This week we learned about responding to student behavior. There are many things that educators, peers, and others involved with a child with disabilities can do to help with behavioral problems.
The first thing educators should always do is have effective communication in the classroom, this will minimize confusion for the student and will limit the amount of frustration the student has. Another thing educators should do to help a child with disabilities is have effective teaching methods for that specific student. Students with disabilities often won't learn in the same way or as quickly as other students so it is important to make accommodations and teach in the best way for that child. Third educators should be fostering positive student interactions. This means giving students the opportunity to interact with each other in a positive environment.
How can educators promote positive group behavior? One way they can do this is by implementing peer mediated instruction. Another way would be peer tutoring- giving peers a chance to tutor or teach each other what they have learned.
In high school, I had a teacher who would often have us pair up in partnerships or small groups after she had taught the math lesson for the day. We would then do an activity or teach the material in some way to a small group of people. This allowed us as students to get the material twice in one day. I was grateful for this teacher because math definitely wasn't my strong suit. I felt through doing this exercise I was able to gain a better understanding of the concept she was trying to teach as well. I also felt I gained confidence in myself as I was able to teach a small group what we had just learned that day.
I am very grateful for all that I have learned this semester, I have gained a better knowledge of children who have disabilities and those who don't have disabilities but still struggle in some way. I have gained a better understanding of the programs available to children and families who qualify for services. I am grateful for the knowledge I have of IEP's I definitely wouldn't have gotten where I am today without an IEP myself. I am grateful for the people in my life who believed that I could do anything I set my mind to and thanks to their love and support I am a semester away from graduating.
I am grateful for all that I have learned this semester that has taught me to be a better disciple of Christ and to love and support those around me.
Saturday, December 10, 2016
Saturday, December 3, 2016
Evaluating Student Learning
This week we learned about how we can help children with disabilities when they are learning. One of the main concepts we talked about this week was testing and the accommodations that should be given to a child with disabilities before, during, and after a test.
Before the test: The tests need to reflect the child's knowledge and skills, not their disabilities. A study guide can help avoid wasting valuable time studying everything indiscriminately and instead help them focus on the most important information. Develop practice tests to help get conditions similar to what the students will encounter on the actual test.
During the test: Alternative test site- a change in location where the student takes the test in a different location than the rest of their peers to avoid distractions and added stress. Figure out the best way to give the test for individual students so the tests are accurate.
After the test: Change the grading criteria. Use alternative test grading strategies
All of these accommodations will help the child succeed. As educators we should have the need of the child in mind so we should use these accommodations if they will help the child succeed.
Before the test: The tests need to reflect the child's knowledge and skills, not their disabilities. A study guide can help avoid wasting valuable time studying everything indiscriminately and instead help them focus on the most important information. Develop practice tests to help get conditions similar to what the students will encounter on the actual test.
During the test: Alternative test site- a change in location where the student takes the test in a different location than the rest of their peers to avoid distractions and added stress. Figure out the best way to give the test for individual students so the tests are accurate.
After the test: Change the grading criteria. Use alternative test grading strategies
All of these accommodations will help the child succeed. As educators we should have the need of the child in mind so we should use these accommodations if they will help the child succeed.
Saturday, November 19, 2016
Differentiating Instruction
This week we learned about differentiating instruction. I learned the importance of recognizing the needs of all your students and doing your best to make accommodations for all of your students who have disabilities.
I liked how the book talked about the different ways you can make accommodations for your students. First, is basic instruction, this includes teaching pre-skills, including sequencing,and sequencing examples, deciding the rate of introducing new skills, providing direct instruction and opportunities for practice and review.
Second, How can you make accommodations for students with special needs when teaching subject-area content? We can do this by, Activating background knowledge, Organizing Content, Employing cue words for organizational patterns, Constructing study guides Creating Graphic Organizers.
Third, Teaching terms and concepts. We can do this by Using definitions, Making concept diagrams, Communicating clearly, Communicate clearly in writing and orally.
Lastly, What accommodations can you make for students to help them succeed in independent practice?We can differentiating seat work assignments, and differentiating homework assignments to help the student better grasp the concepts we are trying to teach.
I liked how the book talked about the different ways you can make accommodations for your students. First, is basic instruction, this includes teaching pre-skills, including sequencing,and sequencing examples, deciding the rate of introducing new skills, providing direct instruction and opportunities for practice and review.
Second, How can you make accommodations for students with special needs when teaching subject-area content? We can do this by, Activating background knowledge, Organizing Content, Employing cue words for organizational patterns, Constructing study guides Creating Graphic Organizers.
Third, Teaching terms and concepts. We can do this by Using definitions, Making concept diagrams, Communicating clearly, Communicate clearly in writing and orally.
Lastly, What accommodations can you make for students to help them succeed in independent practice?We can differentiating seat work assignments, and differentiating homework assignments to help the student better grasp the concepts we are trying to teach.
Saturday, November 12, 2016
Students with Special Needs Other than Disabilities
This Week we learned about children with special needs other than disabilities. Children in this category can be considered under something called the 504. the 504 is any student struggling with attention problems, drug addictions, chronic health problems, communicable diseases, temporary disabilities resulting from accidents or injury, environmental illnesses, and alcoholism. This means that they can get help for any of these problems if they are determined eligible.
Who is eligible? Pretty much anyone with any of the above stated problems as long as they have proof of the problem.
Helping a child with ADHD. It is very important that when a child has ADHD that we are patient with them. We should allow extra time on tests, have them focus on comprehending short passegesses rather than long ones, give extended periods of time for math, In large group instruction keep the pace perky and allow for many opportunities for student participation.
Who is eligible? Pretty much anyone with any of the above stated problems as long as they have proof of the problem.
Helping a child with ADHD. It is very important that when a child has ADHD that we are patient with them. We should allow extra time on tests, have them focus on comprehending short passegesses rather than long ones, give extended periods of time for math, In large group instruction keep the pace perky and allow for many opportunities for student participation.
Saturday, November 5, 2016
Planning Instruction by Analyzing Classroom and Student Needs
This week we learned about planning instruction by analyzing classroom and student needs. I honestly hadn't really thought about teachers ever doing this but after reading the material and watching the videos for this week teachers do this quite often.
Before a student even steps into the room a teacher has to look at his or her classroom and "manage the classroom." Meaning, they need consider physical organization of the room itself, routines for academic and non-academic activities, classroom climate, or attitudes toward individual differences, and note the use of time for instructional and non-instructional activities.
Once the student walks in the room the teacher has to consider academics for them so he or she can document progress. Some of the things teachers consider with their students are basic learning skills (reading, math, oral and written language), cognitive and learning strategies "learning how to learn"- memorization, textbook reading, note taking, test taking, and general problem solving, and survival skills- (skills practiced by students regularly) attending school regularly, being organized, completing tasks in and out of school, being independent, taking an interest in school, and displaying positive interpersonal skills.
I honestly didn't realize teachers considered all of these factors when a child with disabilities. When I was in high school I was in "study skills" and had an IEP but I don't remember any of my teachers every doing any of these things.
I learned a lot this week, there are a lot to consider when you are working with special needs children and you need to make sure you are prepared each and every day.
~Kolbey
Before a student even steps into the room a teacher has to look at his or her classroom and "manage the classroom." Meaning, they need consider physical organization of the room itself, routines for academic and non-academic activities, classroom climate, or attitudes toward individual differences, and note the use of time for instructional and non-instructional activities.
Once the student walks in the room the teacher has to consider academics for them so he or she can document progress. Some of the things teachers consider with their students are basic learning skills (reading, math, oral and written language), cognitive and learning strategies "learning how to learn"- memorization, textbook reading, note taking, test taking, and general problem solving, and survival skills- (skills practiced by students regularly) attending school regularly, being organized, completing tasks in and out of school, being independent, taking an interest in school, and displaying positive interpersonal skills.
I honestly didn't realize teachers considered all of these factors when a child with disabilities. When I was in high school I was in "study skills" and had an IEP but I don't remember any of my teachers every doing any of these things.
I learned a lot this week, there are a lot to consider when you are working with special needs children and you need to make sure you are prepared each and every day.
~Kolbey
Friday, October 28, 2016
Assessing Student Needs
This week we learned about how a child is referred for screening and testing to see whether they are eligible for an IEP or other special education services. I really enjoyed this lesson because even though I have had an IEP since I was in kindergarten, I didn't realize the process of deciding whether or not a child is eligible. I found it interesting that there are so many steps involved in the decision process.
Growing up, my special education teachers or resource teachers were required to perform tests on each of the students who had an IEP every month. By the time I got to high school I was so tired of having to have the same tests done each month. The tests they would perform were a timed one minute reading test, a timed writing test with a writing prompt, and a timed math test with all types of math problems. They performed the tests each month to document progress throughout the year so that when it was time for the annual IEP meeting they would have documentation of progress or things that needed to be worked on.
Looking back I am grateful they performed the tests even though in the moment I thought it was pointless and a waste of time. The documentation they had at the end of the year for the annual IEP meeting helped establish goals, allowed me to see that I was improving, and allowed those involved in my education to see where I was academically and where I needed to be.
In order for a child to be eligible for services there are specific things that have to be determined. First, screening must be performed to determine whether or not the child's performance differs enough from the child's peers to need changes in instruction or even if the child needs more in-depth testing to rule out a disability. Second, diagnosis is determined by the results of the screening and by questions like does the student meet the guideline to be classified as having a disability? If so, what is the extent of the child's disability?. Third, program placement decides where the child's education should take place. This allows educators to decide whether the child needs to be in a special education class full time, part time, or just for special circumstances like testing.
If a child is found to have a disability there is a team that comes up with an action plan to help the child succeed in school. There are many things the school can do to accommodate a child with special needs, the first step is getting the child tested. As parents of children you are not required to wait until someone approaches you about the possibility of your child having a disability. If you feel you child may have a disability you have the right to ask to have your child tested.
I learned a lot this week and am grateful that I had educators throughout my schooling who cared about my well being and who took the time to perform the monthly tests in order to document progress, strengths, weaknesses and have data to support possible goals for the next year. I liked how my special education teachers didn't allow me to get away with things and they pushed me to be the best person I could be. I am grateful for their support as I grew up and went through challenging time. My senior year in high school they were very invested in my education, goals and future plans. They wanted to help me in anyway they could to allow me to succeed as I graduated and moved on to college and my future. I will always be grateful for all they did for me and how much they supported me in my educational and life goals.
~Kolbey
Growing up, my special education teachers or resource teachers were required to perform tests on each of the students who had an IEP every month. By the time I got to high school I was so tired of having to have the same tests done each month. The tests they would perform were a timed one minute reading test, a timed writing test with a writing prompt, and a timed math test with all types of math problems. They performed the tests each month to document progress throughout the year so that when it was time for the annual IEP meeting they would have documentation of progress or things that needed to be worked on.
Looking back I am grateful they performed the tests even though in the moment I thought it was pointless and a waste of time. The documentation they had at the end of the year for the annual IEP meeting helped establish goals, allowed me to see that I was improving, and allowed those involved in my education to see where I was academically and where I needed to be.
In order for a child to be eligible for services there are specific things that have to be determined. First, screening must be performed to determine whether or not the child's performance differs enough from the child's peers to need changes in instruction or even if the child needs more in-depth testing to rule out a disability. Second, diagnosis is determined by the results of the screening and by questions like does the student meet the guideline to be classified as having a disability? If so, what is the extent of the child's disability?. Third, program placement decides where the child's education should take place. This allows educators to decide whether the child needs to be in a special education class full time, part time, or just for special circumstances like testing.
If a child is found to have a disability there is a team that comes up with an action plan to help the child succeed in school. There are many things the school can do to accommodate a child with special needs, the first step is getting the child tested. As parents of children you are not required to wait until someone approaches you about the possibility of your child having a disability. If you feel you child may have a disability you have the right to ask to have your child tested.
I learned a lot this week and am grateful that I had educators throughout my schooling who cared about my well being and who took the time to perform the monthly tests in order to document progress, strengths, weaknesses and have data to support possible goals for the next year. I liked how my special education teachers didn't allow me to get away with things and they pushed me to be the best person I could be. I am grateful for their support as I grew up and went through challenging time. My senior year in high school they were very invested in my education, goals and future plans. They wanted to help me in anyway they could to allow me to succeed as I graduated and moved on to college and my future. I will always be grateful for all they did for me and how much they supported me in my educational and life goals.
~Kolbey
Friday, October 21, 2016
Collaboration
This week we learned about collaboration. the definition of collaboration is the action of working with someone to produce or create something. Collaboration is so important when working with children with special needs. If there isn't collaboration when working with and for special needs students they won't receive the care and education they deserve.
After I had my stroke when I was 14 the doctors, nurses, therapists, and many other people had to collaborate together in order to come up with a plan to help me recover. If they hadn't collaborated I probably wouldn't be where I am today. It is so important for everyone to be on the same page when caring for special needs students. When people are on the same page the student gets the best education possible and is able to be successful.
Another example of collaboration I have is IEP meetings. Growing up I had an IEP meeting every year from kindergarten to 12th grade. If the staff that attended those meetings weren't able to agree on an action plan I wouldn't have been so successful in school and i likely wouldn't be two semesters away from my college graduation. When people get together and come up with a plan of action and create an IEP for a student most of the time the student is involved in the decision making. I never wanted to be a part of my IEP meetings but was forced to start being a part of them when I was a sophomore in high school. I hated hearing the IEP team talk about me because I hate being the center of attention. I learned a lot in those three years of participating in my IEP meetings and looking back I am grateful I was forced to be a part of them because now I know how to collaborate with others and am able to advocate for myself.
I am grateful for the people who have collaborated on my behalf so that I could get where I am today.
In the textbook Including Students with Special Needs Chapter Three it states seven parts to collaboration they are: shared problem solving, discover a shared need, identify the problem, propose solutions, evaluate ideas, plan specifics, and implement the solution. Each of these things are things that should be done when collaboration on behalf of a student with special needs. In an IEP meeting this is exactly what happens as the team talks about the needs and goals for the child.
It is so important to work together when talking about the success of a special needs child. All the child wants is to be successful but they can't do it alone they need people who will help them and work together to do what is best for the child as an individual not just as "another student in the classroom."
~Kolbey Nicholls
After I had my stroke when I was 14 the doctors, nurses, therapists, and many other people had to collaborate together in order to come up with a plan to help me recover. If they hadn't collaborated I probably wouldn't be where I am today. It is so important for everyone to be on the same page when caring for special needs students. When people are on the same page the student gets the best education possible and is able to be successful.
Another example of collaboration I have is IEP meetings. Growing up I had an IEP meeting every year from kindergarten to 12th grade. If the staff that attended those meetings weren't able to agree on an action plan I wouldn't have been so successful in school and i likely wouldn't be two semesters away from my college graduation. When people get together and come up with a plan of action and create an IEP for a student most of the time the student is involved in the decision making. I never wanted to be a part of my IEP meetings but was forced to start being a part of them when I was a sophomore in high school. I hated hearing the IEP team talk about me because I hate being the center of attention. I learned a lot in those three years of participating in my IEP meetings and looking back I am grateful I was forced to be a part of them because now I know how to collaborate with others and am able to advocate for myself.
I am grateful for the people who have collaborated on my behalf so that I could get where I am today.
In the textbook Including Students with Special Needs Chapter Three it states seven parts to collaboration they are: shared problem solving, discover a shared need, identify the problem, propose solutions, evaluate ideas, plan specifics, and implement the solution. Each of these things are things that should be done when collaboration on behalf of a student with special needs. In an IEP meeting this is exactly what happens as the team talks about the needs and goals for the child.
It is so important to work together when talking about the success of a special needs child. All the child wants is to be successful but they can't do it alone they need people who will help them and work together to do what is best for the child as an individual not just as "another student in the classroom."
~Kolbey Nicholls
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