DP1

My discussion

Special Education Settings

Special teachers are not always found in schools. They can also be found in other settings like hospitals. The two settings for this assignment are the public and private school settings, as these are the settings available in my neighborhood.

In both settings, special education teachers advocate for students with needs to ensure that they get the necessary education. They collaborate with other educators and IEP team members to ensure that the students meet their IEP goals. The facilitate modifications and accommodations needed to help students to develop their learning abilities. Primarily, the role of special education is to ensure that all the services and programs needed to facilitate learning abilities and development are available as outlined in the IEP.

For instance, in my school, the special needs teacher helps students who lag behind in their learning, like in English Art. Teachers provide them with extra time to enable them to complete the same test. They are also offered tests and spelling words to help them practice and catch up with their peers.

The private school can have someone that works in the mainstream classroom with the child and the Mainstream teachers. The special education teacher will take small groups and work with them as needed for more help and understanding. The children at our private school are children who live on-site, and they are the ones that will at times need a teacher full time in the classroom each week; the teacher will move from room to room so they can work with the teachers and the students.

In both the public and private settings, students with special needs are allowed to learn both in the mainstream and special classrooms. According to the Individuals with Disabilities Education Act (IDEA), scientifically based research is defined as "...research (that) involves the application of rigorous, systematic, and objective procedures to obtain reliable and valid knowledge relevant to education activities and programs" (Sec. 300.35). This form of research focuses on methods and instructional strategies. It is also referred to as evidence-based practice. (Cohen & Spenciner, 2009, sec. 1.1, para. 8). Evidence-Based practices provide guidance and directions on how educators can ensure students learning and how they need to teach the curriculum. Yu defines differentiated earning as "Differentiated instruction, the tailoring of educational experiences to meet individual learner needs, is nothing new." Differentiated instruction is time-consuming and challenging work; however, class sizes increase all the time, making individualized learning harder to achieve. New adaptive learning technology can assist teachers and augment their efforts by recommending which concepts to focus on with a learner or an entire class and by providing instructors and students themselves with information about their concept level strengths and weaknesses." (2014, Para. 1 &3). Usually, students have differentiated needs. Therefore, outlined practices may not help to meet the needs of all students appropriately.

References

Cohen, L. G., & Spenciner, L. J. (2009). Teaching students with mild and moderate disabilities: Research-based practices. Upper Saddle River, NJ: Pearson Merrill Prentice Hall.

Yu, C. (2014). 10 examples & non-examples of differentiated instruction (Links to an external site.). Teachthought. Retrieved from http://www.teachthought.com/teaching/what-isdifferentiated-instruction/ This study source was downloaded by 100000763964441 from CourseHero.com on 05-19-2021 11:27:49 GMT -05:00 https://www.coursehero.com/file/53297146/ESE634BREWINGTONWK1DS1docx/ This study resource was sh