Field Experience B: Student Differences and Individual Learning Needs

  Special education teachers play a significant role in the IEP process, delivery of services, and advocacy for students and their families. These teachers are teachers of content, classroom leaders, managers of behavior, consultants, case managers, advocates, and collaborators. Within these various responsibilities, it is also important to maintain confidentiality while still providing appropriate consultative … Read more

Topic 5 DQ 2

  Using the “Differentiated Instruction: Maximizing the Learning of All Students” and what you have learned, address the scenario below: Mr. Green has taught high school Spanish for 10 years. He would like to start differentiating instruction and needs to make some changes to his current classroom practices, which are described below: Delivers instruction primarily by … Read more

Topic 5 DQ 1

 Many have said that Universal Design for Learning (UDL) promotes better teaching practices for all educators. Discuss whether you agree or disagree with that statement and provide specific reasons, facts, and real-world examples to support your opinions. In replies to peers, support or refute the ideas presented using evidence from the topic Resources and your research. 

Topic 4 DQ 2

 Students may argue about fairness and ask why a student with special education needs is treated differently regarding behavioral discipline, accommodations, etc. Review the “Beyond F.A.T. City:  Look Back, Look Ahead-Conversation about Special Education,” focusing on the “Fairness in the Classroom’ section. Consider the statement, “Fair is not always equal.” Discuss how you, as a … Read more

Classroom Management and the Inclusive Classroom

  Disruptive behavior and misbehavior can occur in any classroom. If a teacher understands the needs of the student, the effect of the environment on the student, and identifies behavior patterns, it is easier to identify ways to provide support, reinforce positive behaviors, redirect behavior, and prevent a disruptive behavior from occurring in the future. … Read more

Field Experience A: Special Education Team Interviews

  When working with students with exceptionalities, it is important to understand the roles of various members of the special education team. Administrators, paraprofessionals, service providers (such as a speech, occupational, and physical therapists), teachers, and school nurses can all be members of this group, depending on the individual needs of the student. Understanding the … Read more

RTI and Multi-Tiered Intervention Presentation

  Tiered instruction and support programs are often implemented on a school or district-wide level. Response to Intervention (RTI) and Multi-tiered Systems of Support (MTSS) are common programs that provide a framework for assessment, delivery of instruction, provision of supports, and guidelines for referrals for eligibility in special education. The law requires that teams document … Read more

Understanding Disability Categories

  As part of the IEP team, general education teachers and special education teachers must possess an understanding of the eligibility categories used to determine whether a student is eligible to receive special education services. General education teachers and special education teachers must collaborate and communicate in a professional and articulate manner with school psychologists, … Read more

topic 3 DQ 1

 Think about what you learned from viewing the selected grade level videos from “Through Your Child’s Eyes.” In 2-3 sentences, summarize the overall challenges students faced and what viewing the videos taught you about how dyslexia affects students academically and away from the educational environment. Identify the grade level you selected. In replies to peers, discuss commonalities you … Read more

Topic 2 DQ 2

 Explain the difference between modifications and accommodations. Discuss how accommodations can serve as a pre-referral intervention and provide two examples of accommodations you might commonly make prior to referring the student to a child study team. In replies to peers, provide additional examples of accommodations that have not already been discussed.