1. What categories of children and youth classified as disabled are present in your school? In your classroom?
In the school, there are all kinds of children with different disabilities. ADHD, ELL, ASD, etc. In Dr. Pree’s classroom, it is any student that is intellectually disordered, but on the high-end of the spectrum. Dr. Pree does not work with students with emotional disorders.
2. Describe methods used for collaboration and communication with general education teachers and other support staff?
Dr. Pree meets with general education teachers on a weekly bases, and she follows their lesson plans with her own adaptations. The support staff rotate from class to class as they work for the school, not the program; the support staff come in to assist approximately bi-weekly.
3. What instructional modifications-accommodations and adaptations are made for students with disabilities?
A lot of instructional modifications-accommodations and adaptations are made for the students with disabilities, especially with the basis of their material derived from general education subject matter. Learning of the topics is at a much slower pace in comparison to non-disabled students. Often Dr. Pree has to walk the students through lessons step by step, clear up any disorder …show more content…
Pree gives new teachers in dealing with students with special needs is lots of patience. There has to be a love for the job or there is no point in keeping it. She believes special education is more challenging than general education; that while there are less students, there are more layers with the classroom composed of students of different grade levels and abilities. Another factor of being a special education teacher is paperwork, she feels that there is more paperwork in the job than teaching. A tip for teaching children with special needs, and children in general is make learning fun, no child will learn from boring. Lastly, do not do the work for the students, teach them how to do
In the school, there are all kinds of children with different disabilities. ADHD, ELL, ASD, etc. In Dr. Pree’s classroom, it is any student that is intellectually disordered, but on the high-end of the spectrum. Dr. Pree does not work with students with emotional disorders.
2. Describe methods used for collaboration and communication with general education teachers and other support staff?
Dr. Pree meets with general education teachers on a weekly bases, and she follows their lesson plans with her own adaptations. The support staff rotate from class to class as they work for the school, not the program; the support staff come in to assist approximately bi-weekly.
3. What instructional modifications-accommodations and adaptations are made for students with disabilities?
A lot of instructional modifications-accommodations and adaptations are made for the students with disabilities, especially with the basis of their material derived from general education subject matter. Learning of the topics is at a much slower pace in comparison to non-disabled students. Often Dr. Pree has to walk the students through lessons step by step, clear up any disorder …show more content…
Pree gives new teachers in dealing with students with special needs is lots of patience. There has to be a love for the job or there is no point in keeping it. She believes special education is more challenging than general education; that while there are less students, there are more layers with the classroom composed of students of different grade levels and abilities. Another factor of being a special education teacher is paperwork, she feels that there is more paperwork in the job than teaching. A tip for teaching children with special needs, and children in general is make learning fun, no child will learn from boring. Lastly, do not do the work for the students, teach them how to do