of writing Individualized Education Programs (IEPs), connections to both personal experiences and broader educational principles become evident. Personally, managing time effectively during the creation of IEPs resonates deeply. The meticulous paperwork and planning required can easily consume extensive amounts of time, often making efficient time management a critical skill. This parallels my own experiences in balancing multiple responsibilities and deadlines, highlighting the universal challenge of prioritizing tasks efficiently. Moreover, the emphasis on collaboration in the IEP process underscores its essential role in educational settings. Engaging with various stakeholders and professionals demands effective communication and advocacy skills, which are crucial not only in supporting students but also in fostering productive relationships with colleagues. These connections emphasize the interconnectedness of time management, collaboration, and advocacy in supporting Students with exceptionalities.