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Week 1 discussion question 1 response to 2 people

 

 

 

To respond to 2 your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses.

 

 

 

Respond to Valerie first person to respond to is

 

 

Valerie

 

 

 

ALIGNING INSTRUCTION WITH COMMON CORE STATE STANDARDS & THE IEP

 

WEEK 1/DISCUSSION 1

 

A.      To ensure students with disabilities have access to participate and progress in instruction that is aligned with both the CCSS as well as the needs of a child based on their IEP, special education teachers are expected to: (1) develop and implement an IEP which includes annual goals based on data about a student’s strengths, needs and present levels of performances.  (2) ensure that recommended supports and services are provided within the least restrictive environment to meet a student’s needs and to assist the student to be successful in the general education curriculum to meet grade level standards; and (3) ensure that special education teachers are knowledgeable about the curriculum and are prepared and qualified to deliver high-quality evidence based specially designed instruction and support services.

 

B.      One of the challenges I would anticipate in planning instruction for students with disabilities to meet CCSS and/or IEP goals would be how their learning would be measured as well as how instruction should be provided.

 

C.      Based on my experience and the literature of Kathy B. Weber & Valerie Cole of the State’s Regional Special Education Technical Assistance Support Center I would incorporate a lesson planning tool entitled, “Lesson Plan Template, Accessing the Common Core for Students with Disabilities.”  This tool is designed to assist teachers of students with disabilities (which include both general education and special education teachers) to adapt, as appropriate, the content, methodology and/or instructional approach and to provide the appropriate accommodations or modifications to meet the needs of each individual student with a disability in the context of general education curriculum instruction.  This tool works as a solution to specifically guide me to plan in advance how I will, in consideration of my students’ strengths and needs, address how my student’s disability impacts their ability to participate and progress in the general education curriculum.

 

 

 

Second person to respond to is Daniel

 

Describe the special education teacher's responsibility in planning instruction that is aligned with both Common Core State Standards (CCSS) as well as the needs of a child based on their individual education plan (IEP).

 

The whole idea of CCSS is to insure that every child is receiving the education that prepares them for the workplace or post-secondary education. In order to achieve that level of education some students have special needs that have to be addressed. The role of the special education teacher is to recognize the special needs of a student and then make recommendations for accommodations in instruction and modifications assessments that will allow that student to be able to pass the CCSS test just like his peers without special needs. This may involve learning or assessment in their own way or a combination of both.    

 

 

 

What challenges do you anticipate in planning instruction for students with disabilities to meet CCSS and/or IEP goals?

 

The biggest challenge in planning instruction is finding a way of teaching that matches the student’s learning style.  With the boy I work with I have had to learn all kinds of things that I never expected to have to use in a classroom. He is really interested in cooking so I have to do a lot of things relating it to cooking such as fractions (I do fractions with a measuring cup). It is all about finding what works for the student. Get the student engaged.

 

 

 

Based on your experience and the literature, what are several solutions to overcome these challenges?

 

The boy I work with likes cooking, angry birds and star wars. I love to cook but when I started out I knew nothing about Angry Birds or Star Wars. Most of the students with special needs aren’t real flexible so we have to be. I am now an expert on Angry Birds-Star Wars edition.

 

Another thing is to use games. Try to keep the child from realizing that they are working. If a lesson and assessment can be done through games-do it. If you tell them that they have to do work they may rebel or freeze up. If they think that they are playing they are relaxed and more willing to play. I use Bingo for number recognition. I use shaving cream on the table for spelling and letter/ number recognition.

 

 

 

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