Child protection/ Safeguarding policy of my setting states how to respond to allegations or suspicions of harm/abuse made by the child or young person. It is very important that all the staff members are aware of appropriate response to the disclosure of harm, abuse by the child otherwise it can damage the situation, confidence of the discloser in school and may result in failure to act quickly. It clearly states that staff members should not decide whether or not the abuse or harmful act has taken place but one must report any concerns related to child protection to appropriate authorities. A responsible staff member who reports the concern gets full support and appropriate response.…
Parents and teachers are invited to review her IEP and give any suggestions about her case, although Parents can agree or disagree on any decision and make changes with her placement. In Brianna’s case, her scores are getting better, although she is reaching her goals in a low pace she is giving effort to her studies every day. Child is Reevaluated Bryanna enter the resource classroom in her third grade, every year her parents and teachers and the IEP team discuss her achievements and goals. She has been going to a special resource classroom three times a week for three years now.…
Once the parents of disabled children are discussed, Chapter 3 discusses how to create and maintain a professional connection with the parents. This sections includes tips dealing with how to properly communicate with the parents, which include tips that will make the parents feel comfortable, focused, and have a say in their child’s education. The issue of stereotyping can occur within educators when trying to contact and discuss with some of these parents, but educators must refrain from these biases because they will create barriers that can ruin another resource for the exceptional child. Chapter 3 also provides some advice for discussions with parents who are not willing to work with the educators, and the main suggestion is to hold dialogue instead of arguments. Dialogue focuses on sharing and explaining information, instead of harshly explaining reasons and opinions.…
The program allows learners to be inclusive and they receive all the assistance they need based on the protection of the Section 504 regulations. As a result, the campus has lowered the number of students who would otherwise be referred for special education. Section 504 students must receive their accommodations daily in the classroom. The administrator, RtI coordinator, and 504 specialist monitor this through observations, the teacher’s lesson plans, and during 504 meetings (D. McLemore, personal communication, February 7,…
Once the reason has been identified the special education teacher can help parents understand the positive effects the services could have for their child. The research suggests parents have a powerful influence in the child’s learning and development, making parents support very important for special education (Amatea, 2013). Ethical…
INTRODUCTION Special education is required by law, to be freely implemented for all children that need it (Gibb & Dyches, 2016). In order for a child to be identified as requiring special education, a parent or teacher will need to submit a formal referral showing efforts for unsuccessful interventions. Before a child is placed in a special education program, five implications must be meet by the school. First it must be free and meet state standards. Secondly, the student must be appropriately evaluated.…
The factors of the dilemma include inadequate evaluation procedures, teacher bias in referrals, and failure to consider the many reasons why students are unable to meet the academic expectations of the school system. Many of these reasons can be accommodated or fixed if the evaluation process was completed effectively. The problem initially begins with the evaluation process. Stakeholders have inadequate evaluation procedures. Federal law offers little guidance in the process of assessment and referral for special education services (Vallas, 2009).…
Good Evening Salina, Thank you for your post and sharing your thoughts on this DQ. I especially enjoyed reading your personal experience as a paraprofessional and your work with special needs students. Although I am not in the classroom, I do work on a daily basis with special needs individuals as an advocate and team leader. This entails with work with adults of all ages with all types and levels of developmental disabilities. Many of my clients have EBDs.…
This Article is in favor of RTI since RTI helps separate between students whose achievement problems are caused by a learning disability versus students whose achievement problems are caused by different reasons. Parents and schools find that the RTI approach provides more progress information as opposed to an assessment. This specific article also points out that each school has a different way of executing RTI into their school…
A response to intervention (RTI) team should consist of people who work directly with the student, and other important decision makers. These people may include: parents of the student, the special education teacher, the general education teacher, the principal, school psychologist, RTI coordinator, reading specialist, support staff, and speech and language specialist. The parents may be helpful for providing information about the student’s background and developmental history. Parents can also gain helpful insight on their child’s progress to help them learn different skills at home. The special education teacher can consult with the general education teacher on ways to teach struggling students.…
RTI allows teachers to make informed decisions and to provide more accurate support for all students, including those identified for special…
First of all I would like to start my paper with detailed information about schools that I had my observation experiences at. I visited three different classrooms in two different schools. First classroom I visited was at Kiser Dayton Public School, preschool classroom with IEP and special education program. Second school was Horizon Science Academy, where I observed fifth grade and recourse room. Lastly I visited Kiser schools again, and observed Self contained multiple disability classrooms.…
To start off I want to explain what brought me to this class. I have known that I wanted to work with individuals with exceptionalities since early high school, but I found a huge liking to the clinical side of things. I initially was looking at going into occupational therapy and my senior year in high school I shadowed a Speech Language Pathologist and absolutely fell in love. This is my second year at MSUM, but I am a junior credit-wise and have never thought about changing majors. I am also working on getting a minor in special education because it is something I love learning about and that knowledge will be extremely helpful in my future career as a Speech Pathologist.…
It becomes critical for the principal to ensure that students deemed with an exceptionality are receiving adequate services and they are in full compliance. This means that principals must maintain an active role and remain involved in all special education cases. As a principal, I hope to handle communication with parents in an effective manner. As the book discussed, there are a variety of responses that parents typically have when students are deemed with an exceptionality.…
Module 3 Reflection In this paper the students were asked to reflect on what is Response To Intervention (RTI), the referral process, and eligibility for special education. According to Bryant, Bryant and Smith, for an education program to be appropriate for any student it must be individualized (Bryant, Bryant, & Smith, 2017, p. 214). All three of the above items help the educators individualize an instructional plan for each student that requires special education services. This reflection paper will cover; what RTI is, what the referral process is, and how eligibility is determined, then relate it to the school site assigned.…