Special Education Teacher Interview

For me, the greatest challenge is to resign the needs of the additional need students in the schoolroom, e sparely when they atomic number 18 unable to wield up with the comfort of the class. At the thirdhand level, the students are expected to acquire so much fill knowledge in a wide variety of subjects. Furthermore, the students with special needs alike lack the basic skills for organizing course materials, fetching nones and listening attentively. The pace of the presentation of the content is also impregnable for these students.

4. If not for the assistance provided by the special education instructor who works with me in adapting the implementation of the curriculum, I do not think I will be able to cater to needs of the few special needs students in the class. For instance, in biology, she introduces visuals for the overhead projector, or modifies the review and study sheets for the students with special needs. kind of of responding with long essays, the students only need to fill in the blanks. If they deal additional assistance, the special education teacher will baffle them to the back of the classroom and give them small-group tutoring.

5. My main concern with classroom discipline is to promote an appropriate learning purlieu by increasing on-task behavior and encouraging respectful behavior, especially with need to the students with special needs. Therefore, I established clear rules about classroom behavior at the start of the school year, which are explai

Observation of a Specially intentional Academic Instruction in English (SDAIE) lesson in a Grade 6-12 Classroom

Observation of an English as a atomic number 42 Language Lesson in a K-5 Classroom

4. Special education teachers could garter really help these students by collaborating with the bilingual teachers in examine the causes of their difficulties and formulating a curriculum that will cater to their diverse needs. This slip of curriculum should immerse students in a meaningful and literature-rich environment that exposures students to texts of their cultures, which will be interesting to them.

Instead of verbal operating instructions only, bilingual teachers can also use visual acquired immune deficiency syndrome to demonstrate their instructions, with the help of the special education teachers. Depending on the special needs of the students, the special education teacher can also provide visual organizers and visual cue cards to keep the students on track.

Observation of a General Education fleshly Education Class with Special Needs Students

California resign Department of Education. (2003). Curricular frameworks and content standards for California public schools. Sacramento, CA: CDE Press. Retrieved April 8, 2004, from http://www.cde.ca.gov/cdepress/

District: Los Angeles Unified School District

For the instructional phase of the class, Mr. Thomas modeled the different ways of perfunctory the basketball to one of the aides. Then the class was divided into groups of flipper. The five special needs students were placed into one group, away from the rest of the class. The two aides were allocated the primary responsibility of helping them to make out the activity, while Mr. Thomas circulated among the remaining four groups of typical children. deuce-ace autistic students posed the most difficult challenges as they postulate hand-over-hand assistance by the individual aides to throw and doodad the ball. However, after repeated practice, they were able to throw the ball towards their partner,
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