field experience b student differences and individual learning needs

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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 services, delivery of instruction, and collaboration with faculty, staff, administration, and parents.
Allocate at least 2.5 hours in the field to support this field experience.
Because this course does not require you to have a fingerprint clearance card, your field experience must be completed before or after school, or during another designated time when students are not present
Interview a certified special education teacher at the educational level (K- 12) of your program, asking the following questions:
Similarities, Differences, Characteristics, and Educational Implications:

What are some similarities and differences among students with and without disabilities?
What are some characteristics of various disabilities and their educational implications for students at your school?

Exceptionality and Unique Learning Needs:

What effects can disabilities have on students†academic and social development, attitudes, interests, and values?
In what ways do you address the unique learning needs of students with disabilities in the classroom, including those students with culturally and linguistically diverse backgrounds?

Privacy and Collaboration:

How do you protect the privacy of students with disabilities? What are some dilemmas you have experienced with this?
How do you collaborate with general education teachers?

If you need additional hours to complete your field experience, and if there is an opportunity, you may interview more than one special education teacher and compile the responses. You may also meet with a special education teacher before or after school to attend a professional development session if the administration at the school approves.
In 250-500 words, summarize and reflect on your interview and the need for professionalism and integrity to protect student privacy. Be sure to explain how you will use your findings in your future professional practice to maintain students†confidentiality and other responsibilities for meeting the needs of individuals with disabilities in the school-based setting.
Prepare this assignment according to the guidelines found in the GCU Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.

Interview (Ashli Stewart, Special Education Teacher)
Similarities, Differences, Characteristics, and Educational Implications:

What are some similarities and differences among students with and without disabilities?

Students with and without disabilities share many qualities. One of the qualities they share is the need for explicit directions. Explicit directions are imperative for all students to thoroughly understand what is being asked of them and what their expectations are. Another quality they share is the need for modeling. Teaching students a new skill requires repetition as well as modeling for ALL students. A student cannot be successful in learning a new skill if it has not been taught and modeled to them.

What are some characteristics of various disabilities and their educational implications for students at your school?

Some characteristics of various disabilities include, but are not limited to: 1) Difficulty maintaining attention and staying on task 2) Difficulty focusing for an extended period of time 3) Difficulty processing directions and commands 4) Difficulty reading and comprehending.
Some implications include, but are not limited to: 1) Frequent monitored breaks 2) Extra time for completions 3) Explain or paraphrase the directions for clarity 4) Oral reading of test questions.
Exceptionality and Unique Learning Needs:

What effects can disabilities have on students†academic and social development, attitudes, interests, and values?

Disabilities impact many students†executive functioning skills which impacts their involvement and progress in the general education curriculum. Their disabilities also affect their social interactions with their peers. They feel like they are “different” and not accepted. At times, they can be subjected to bullying, which at times can create attitudes of resentment that causes negative behaviors. All of these things can be controlled in a school setting that prides themselves on having a positive school culture. One where EVERY student is appreciated and valued. The interest and values can differ depending on the level of functioning for students. The most important thing teachers and parents can do for students is to make realistic goals. Goals that students can reach and be proud of and not ones that will cause disappointment.

In what ways do you address the unique learning needs of students with disabilities in the classroom, including those students with culturally and linguistically diverse backgrounds?

There are many ways to address the unique learning needs of students with disabilities in the classroom. One way is to make sure everyone feels included. Knowing each students†disability and deficits plays a huge role in preparing your classroom to feel like home to ALL students. Know the levels of all students will eliminate negative behaviors arising when a student feels uncomfortable or embarrassed in front of their peers. This will also eliminate “bullying” in the classroom.
Privacy and Collaboration:

How do you protect the privacy of students with disabilities? What are some dilemmas you have experienced with this?

I prepare prepare prepare and OVER prepare. I am knowledgeable about ALL of my students IEPs, BIPs, 504s, 123s and ABSs. I modify their work during my preplanning so that I am not scrambling to make their work “easier” as everyone is looking at me and trying to figure out why one student gets “easy” work. I try to imagine what hiccups may happen before hand so I can know what to do in case it happens. I have stations so that I can attend to each student individually.
I have had students ask me why does so and so have longer on an assignment or why does so and so get easy work. I simply respond, “In my classroom, fair is not giving everyone the same thing. Fairness is giving each student what they need to be successful.”

How do you collaborate with general education teachers?

I collaborate with general education teachers on a weekly basis. We talk about the glows and grows of the week. We talk about what we can improve and what is going well. We talk about how to incorporate the general curriculum with the goals of the student. We also communicate during the day, via email or text.

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