I think this is very derogatory and would like to propose that the district where I work, change this outdated terminology. The high incidence programs are referred to as "resource" but the low incidence programs continue to be referred to as "functional."

 

-When looking for alternative titles for special education programs I found this helpful listing of all the acronyms that are sometimes often and sometimes seldom used in special education. 

Center for Parent Information & Resources 

 

-I found this great website with lots of resources for teaching special education and children with support needs when I was looking for lessons on teaching social & friendship skills.

-The I’m Determined website provides direct instruction, models, and practice skills that help to develop self-determination.

 

The lessons/activities that Katey presented can be accessed at the website:

http://self.determination.org/

Other good resources I found on the Zarrow Center for Learning Enrichment

Resource 2: https://www.autismclassroomresources.com/hidden-curriculum-impact/

 

The first resource helped me to understand what hidden curriculum is, and how teachers can create a positive classroom environment while still teaching them about the hidden curriculum. The second resource lists 5 ways the hidden curriculum is affecting students with disabilities. This second article was very interesting and gave helpful insight on how students with autism may not understand the hidden curriculum. 

 

Resource 2: https://www.quickanddirtytips.com/parenting/school-age/8-ways-to-teach-kids-to-embrace-peers-with-disabilities

 

Both of these resources are helpful in that they give tips and tricks about how to teach general education students about their peers with disabilities. The first resource not only provides tips, but also includes resources that could be helpful to use when teaching general education peers. It also provides some tips for families about how they can support their child while at home. The second resource gives sort of a step by step procedure on how teachers can help their students to understand their peers with different abilities, and how they can communicate with them. I like how both of these resources help the teacher to create a safe place for students to ask any and all questions that they might have about their peers with various abilities. 

Donald R. Weller and James McLeskey

Remedial and Special Education 

Vol 21, Issue 4, pp. 209 - 218

First Published July 1, 2000
First Published July 1, 2000

 

How can I get more access to general education curriculum? 

 

 

Resource 1: https://www.ericdigests.org/2002-3/general.htm 

 

This article discusses how to use general education curriculum in meaningful ways. It also gives helpful tips about how to access general education curriculum. 

 

How can I get more support from my administration? 

 

Resource 2: https://www.edutopia.org/blog/when-teachers-and-administrators-collaborate-anne-obrien 

 

This website offers suggestions and support for how administration should be collaborating with staff. This article works around the issue of administration not having time to collaborate. It outlines a strategy called ABC that helps administration and teachers come together and create a collaborative environment. 

 

 

Resource 1: https://www.pinterest.com/pin/519110294534611393/ 

                     https://www.pinterest.com/katebrannigan/behavior-notes-home/  

 

Pinterest has editable communication sheets. This resource will allow you to create a communication system that includes a place for discussing contributing factors of behavior that may be happening at home. The goal would be to keep constant communication between home and school. Parents would write notes then vise versa. 

 

What are some websites or resources I can use to help give further training to my para professionals? 

 

 

Resource 2: https://ici.umn.edu/products/impact/152/over4.html 

 

This website provides a detailed outline about training paraprofessionals and emphasizes supports and training techniques for teachers to help guide them when training paraprofessionals. 

These are some sites that have good information on peer supports in an inclusive classroom. 

 

Inclusive Schools Network 

https://inclusiveschools.org/category/resources/peer-supports/ 

 

Organization for Autism Research 

https://researchautism.org/10-steps-to-starting-a-peer-support-program-in-your-school-2/ 

 

Resource 1: https://vkc.mc.vanderbilt.edu/assets/files/resources/psiPeermedstrategies.pdf 

 

Resource 2: http://www.ttacnews.vcu.edu/2013/02/workingsmarter/ 

 

These resources are a great resource for training peers. They give details about how to train and implement peer groups such as lunch buddies or tutoring. 

Resource 2: https://www.pearsoned.com/building-community-peer-relations-safer-school/

 

Both of these resources gave good ideas on how I could help to facilitate peer relationships. I liked how the first website was separated into sections, and provided different links to other websites that may help teachers to better understand what they can do. The second resource talked about what not only teachers can do, but also parents 

 

Resource 1: https://www.theedadvocate.org/6-ways-teachers-can-foster-cultural-awareness-in-the-classroom/ 

 

Resource 2: https://www.edutopia.org/blog/preparing-cultural-diversity-resources-teachers 

 

These resources offer educators ways to foster cultural awareness in their classroom and expanding to the school. The second resource is a website that has several lesson plans, helpful websites for teachers and parents, and blogs that help teacher prepare culturally diverse lessons and promote cultural awareness.