Better Understanding of Sped : Schooling, Nurturing,and Social Participation

1. SPED: Schooling, Nurturing
and Social Participation

2. SCHOOLING

3. Work environments for those certified in Special Education may include:
* Specialized/self-contained schools
* Self-contained classes among general education settings (may include Resource Room, ELL classes, Alternative
Education programs)
* General education classrooms (both public and private schools) operating under an inclusion/CTT model
* Self-contained and Inclusion model preschool programs
* Early Intervention programs — includes both at-home and at-site services
* Residential facilities
* Home programs
* Health agencies and clinics
* Hospitals

4. Student Demographics
The inclusive education classroom model where students with special needs
are taught in classrooms alongside their general education peers. This model
most often operates under a co-teaching strategy, also known as CTT
(Collaborative Team Teaching) or ITT (Integrated Co-Teaching) External link ,
in that the classroom has both a General Education and Special Education
teacher.
The difference between inclusion classrooms and self-contained classrooms is
that special needs students in inclusive classrooms are typically labeled as
having mild to moderate disabilities, while students within self-contained
classrooms are labeled as having severe/multiple disabilities. While both
mild/moderate and severe/multiple disabilities fall under the same special
education category, the needs of these students vary, so it is important that
you find a degree program that allows you to focus on your demographic of
students.

5. Teaching Students With Mild-to-Moderate Disabilities
Becoming certified to teach students with mild to moderate
disabilities prepares you to help children whose special needs
hinder their academic achievement, usually in areas of math,
reading, writing, and socialization. Students with mild to moderate
special needs spend part or a majority of their school day in a
general education/CTT classroom occasionally supplemented with
time in speech, resource room, occupational therapy, etc.
Individuals looking to work with students with mild to moderate
disabilities should look into school programs that focus on preparing
educators to work within that specific demographic. Special education
programs such as our partner USC Rossier Online External link tailor
their programs so that teachers are aptly prepared for succeeding in a
co-teaching classroom model. The special needs of students with mild
to moderate disabilities may include learning disabilities,
speech/language disorders, behavior disorders, ADD/ADHD and/or
high-functioning Autism Spectrum Disorder.

6. Teaching Students With Severe/Multiple Disabilities
Becoming certified to teach students with severe/multiple disabilities prepares you to work with
students whose special needs inhibit their performance — not only on an academic level but also
in terms of their physical capabilities and life skills — leading to severe educational needs. The
National Dissemination Center for Children with Disabilities (NICHCY) defines severe
disabilities External link as individuals with severe to profound developmental and/or intellectual
disabilities. The severity of these disabilities must require “ongoing, extensive support” in life
and/or social activities in order to participate in educational and community activities.
Those looking to work with students who have severe and/or
multiple disabilities will most commonly work in specialized private
school settings or in self-contained special education classes in a
general education setting. Teachers with a degree in
severe/multiple disabilities also have the opportunity to work with
government agencies, non-profit organizations and private
institutions devoted to students with severe developmental
disabilities.

7. NURTURING
Nature is the best way to nurture pupils
with special educational needs

8. “Gardening is so levelling for students with special needs, it’s very inclusive,” says Sarah Rudge, a teacher at
the school. “It takes a long time to see things develop and grow, but having patience is a really good life skill,”
she adds. While some children will concentrate on digging earth and planting seeds, others will be calculating
the dimensions of the garden or researching which herbs the Romans grew and what vegetables they ate. The
project ties in lots of different disciplines – from design technology to science and history.

9. It is also important to make outdoor learning a different and complementary
experience to what happens in the classroom. Think natural colors, plants,
seasonal change, natural materials and logs, leaves and twigs as loose parts for
construction and role play. “It shouldn’t just be a case of taking the indoors
out – think about what is special about the outside and capitalize on that.”

11. Social Participation

12. Community Participation
What?
Community participation is a key component for building a
strong support system for our children. Stepping outside
of having others help our children to providing
opportunities for our kids to help others gives our children
a sense of belonging, a sense of pride and confidence in
themselves, an opportunity to make friends and extend
the circle of support. It provides them with a sense of
satisfaction in knowing that they can help others as others
help them.

13. Who?
Students of transition age (14-21) who are receiving
special education services under an Individual Education
Plan (IEP) and students of transition age who are in the
process of assessment for special education services must
have the transition area of recreation and leisure
included in their IEP/ Transition Plan.

14. How?
The IEP team should assess the student’s self advocacy skills,
identify the student’s interests and skills in this area. Assistive
technology needs should be considered as way to participate in
the community more independently. The team should also look at
what extended school involved activities such as choir and
yearbook can provide the student with an opportunity to gain a
skill that can extend past high school. Schools are required to
provide supports such as a para professional for after school
activities if the student requires those supports to participate in
the activity.

15. Thank you!!!