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Special education
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- 2. INTRODUCTION OF SPECIALEDUCATION When children are struggling in school, it's essential to discover why. It might be that an disability is influencing your child's instructive performance. Assuming this is the case, your kid might be qualified for a specialized curriculum and related administration services that can help. To become familiar with a specialized curriculum. Special education instruction that is uncommonly intended to meet the one of a kind needs of kids who have disabilities. special curriculum and related administrations are given in government funded schools at no expense to the guardians and can incorporate uncommon guidance in the homeroom, at home, in medical clinics or foundations, or in different settings
- 3. INDIVIDUALS WITH DISABILITIES EDUCATION ACT. This law gives eligible children with disabilities the right to receive special services and assistance in school. More than 6.8 million children ages 3 through 21 receive special education and related services each year in the United States. To qualify meet his or her unique needs (that result from having a disability) to help the child learn the information and skills that other children are learning in the general education curriculum. Autism , Deafness, Deaf-blindness, Hearing impairment, Intellectual disabilities, Multiple disabilities, Visual impairment, including blindness States must follow IDEA, but they can have guidelines on who qualifies for each disability type
- 4. INDIVIDUALIZED EDUCATION PROGRAMS The IDEAmaintains that parents and teachers of children who qualify for special education must develop an Individualized Education Program, or IEP, that helps establish specific education for a child’s explicit needs. This requires caregivers to meet initially to determine a child’s eligibility for an IEP and to come together annually to develop and assess the educational plan. The student’s educational strategy must be designated in writing and should include an evaluation and description of the current academic status, measurable goals and objectives, designation of an instructional setting and placement within that setting and transition services for children aged 16 or older. An IEP gives parents the right to dispute any issues with the school district through a neutral third party Each state decides what constitutes a delay, who is eligible for services and who pays for what. states can choose to limit or extend eligibility for kids who are 18 or older. Most states provide services until the age of 21. But a few end services earlier or later.
- 5. NO CHILD LEFTBEHIND The Elementary and Secondary Education Act, commonly known as the No Child Left Behind Act, called for schools to be accountable for academic performance of all students, whether or not they had disabilities. The act requires schools in every state to develop routine assessments of students’ academic skills. While it does not stipulate that these assessments meet a national standard, the law does oblige each state to come up with its own criteria for evaluation No Child Left Behind provides incentives for schools to demonstrate progress in students with special needs. It also allows for students to seek alternative options if schools are not meeting their academic, social or emotional needs. the law does oblige each state to come up with its own criteria for evaluation
- 6. EXPECTATIONS OF THEPROFESSION Serve as case managers and be responsible for the development, implementation, and evaluation of students’ IEPs. Provide the necessary information to the classroom teacher prior to the child entering the general education classroom regarding the student’s disability, medical concerns, and/or equipment operation (ways to meet unique needs). Collaborate with the general education teacher in adapting the curriculum, providing appropriate modifications, ensuring the implementation of modifications, and assessing overall progress of the child. Develop schedules and supervise plans for paraeducators. With the general education teacher, develop and supervise plan for paraprofessional duties. Complete and maintain all assigned student’s records (i.e., IEP, ESYP, documentation, progress report, behavior plan, etc.). Maintain contact with the assigned student’s parents or family. Maintain collaborative relationship and goodwill with general educators.
- 7. ETHICAL PRINCIPLES FORSPECIAL EDUCATORS Maintaining challenging expectations for individuals with exceptionalities to develop the highest possible learning outcomes and quality of life potential in ways that respect their dignity, culture, language, and background. Maintaining a high level of professional competence and integrity and exercising professional judgment to benefit individuals with exceptionalities and their families. Developing relationships with families based on mutual respect and actively involving families and individuals with exceptionalities in educational decision making. Practicing within the professional ethics, standards, and policies of CEC; upholding laws, regulations, and policies that influence professional practice; and advocating improvements in the laws, regulations, and policies
- 8. PRACTICES FOR ADVOCATING TO MEETTHE NEEDS OF ALL LEARNERS Design lessons based on students' learning styles. Group students by shared interest, topic, or ability for assignments. Assess students' learning using formative assessment. Manage the classroom to create a safe and supportive environment
- 9. PRACTICES TO PROMOTE LEARNERS MEETINGTHEIR FULL POTENTIAL Discover your students' strengths Provide positive role models with disabilities Develop strength-based learning strategies Use assistive technologies and Universal Design for Learning tools Create positive modifications in the learning environment.
- 10. PRACTICES FOR LEARNERS WITHDIFFERING PERSONAL AND FAMILY BACKGROUNDS Assess your own behavior Get to know your students Make your classroom a judgment-free zone Adapt your teaching Include all cultures in your teaching Express interest in the ethnic background of your students
- 11. PRACTICES TO DEMONSTRATE COLLABORATION WITH LEARNERS, FAMILIES,AND COLLEAGUES Develop and support two-way communication between teachers and parents. ... Encourage communication among parent Collaborate on lesson plans Get everyone on the same page. The most important thing you can do to collaborate is to get people to work with you on the same goals. Hold effective team meetings
- 12. CLOSURE On theoff chance that specialized curriculum leaves will every single instructive handicap be successfully restored? Obviously not. Isolation was not something worth being thankful for; we the individuals discovered that exercise. Standardization is presently being tried. Will treating those with various instructive needs as equivalent and to similar benchmarks further decrease the obstructions between those with and without inabilities? Will the conjunction of components that are impelling us forward add to satisfy the instructive rights of kids with incapacities? We hold these facts to act naturally obvious: that all men are made equivalent, that they are supplied by their Creator with certain unalienable rights, that among these are life, freedom, and the quest for bliss.
- 13. REFERENCES Hakerno, john.(n.d.). Retrieved November 10, 2018, from https://study.com/academy/lesson/roles- responsibilities-of-special-education-professionals.html. Rothstein, L. F., & Johnson, S. F. (2014). Special education law. Thousand Oaks, CA: SAGE Publications.