'Educating the Exceptional Learner Benchmark Assignment Essay\r'

'Abstract\r\nThis paper reflects on the instructor erectdidate’s observations of the disciple â€Å" immature” and the respective(a) accommodations that were made for him in diverse syllabus room settings. It likewise discusses distinct accommodations that could be made in frequent teaching phratryes and circumscribed command menagees. The paper discusses the lack for high develop educatees to be self-advocating or self-determining and gentility to make decisions on his or her declare. SPE-226 Educating the Exceptional bookman Benchmark Assignment: Teaching for Exceptionalities Students with exceptionalities atomic number 18 a breed all their own.\r\nEach student has individual(a) strengths, weaknesses, and individualized education programs/plans (IEPs) tailored to those inevitably. There are many resources, accommodations, and settings for these students to help ensure their academic success. angiotensin-converting enzyme particular student, he rein called â€Å" lowly,” is a mixed radical of interesting. subordinate’s cognitive abilities are on par with his classmates. However, he occupys help with engageing, create verbally, and separate social and behavioral skills. He likes to engage in discussion, enjoys music, and is diligent in his work. Observing him, his teachers, and other various superfluous education classrooms has go alongn valuable instruction to increase my teaching strategies.\r\nInclusive Math club\r\nJunior’s first period class is Algebra 1-2. It is an comprehensive class and is co-taught by Meinen and Geigas. Meinen, the special education teacher, is there to help students and provide assistance run to Geigas’s teaching. However, all of Geigas’s classes have some(a) form of inclusion. Consequently, Geigas’s teaching strategies differ from veritable(a) education teaching strategies in order to accumulation both to the inclusive students and regular students. For instance, Geigas lend iodineselfs different r antiophthalmic factord pens for different the different steps of a trouble when he is teaching and doing businesss with the class. He is also automatic to create copies of the class worksheet for any student who engages it, not just special education students. The accommodations for Junior’s quiz were highlighting the directions for him and writing the different formulas, like point-slope form and the equation for finding the slope of a line, on his paper for easier access.\r\nHighlighting the directions for Junior’s quiz was successful. He knew what was pass judgment of him, and what he postulate to accomplish with the quiz. He did not neediness to have the directions read to him or explained to him. In addition, writing the formulas on his paper helped keep him on track. He only needed help with unmatchable graphing question, which could be a difficult question for any student. Because Junior onl y missed two questions due to diminished mistakes, I believe the accommodations were real successful and do not need to be changed. Further more, I would look back the minor mistakes with Junior, have him explain where he went wrong, and give him half-credit since he had the major(ip) concepts correct.\r\nMany other technologies or other instructional supports exist that could enhance the learning for Junior and his classmates. In the math classroom, there are white boards and a document electronic s lowlifener. The document s supportner is what Geigas and Meinen use to do the problems together with the students. Two major benefits to having the document scanner are having a intemperately copy of what work was done in class and being able to go back if necessary. If the class were only using the white board, each problem would have to be erased in order to fall upon on to the next problem. If a student needed to go back, this would create a lot of faineant time redoing work t hat was previously done.\r\nAnother fair engine room tool that students could use is Khan Academy, a website with videos and exercises to help anyone learn skills and concepts at their own charge per unit (Khan Academy, 2013). It also tracks all data inputted and shows the user’s statistics over time. This data is private to the user, but it can be shared with teachers and coaches, so teachers can use the Khan Academy classroom in their own physical classrooms (Khan Academy, 2013). While Khan Academy is a good resource, the classroom only has one teacher computer available, so any type of technology is extremely limited.\r\nSelf-Advocacy and Self-Determination\r\nJunior is just one student of many. There are many other special education students in the inclusive classrooms that could need more help. Because these are high school students, they need to be taught the idea of self-advocacy or self-determination. This is the idea that the student’s ability to â€Å"co nsider options and make catch decisions and to exercise free will, independence, and individual responsibility” (Hardman, Drew, & ampere; Egan, 2009, p. 92). Therefore, many of the special education students in the inclusive classes must ask for the bigger accommodations. For instance, if a student needs to go to a separate room with less people and/or have the directions read and explain to them aloud, they must ask permission to do so (A. Geigas, personal communication, November 4, 2013).\r\nâ€Å"Since self-determination skills are nigh effectively learned and developed by practicing them, students with disabilities should be give ample opportunity to use their self-advocacy, decision-making and socialising skills well before they leave high school to prepare themselves for working and living in their union” (PACER Center, 2013). Allowing this type of openness is actually beneficial for the students. It allows the students to hold out more independent while in the safe, close environment of the classroom. Additionally, effective self-determination teaching can increase positive transitional outcomes in paltry from high school to adult life (Hardman, Drew, & Egan, 2009, p. 92). For these reasons, many accommodations are not expressly given to students.\r\nSelf-Contained Special Education Class\r\nWhen it comes to special education classes, there can be more focus on the individual student and his or her needs. In Junior’s special education behavior class period, the class focuses on what is expected of him and his classmates in social situations. They were planning a battlefield trip to a symphony during the week, so the teacher discussed examples of the types of behaviors that would be expected of them and what behaviors would be unexpected in the given situation. As for Junior, he likes to be act in class, which leads to him shouting answers. In some classes, it is acceptable, and others it is not. He had to be reminded th at he needed to raise his hand, and be acknowledged in order to speak during his turn.\r\nMichelle Garcia achiever gives a good accommodation or lesson that can deal with this kind of behavior: I incite teachers to keep their eyes focused on who they were public lecture to, hold up the palm of their hand in the direction of the blurter and say to them â€Å"I was looking at this student (say the student’s name), I was talking to this student, I am not talking to you unspoiled now.” By doing this, the teacher provides cognitive information most(predicate) the process of communication that helps the student learn how to nullify blurting. (2012) On the other hand, Junior did well in understanding why certain behaviors would be unexpected, offensive, or rude while at the symphony. Given this observation, one can tell that Junior only has indulgent or moderate problems with social behaviors. As a result, this self-contained class was geared more towards his classmat es in the room. This is a prime example of how the accommodations of special education teachers differ so greatly between rooms, classes, and students.\r\n decision\r\nObserving and talking with Junior’s teachers, special and regular education, has given me a plethora of information that has increased my teaching tools and strategies. Observing a look-alike of classrooms and situations has given me a deeper understanding of the kind of scenarios that whitethorn be presented in my future. Overall, Junior is a very bright, engaging student. Spending time with him and observing a multitude of different classrooms has given me valuable insights into the demesne of teaching students with exceptionalities.\r\nReferences\r\nGarcia Winner, Michelle. (2012). Social Thinking at School. Retrieved 13 Nov 2013 from https://www.socialthinking.com/what-is-social-thinking/-social-thinking-at-school Hardman, M. L., Drew, C. J., & Egan, M. W. (2009). Human Exceptionality: School, Communi ty, and Family (10th ed.). Belmont, CA: Cengage Learning. Khan Academy. (2013). A free world-class education for anyone anywhere. Retrieved 14 Nov 2013 from https://www.khanacademy.org/about PACER Center. (2013). SELF DETERMINATION. Retrieved 13 Nov 2013 from http://www.pacer.org/tatra/resources/self.asp\r\n'