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Learner rights and teacher responsibilities presentation
- 1. Learner Rights and Teacher Responsibilities Jasmine Hill University of Phoenix- MTE 512 Instructor Shannon Salomon December 24, 2018
- 2. Introduction Specialized instruction usually pertains to students’ academic skills, but it also may address students’ communication skills, behavior challenges, social interaction skills, vocational or functional skills, or any other areas related to education affected by the disability. Other related services are available to students with disabilities, including physical therapy, counseling, adapted physical education, and transportation to and from school in a specialized van or school bus. (2008, Council of Chief State School Officers)
- 3. We can only see a SHORT distance ahead, but we can see PLENTY there that needs to be done. Alan Turing – British Computer Scientist Policies (Federal & State)
- 4. Policies (Federal & State) Federal Laws IDEA Individuals with Disabilities Education Act (IDEA) Free appropriate public education (FAPE). Students with disabilities are entitled to attend public schools and receive the educational services that have been designed specifically to address their special needs, possibly including specialized materials, settings, and technology. This education is provided at no cost to parents. Individualized education. The instructional services and other assistance for a student with disabilities must be tailored to meet his assessed needs according to a prepared individualized education program (IEP) that is reviewed and updated annually. IEPs are written by a team of professionals and the student’s parents, and they are a sort of roadmap for educating the student. (IDEA, n.d) State Laws States must assess student math and reading achievement annually in grades 3–8 and at least once in grades 9–12. Science achievement must be assessed at least once in grades 3–5, 6–9, and 10–12. Eligible students must be provided with appropriate accommodations (including the use of technology). (2018, Council for Exceptional Children)
- 5. Maya Angelou – American Poet If you are always trying to be normal, you will never know how AMAZING you can be. Expectations From Your School & Teachers Meeting with special education teachers: You will meet frequently with special education teachers, both formally and informally. A special educator may contact you to see how a student is doing in your class, or you may contact a special educator to ask for new ideas for responding to a student’s behavior. You and the special educator may share responsibility for meeting with parents during open houses or parent conferences. supplementary aids and services This is a broad array of supports that enable students with disabilities to participate in general education, extracurricular activities, and other school settings so that they can be educated with peers who do not have disabilities.
- 6. If you can't fly, then RUN. If you can't run, then WALK. If you can't walk, then CRAWL. But whatever you do, YOU HAVE TO KEEP MOVING. Professional standards of practice. The following slides will include: -Practices for advocating to meet the needs of all learners -Practices to promote learners meeting their full potential - Practices to demonstrate respect for learners as individuals with differing personal and family backgrounds and various skills, abilities, and interests - Practices to demonstrate collaboration with learners, families, and colleagues
- 7. Practices for advocating to meet the needs of all learners We want all of our students to excel. Here are standards and practices that will take place throughout the year as we interact with your children. Co-teaching: Depending on local programs and services, co- teach with a special education teacher or related services professional such as a speech/language therapist. In co-teaching, teachers share teaching responsibilities, with both educators working with all students in the general education classroom.
- 8. Practices to promote learners meeting their full potential Teachers work together to as one unit. Working with paraprofessionals: If a class includes a student with a significant disability or several students who need support (but not co-teaching), a teacher may collaborate with a paraprofessional. The teachers will guide the work of that individual in the class to ensure that student support is appropriately provided, even while retaining primary teaching responsibility for all the students.
- 9. Practices to demonstrate respect for learners as individuals with differing personal and family backgrounds and various skills, abilities, and interests Collaboration is key. Teachers will meet on teams in order to discuss what’s best for our children. Meeting on teams: Various school teams support inclusive practices. The grade- level or middle or high school department team likely will spend part of its time discussing students with disabilities and problem solving to address their needs. A teacher may be part of a team that tries to address student learning and behavior problems prior to any consideration of the need for special education. If a student in a class is being assessed to determine whether special education is needed, your child’s teacher will be part of that team. We will take into consideration of families, skills, interests etc.
- 10. Practices to demonstrate collaboration with learners, families, and colleagues We what you to be in the know! Interacting with parents: Perhaps the most important part of collaborating on behalf of students with disabilities is working with parents. Teachers may communicate with parents through notes sent home and through e-mail; meet with them occasionally as they express concerns about their children; confer with them at formal team meetings; and work with them as they volunteer at school, help with field trips, and participate in other school activities and initiatives.
- 11. Code of Ethics All teachers must be able to recognize a high-ability student who needs more depth and complexity in instruction or may need a referral for further assessment and services. Teachers in specialized programs for gifted learners or those who coordinate gifted and talented programs and services should be familiar with the theory, research, curriculum strategies, and educational practices necessary to develop and sustain high quality classroom- based opportunities for advanced student learning. (2018 CEC)
- 12. Resources CEC. 2018. Council for Exceptional Children. Retrieved December 22, 2018. https://www.cec.sped.org/. Individuals with Disabilities Educational Act (IDEA). N.d. Retrieved December 22, 2018. https://sites.ed.gov/idea/. SERGE. 2008 Council of Chief State School Officers. Retrieved December 22, 2018. http://serge.ccsso.org/.
Editor's Notes
- Specialized instruction usually pertains to students’ academic skills, but it also may address students’ communication skills, behavior challenges, social interaction skills, vocational or functional skills, or any other areas related to education affected by the disability. Other related services are available to students with disabilities, including physical therapy, counseling, adapted physical education, and transportation to and from school in a specialized van or school bus. (2008, Council of Chief State School Officers)
- Federal Laws IDEA Individuals with Disabilities Education Act (IDEA) Free appropriate public education (FAPE). Students with disabilities are entitled to attend public schools and receive the educational services that have been designed specifically to address their special needs, possibly including specialized materials, settings, and technology. This education is provided at no cost to parents. Individualized education. The instructional services and other assistance for a student with disabilities must be tailored to meet his assessed needs according to a prepared individualized education program (IEP) that is reviewed and updated annually. IEPs are written by a team of professionals and the student’s parents, and they are a sort of roadmap for educating the student. (IDEA, n.d) State Laws States must assess student math and reading achievement annually in grades 3–8 and at least once in grades 9–12. Science achievement must be assessed at least once in grades 3–5, 6–9, and 10–12. Eligible students must be provided with appropriate accommodations (including the use of technology). (2018, Council for Exceptional Children)
- Meeting with special education teachers: You will meet frequently with special education teachers, both formally and informally. A special educator may contact you to see how a student is doing in your class, or you may contact a special educator to ask for new ideas for responding to a student’s behavior. You and the special educator may share responsibility for meeting with parents during open houses or parent conferences. supplementary aids and services This is a broad array of supports that enable students with disabilities to participate in general education, extracurricular activities, and other school settings so that they can be educated with peers who do not have disabilities.
- We want all of our students to excel. Here are standards and practices that will take place throughout the year as we interact with your children. Co-teaching: Depending on local programs and services, co-teach with a special education teacher or related services professional such as a speech/language therapist. In co-teaching, teachers share teaching responsibilities, with both educators working with all students in the general education classroom.
- Teachers work together to as one unit. Working with paraprofessionals: If a class includes a student with a significant disability or several students who need support (but not co-teaching), a teacher may collaborate with a paraprofessional. The teachers will guide the work of that individual in the class to ensure that student support is appropriately provided, even while retaining primary teaching responsibility for all the students.
- Collaboration is key. Teachers will meet on teams in order to discuss what’s best for our children. Meeting on teams: Various school teams support inclusive practices. The grade-level or middle or high school department team likely will spend part of its time discussing students with disabilities and problem solving to address their needs. A teacher may be part of a team that tries to address student learning and behavior problems prior to any consideration of the need for special education. If a student in a class is being assessed to determine whether special education is needed, your child’s teacher will be part of that team. We will take into consideration of families, skills, interests etc.
- We what you to be in the know! Interacting with parents: Perhaps the most important part of collaborating on behalf of students with disabilities is working with parents. Teachers may communicate with parents through notes sent home and through e-mail; meet with them occasionally as they express concerns about their children; confer with them at formal team meetings; and work with them as they volunteer at school, help with field trips, and participate in other school activities and initiatives.
- All teachers must be able to recognize a high-ability student who needs more depth and complexity in instruction or may need a referral for further assessment and services. Teachers in specialized programs for gifted learners or those who coordinate gifted and talented programs and services should be familiar with the theory, research, curriculum strategies, and educational practices necessary to develop and sustain high quality classroom-based opportunities for advanced student learning. (2018 CEC)