What are the 13 areas of exceptionality listed in the text?
Choose 2 or 3 areas of exceptionality that are unique to the students you work with and explain how they are best served in the classroom.
What
and who are the minimum members included on a special education team
and what does each bring to the table in making decisions for an individualized education plan?
Respond to 2 other people
I have a student with a Speech and Language Impairment. the only language spoken in the home is Spanish and so that makes it very diffucult for her to say what she means and this also effects her reading, her ability to follow directions and sentence structure. I also work with a girl with ADHD. It is extremely difficult for her to stay focused on anything for any length of time. I think the key is to have her do the assignment at her own pace and not force her to finish at any certain time.
ReplyDeleteI agree with you Deb sometimes its hard for even us to help our kids if their main language is spanish. For ADHA I know how it feels trying to keep it them on task to what were suppose to be doing.
DeleteThe language barrier is a great deterrent to effective communication in teaching, but there are times when it seems harder to "get through" to students who can speak both Spanish and English well but cannot grasp the material we are trying to help them learn.
DeleteI agree the less you force them the more they are willing to work on things as assume nets or be involved longer in activities I agree with you
DeleteI too work with a Spanish speaking student, and he has a hard time staying on task. The smallest thing with throw him for a loop and he is off on cloud 9. So, I am also tested each day to keep him on task and to communicate with him in the best ways possible.
DeleteI think it would be extremely hard working with a student who does not speak English. I do believe that the more you spend time with the student the communication barrier will not be the biggest issue.
DeleteI agree with you regarding the "working at your pace" you don't want discourage the student.
John, I agree with you about students that speak both Spanish and English. It can make communication very frustrating and difficult at times.
DeleteI also agree with Kerri about the longer you spend with the student, the communication barrier will become less of an issue.
The thirteen exceptional behaviors are: autism, deafness, emotional disturbance, hearing impairment, mental retardation, multiple disabilities, orthepedic impairment, other health imparements, specific learning disability, speech and language imparement, traumatic brain injury, and visual imparement.
DeleteLearning disability and behavioral issues seem to go together sometimes, I make the student aware of the assignment, ask them if they feel prepared with what they brought to class, and if they don't have the book for that class they go to the teacher and ask to go to their locker. Sometimes they also have issues with spelling, first we will sound out the word and we will try to write it down correctly, if I see the word is spelled wrong I will write the word for them to show them where there was an issue.
I agree Deb. Its hard to ask a student to speak English because at home that's all they hear. But at school we expect them to speak English. Its a thin line that I think needs looking into, so we maintain being politcaly correct.
Delete*Deb,
DeleteI find flash card very helpful with younger students to follow directions and looking right at them when you are telling them something you want them to do. And looking right at them also works form some students with behavior issues. It seems like the students might not be all there if they don’t understand or their mind wonders around so getting their attention before we give instructions is very important.
Laura I agree that every person that is involved the Special Education Team have a very important role with each and every student, so that's why it is very important to have communication within the team.
DeleteThe people involved with the special ed team would be the parents first, the school pschylogist, the reg. ed teacher, the principle, the special ed teacher and any other staff member who would be directly involved with the students educational needs. such as a speech theropist, music teacher, gym teacher or the health nurse. Other agencies from outside of the school setting maybe also be involved such as an area mental health facility or a child advicote.
ReplyDeleteI know that the parent and the teachers are the first to know if the student needs help. So then evaluate to see were his struggle then give para support were he needs it.
DeleteI think it is good when a parent is in the same frame of mind as the special education team is. That way the student gets the help he needs faster.
DeleteI too agree with Pam. The more the parents cooperate and want to help their son or daughter the better the progress goes in getting that student further specific help within the classroom. When parents are in denial, that is when things can get tough and the progress for help is alot slower.
DeleteI agree, the more the parents are involved with the student and supporting the education team the student will benefit.
DeleteThe people that are involved in the Special Education team are the Administrator, General ED teachers, Sped teachers, also student and parent. Each one brings a special look at the student. I think the para should have more involvement since the para works one on one withthe student and knows if the student may be having a bad day or is having problems in the classroom but the General ED teacher my not be aware of . Also my supervisin sped teacher has asked for my opinion on the student.
DeleteI agree Deb. You don't realize how important a part in a students life everyone plays until you work with them.
DeleteYes, I think it is very important for the teachers,parents and other staff members to support the students in everything they do.
DeleteI have a student with Mental Retardation and for me it wasn't as hard to work with because my sister is the same. It was easier for me to work with him when I learned what were his needs. I also have a student with Speech and Language Impairment and which his main language spoken is spanish and it is hard sometimes for me to understand what he needs or wants. But if he slows down and tells me again I can understand him.
ReplyDeleteThat is really challenging Erica! We have one student who has Down Syndrome and it is sometimes difficult to understand what he says. But like you said when you get him slow down a bit it is easier to understand his world. I really enjoy working with him!
DeleteThe 13 areas of exceptionality are:
ReplyDeleteAutism, Deaf-Blindness, Deafness, Emotional Disturbance, Hearing Impairment, Mental Retardation, Multiple Disabilities, Orthopedic Impairment, Other Health Impairments, Specific Learning Disability, Speech Learning Disability, Speech and Language Impairment, Traumatic Brain Injury, Visual Impairments (including blindness).
I am currently working with a student who has an Orthopedic Impairment. This student is a paraplegic and in a wheel chair. My main area of physical help is to help keep a clear path in the classroom for his wheel chair and retrieve dropped articles that he cannot reach. I also try to keep track of repairs needed to the wheel chair. This student also needs help with following instructions and keeping track of assignments. I like to praise him for good grades and good effort.
I work with another student who has a learning disability and needs help with reading and math. I try to encourage him not to give up trying to grasp the math concepts. I encourage him to seek the teacher's help after classes. I acknowledge his good grades and good effort. We are working with him on his reading skills and comprehension.
The minimum members of a special ed. Team are: the psychologist, special ed. teacher, classroom teacher, a parent or guardian and the administrator.
The school psychologist has the expertise in the various tests that are needed to properly evaluate the student’s ability to function in the classroom. He/she is also able to observe the students and their families to help with behavioral needs.
The special ed. teacher takes care of the academic testing and does observations of the students so he/she can oversee the implementation of the student’s program.
The classroom teacher is able to report on the student’s progress in the classroom so the student’s program can be adjusted to maximize it.
The parent or guardian has valuable input as to the student’s strengths and limitations relative to health, social, or emotional issues. They can give any information that would be helpful in developing an appropriate I.E.P. for the student.
The administrator oversees the entire special ed. department. He/she makes administrative decisions and provides assistance with scheduling training for staff members. He/she gives support in developing an “inclusive environment” in the school.
We have what is called a SIT team (Student Intervent Team) A reg. ed teacher usually is the person who notices some sort of a disablity such as LD. She then presents this name to the SIT team. the Sit team reviews the student and monitors his/her progress. The reg ed teacher then completes an ILP (individual learning plan) After this plan is complete the student then is then referred to the school Syphocolist for evalution.
DeleteI think it is good that you praise him and he knows he is doing a good job, I think it makes them feel better about themselves too.
DeleteI think it is good to praise the student as well. It does make them feel better and gives them the confidence to move forward.
DeleteI think all students should be praised. I think they will thrive and be more confident and willing to learn and do more if the receive praise.
DeletePraise is sometimes the one thing that they need. A lot of them don't get any at home.
DeleteI think it is very different for me as we'll we have a one that is slow in all he does but has a speed of lighting brain that just goes I am still trying too get used to it this is the first time with him , also we have another one that has about a three second attention spand and has hard time to stay on task but he is so fast moving in body with pe,band, music ,computers so fort two different things we have to get adjusted with we are learning.
ReplyDeleteThe 13 areas of exceptionality are:
ReplyDeleteAutism, Deaf-Blindness, Deafness, Emotional Disturbance,
Hearing Impairment, Mental Retardation, Multiple Disabilities, Orthopedic Impairment, Other heaith Impariments, Specific Learning Disability, Speech and Language Impairment, Traumatic Brain Injury, Visual Impairment(including blindness)
Choose 2 or 3 areas of exceptionality that are unique to the student you work with and explain how they are best served in the classroom:
I work with a student that has ADHD it is dificult to keep him on task, but when you do get him to sit down he works very well for you. He goes to certain classes by himself and does very well. When his schedule gets messed up he will be the first one to tell you.
I also work with a student that has a hearing impairment, he is deaf in one ear. When you talk to him you have to make shure he sees you talking, you have to listen to him carefully because it effects hid speech too. When in class I check on him to make shure he understands what the teacher is saying. Most of the time he does good.
What and who are the minimum include on a special education team and what does each bring to the table in making decisions for an individualized eudcation plan:
Phychologist: the conitive ability tests are administered and scored by them, complet observations of a student and their family.Is a resource to the building staff.
Special Education Teacher: responsible for academic testing, Oversees the students program, they are also responsible for seeing that the students IEP is adhered to.
Classroom Teacher: usually initiates the special education referral to the special education department. teaches the child like in a regular classroom. The para. is there to help the student if he or she needs it. Reports the students progress to the special education teacher.
Parent or Guardian: Involved in each step of the educational process. To place a student in special education you must contact the parent and hav a meeting,then they must sign the forms.
Administrator: provides assistance with class schedules, coordinates inservice training for staff, oversees the entire special education program.
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ReplyDeleteI have always found when discussing grades with a parent out in public or even within the school it is best just to say "you know he/she does not share that information with me and if you need to know anymore please disuss this with the special ed teacher.
DeleteDeb, I like that answer. It is polite and gives the parent an avenue to find the answers they are looking for.
DeleteDeb,agree its so important to keep the professional distants. And in someways its best the parent doesn't know exactly which para is working with their child, so question's don't arise.
DeleteThe 13 areas of exceptionality are: Autism, Deaf-Blindness, Deafness, Emotional disturbance, Hearing Impairment, Mental Retardation, Multiple Disabilities, Orthopedic Impairment, Other Health Impairments, Specific Learning Disability, Speech & Language Impairment, Traumatic Brain Injury, and Visual Impairment (including blindness).
ReplyDeleteOne student that I work with on a regular basis is visually impaired. One unique way that we help him be independant is to use a projector. The projector is a simulation of what is on our computer and can be enlarged and worked on the white board in a Word document. Once the work is complete it is saved and emailed to the teacher. The students with the specific learning disabilities usually have their test and/or literature read to them.
The minimum members included on a special education team are: psychologist, the special education teacher, classroom teacher, a parent or guardian, and an administrator.
DeleteThe psychologist is able to interpretation of standardized test, cognitive ability tests, complete observations of student and family. They are able to assist with the design and implementation of interventions and behavior management systems.
Special Ed teacher: responsible for academic testing and student observations.
Classroom teacher: Usually initiates the special ed referral to the special ed department.
Parent or guardian: They are involved in each step of the educational process.
Administrator: Oversees the entire special education department, and provides administrative decisions, assistance with class schedules, coordinates inservice training for staff,and provides support in the development of inclusive settings.
We have one kid that uses an app on an iPad that hepls with writjng . He speaks to it and it writes it down and he just has to email it to his teacher it works amazing for him
DeleteStuent 1 that I work with has Autism. Students 2 and 3 have a specific learning disabiltiy.
ReplyDeleteWith student 1, we always have a para at his side at all times. We make sure we follow a set routine each and every day so it does not confuse him. If something comes up, we make sure to communicate with him ahead of time and let him know there will be changes in that day's schedule. He can't talk, so we communicate using many manipulatives for him.
Students 2 and 3 are served with a para in the classroom also in the areas of learning that they struggle in. The para doesn't necisarrily sit by the students but does assist them with tests, quizes, readings, etc. Sometimes these stuents are pulled out for further study or learning.
The people that are involved in providing these students with these types of services and what not are: special ed. teacher, ed. psych. teacher, principal, the parents, and the regular ed. teacher. Each staff member helps make decisions that help to better assist these types of students. They also provide the parents with ways to help out from home.
The 13 areas are:
ReplyDeleteAutism,Deaf-Blindness,Deafness,Emotional Disturbance,Hearing Impairment,Mental Retardation,Multiple Disabilities,Orthopedic Impairment,Other Health Impairments,Specific Learning Disability,Speech and Language Impairment,Traumatic Brain Injury,Visual Impairment.
I work with 1 kid who has autism. He sometimes will be really hyper and does this thing where he flicks his hands. We will give a stuffed animal dog and that seems to calm him down to where he can do his assignments. I work with a girl who has a hard time pronouncing words but knows all the sounds the letters make. I made some cards with words on them as well as the letters of the alphabet. I usually have her say the sounds of the letters then try to say the word.
The process begins with a referral to a team or group of professionals in the school. The classroom teacher makes the initial request due to concerns related to the student's performance in the classroom. When a referral source is initiated,a multidisciplinary team meets to talk about the student and decides whether to proceed with an educational assessment. This team is made up of a administrator,a psychologist,a social worker,teachers with various areas of expertise,general education and special education teachers, and parents. They all get together to find ways to assist the kids better.
The 13 areas of exceptionality are: Autism, Deaf-Blindness, Deafness, Emotional disturbance, Hearing Impairment, Mental Retardation, Multiple Disabilities, Orthopedic Impairment, Other Health Impairments, Specific Learning Disability, Speech, Language Impairment, Traumatic Brain Injury, and Visual Impairment.
ReplyDeleteI work with a student that uses hearing aids and is none speaking child so is very difficult for us to comunicate with him.
Members on a special education team should be psychologist, special education teacher, regular ed. teachers, parents, principal and who ever works directly with the student.
The minimum members of an IEP team are dependent on whether or not it is a 3 year reevaluation, in which the school psychologist is involved or an annual IEP meeting, in which the special education teacher, general education teacher and principal/or someone designated as the LEA (Local Education Agency)are involved. When a student reaches 14 they are also invited to the meeting.
ReplyDeleteThe 13 areas of exceptionality are:
ReplyDeleteAutism, Deaf-Blindness, Deafness, Emotional Disturbance, Hearing Impairment, Mental Retardation, Multiple Disabilities, Orthopedic Impairment, Other Health Impairments, Specific Learning Disability, Speech Learning Disability, Speech and Language Impairment, Traumatic Brain Injury, Visual Impairments (including blindness).
One of my students is hearing impaired and wears hearing aids in both ears. This student has adapted very well in the classroom. The only thing out of the ordinary is that the teacher wears a device that allows the student to hear with minimal problems.
Another one of my students has cerebral palsy and has very little spoken communication. This student is also ESL which adds a whole other issue. With this student, we use pictures and are increasing the vocal communication.
The minimum of members of a student's multidisciplinary team are the psychologist, the special education teacher, the classroom teacher, a parent/guardian, and an administrator.
The psychologist is the one with the expertise in the administering and interpreting of standardized tests. The psychologist is also able to assist with the design and implementing the interventions.
The Special Education Teacher is responsible the academic testing and student observations. This person also oversees the implementing of the student's program.
The Classroom/General Education Teacher is the one, along with the parents, that initiates the referral for special education. The teacher has the information regarding the academic progress and the social-emotional well-being of the student. He/she is also able to provide information regarding work habits and processing of information and language.
The Parent/Guardian is the one involved in each step of the educational process. In order for a student to be placed in special education, you must have the parent/guardian's permission. He/she can also provide information about health, child's strengths and limitations, and other pertinent information the team may need.
The Administrator is a member of every educational team. He/she makes administrative decisions, provides assistance with class schedules, and coordinates training for the staff. The administrator oversees the entire special education department.
I think it is neat that technology has come as far as it has. The teacher having a device that coordinates with the student and his ability to hear is great.
DeleteI love that we can have the technology to be able to adapt the way of teaching for the students with disabilities. Happy that they can be an equal to their peers and not feel like a lepor.
DeleteYes and the students love the technology and they learn so much with it!
DeleteThe Thirteen areas of Exceptionality listed by the Federal government and in this book are:
ReplyDeleteAutism, Deaf-Blindness, Deafness, Emotional Disturbance, Hearing Impairment, Mental Retardation, Multiple Disabilities, Orthopedic Impairmant, Other Health Impairments, Specific LEarning Disability, Speech and Language Impairment, Traumatic Brain Injury, and Visual Impairment(including blindness).
I work with a wide variety of students at my school. (And have in the past 7 years). In the past I have had the pleasure of working with a student with Asperger's, a student who is visually impaired, a student who is selectively mute, as well as many who are learning disabled and multiple disabled. This year we have a mix of students with various needs and exceptionalities. I honestly love working with each student and finding out the learning strategies that work for each student so they find sucess and confidence in their studies.
The Multidiciplinary team is very important for the students who receive services through the school system. The minimum team members necessary on a multidiciplinary team consist of the psychologist, the special education teacher, the classroom teacher, a parent or guardian, and an administrator.
The psychologist has expertise in administering and interpreting the results of standardized tests. Other tests and obsevations may be done by the psychologist as they deterine their neccessity.
The special education teacher is responsible for academic testing and student observations. They also oversee the implementation of the students' program.
The classroom teacher usually initiates the special education process. They can be a great source of information regarding the academic progress and the social/emotional well being of the student. The classroom teacher can also shed light on areas that need special attention for the student.
The parent or guardian should be involved in every step of the educational process and their signature is required to initiate services. They can be very helpful in the areas of health issues, social or emotional issues and or levels, and other information that can be important for the educators to know.
The administrator is a member of evey educational team. They help with class schedules, coordinates training for employees, and support in the development of inclusion settings.
I also feel that, if possible, the student should be part of this process. This gives them a sense of being in coltrol of what is going on in their lives as well as understanding the process better.
I also enjoy working with new students and learnign their strengths and weaknesses. And learning what motivates them. There is SOMETHING that motivates all of our kiddos; we just have to take the time, energy and caring to find it.
DeleteI also enjoy working with my students. I like learning and seeing what they need help with. It is a good feeling that I can be there for those students and watch them succeed.
Delete13 Areas of Exceptionality are: Autism; Deaf-blindness; Deafness; Emotional Disturbance; Hearing Impairment; Traumatic Brain Injury; Mental Retardation; Mutliple Disabilities; Orthopedic Impairment; Other Health Impairments; Specific Learning Disability; Speech & Language Impairment & Visual Impairment.
ReplyDeleteMultiple Disabilities: My student has to use a walker to walk so we have arranged the tables & chairs in the classroom in a way that she can get around better & more independently.
Speech & Language Impairment: My student uses sign language to communicate so our team members are learning sign language to talk with her & help her feel included. She understands what you say to her verbally & has begun trying to vocalize small words. Music Therapy is very helpful & a fun way for her to learn communication skills.
Administrator: provides support in the development of inclusive settings, assists w/ class schedules, coordinates inservice training for staff; creates a positive environment necessary for inclusive schools.
Parents: provide invaluable information relative to their child's strengths & limitations to help develop an appropriate educational program.
Gen Education Teachers: contributes information regarding the student's organizational skills, work habits, processing of information & language.
Psychologist: is able to assist with the design & implementation of interventions & behavior management systems.
SPED Teacher: responsible for academic testing & student observations.
I work with a student that has a muscle disability and is a little slow at learning and I do stretches with him and work with him on his reading skills and math skills.
DeleteThe 13 areas of exceptionality: Autism, Deaf-Blindness, Deafness, Emotional Disturbance, Hearing Impairment, Mental Retardation, Multiple Disabilities, Orthopedic Impairment, Other Health Impairments, Specific Learning Disability, Speech and Language Impairment, Traumatic Brain Injury, Visual Impairment (including blindness) I do have a student with hearing aids he does have a microphone which the teacher wears. Also i am a speech and language para so i work with artic, stuttering, language. Special Ed Teacher- academic testing, observation of the student. Classroom teacher- reports the students progress. Parents or Guardian- give information about their child. Administrator- Oversees the entire special Education Department.
ReplyDeleteThe 13 areas of exceptionality are autism, deaf/blindness, deafness, emotional disturbance, hearing impairment, mental retardation, multiple disabilities, orthopedic impairment, other health impairments, specific learning disability, specific learning disability, speech/language impairment, traumatic brain injury, and visual impairment.
ReplyDeleteI would say my kids have Emotional distubance (I've never been told specifically) and maybe some form of DD or MI. With my students that have an emotional distubance, I just try to find something that they like and go with it. It usually is not the same thing every day, depending on how the student is feeling that day. But Just by being nice, saying it's great to see you, I'm so glad you're here today, Have a great day. Stuff like that really helps these students and shows you genuinely care. This makes them (sometimes) want to work. The ones that are DD or MI, just slow down, break down the steps, help them to see where/ how to find the answers, that is the best way for me.
The minimum people required on the SpEd team are the Administrator- oversees everything, creates positive environment; Psychologist- administer and interpret standardized tests; SpEd teacher- academic testing, observations, oversees implementation of students program; Classroom teacher- usually initiates SpEd referral, background info; Parent- involved in all steps, background info.
*Christy,
DeleteIt is amassing, how a few nice words can make them have a great day! There is nothing better than a good simile and a few words of encouragement.
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ReplyDeleteThe 13 areas of exceptionality are autism, deaf-blindness, deafness, emotional disturbance, hearing impairment, mental retardation, multiple disabilities, orthepedic inpairment, other health impairments, specific learning disability, speech and language impairment, traumatic grain injury, and visual impairment.
ReplyDeleteI personally only work with the learning disability and behavioral disability. With them we modify lessons when necessary and read aloud if needed. We definately keep a close eye on the behavioral student as he isn't a major behior, just mild.
The minimum members of the special ed team are psychologist, who's expertise is in the administration and interpretation of standardized tests, the special ed teacher who is responsible for academic testing and student observations, the classroom teacher initiates the special ed referral to the special ed department, a parent or guardian is involved in each step of the educational process, and an administrator makes administrative decisions, provides assistance with class schedules, coordinates inservice training for staff, and provides support in the development of inclusive settings.
Behavior students are interesting to work with and honestly I would say I enjoy them the most. They may put some wear on my patience at times, but they show me the true meaning of my job and why I love to do it day in and day out.
DeleteThe 13 areas listed in the text are Autism, Deaf blindness, Deafness, Emotional Disturbance, Hearing Impairment, Mental Retardation, Multiple Disabilities, Orthopedic Impairment, Other Health Impairments, Specific Learning Disability, Speech and Language Impairment, Traumatic Brain Injury and Visual Impairment(including blindness).
ReplyDeleteI work with a student that is partially blind and she is amazing. She does so much that I would not think she could be capable of. All she requires is to be closer to activities, such as movies or books and she gets a long just fine. We don't give her as much support as you would think she would need. She comes in to learn braile with us and that is it!
I also work with a child with autism, which I have been certified in and have worked with students for many years, and have to say it is amazing how different children deal with the disorder. I just make sure the student stays on task and if he isn't I redirect and keep him on task. The student is pretty easy going and is very intelligent.
The minimum number of members that are included on the SPED team would be the : psychologist (gives and interprets standardized tests), SPED teacher (responsible for carrying out and making the goals for the student, as well as doing the academic testing and student observation) , classroom teacher (the one that starts the whole process with gathering data and referring the student the the SPED teacher), parent or guardian (the one that has to approve and sign off on the student being placed in the SPED program and the administrator(makes the end decisions, provides inservice training for staff and gives support with the development for the student).
Yes it is amazing how different children deal with their disorders.
DeleteYes I also work with a kid that has autism. Also with a few different kids I love to watch them learn how to deal they do great
Delete***The thirteen areas of exceptionality listed in the recognized handicapping conditions under federal law are the following:
ReplyDelete1. Autism
2. Deaf-Blindness
3. Deafness
4. Emotional Disturbance
5. Hearing Impairment
6. Mental Retardation
7. Multiple Disabilities
8. Orthopedic Impairment
9. Other Health Impairments
10. Specific Learning Disability
11. Speech and Language Impairment
12. Traumatic Brain Injury
13. Visual Impairment (Including Blindness)
Specific Learning Disability-
One of the students, whom I did work with, had trouble expressing himself because he was very shy. He was learning at a slow rate but he wasn’t able to express what he actually knew. He seemed to be frightened and was able to express himself and produce more on a one to one basis. But he did pick things up in the classroom, just produced more on the one on one.
Emotional Disturbance –When working with a student with emotional disturbance the teacher know they will be times the para has to leave the room with the student. While working with a student with behavior issues is a sensitive issue because we needed to keep her under control, and produce some school work. We set a time to get it done but didn’t have a clock where she can see. Once she was working and was working too slow. I would reminder her the sooner you get it done the more fun time you will have. If, it was a hard subject and she worked really hard and still wasn’t done and it was time to give her a break. We would go swing for 3 minutes or so she was happy she got to at least go outside. Sometimes we just drew with chalk our math problem and that was the fun for that day. Sometimes she produced more math work with the chalk in 3 minutes than 15 minutes inside. Smart child but behavior was the problem.
Sometimes just changing the environment can help the student. With a special needs student, I think that whatever works to get the child to complete the work, then that's what should be done. If it takes going outside and doing it with chalk, laying on the floor, under a table, etc. then I don't see why not. After all, we want the student to start and complete the work, so why not accommodate to what is comfortable to the student.
DeleteI agree with Ma. de Lourdes if the child needs to be moved to a different environment so he/she can work it will be better so it doesn't distract other students and she can have some work done and she can learn something from the lesson. most the child need to be in movement they can just stay still. those not matter what makes the student work as longer it helps him, we should try anything.
DeleteI have worked with all 13 areas of exceptionality, from children to adults, they are some of the hardest working people who embrace their impairment.
ReplyDeleteI work with a child who is autistic, she is so smart and loving. She will try her hardest to understand what the teacher is trying to teach her. Sure sometimes she will not understand and her mind will wonder but as I look at her classmates I see the same expression on their faces as I will see in hers. As she looks around she see that you know what I'm not that different from everyone else, they don't understand either, but when she understands and can answer the question when none of her classmates are able to she has the most beautiful smile on her face, and she knows that she is not that different after all.
A lot of times the class seems just as lost as the special needs child. It is good that the special needs child can see others that need help as well.
DeleteThe 13 areas of exceptionality are autism, deaf-blidness, deafness, emotional disturbance, hearing impairment, mental retardation, multiple disablities, orthopedic impairment, other health impairments, specific learning disability, speech and language impairment, traumatic brain injury, and visual impairment.
ReplyDeleteThe 2 exceptional areas that I work with are the other health impairmnets. I'm not for sure if the student has been diagnosed with ADD, but she has a hard time staying focused and is constantly daydreaming, and she wonders around aimlessly. I just follow the student around and correct her as we go. The other area is specific learning disability. I also walk with this student everywhere and make sure he is doing the right thing.
The special education team consists of the principal, esl teacher, gen ed teacher, hearing impaired teacher, nurse, para, parents/guardians, pt or ot, psychologist, social worker, speech and language clinician, sped teacher, vision teacher, and vocational teacher. Each of these people will bring the information that they have about the student that is being served. Not one member of the team has all the information about the student, but each team member has specific items about the student that will help make the most beneficial decisions for the student's education process. The principal will make administrative decisions, the esl teacher will help with the language barriers, general ed teacher makes the referral, since they may see the needs of a child first. If the student has a hearing impairment, the hearing impairment teacher will attend the meeting to asses the severity of the impairment. The nurse will offer any medical records if needed. The parents/guardians will provide information that they may see at home, they also have to sign the paperwork. The PT or OTs will help or asses the fine motor or gross motor skills that the student is lacking. The psychologist will review test data and may also observe the student and ask him questions. The social worker, if present, may act as the middle man between home life and school life. The speech and language clinician will determine if the student needs speech therapy. The special ed teacher has the responsibility of teaching the student and providing the information that he/she gains in the classroom setting. The vision teacher, if needed, will asses the need for glasses or other visual manipulatives. The vocational teacher provides information for the future, college, or career.
The 13 areas of exceptionality are; Autism, Deaf-Blindness,Deafness,Emotional disturbation, Hearing impairment, Mental retardation, Multiple disalities, Orthopedic Impairment, Other health impairments, Specific learning Disabilty, Speech, Language Impairment, Traumatic, Brain Injury, and Visual Impairment.
ReplyDeleteThis year I have been working with a student with Language Impairment,he always works hard works and tries tto learn, I always give him some kind of prize if he finished his work on time.
I work with another student who is very shy, but she is more comfortable talking in Spanish. I try to give her space so that way she can feel comfortable. I talk to her in Spanish but when it comes time to work I give her the the instructions in English. She is very smart and with a little bit of patience she is able to do anything that is asked for.
At the minimum the members of a student's multidisciplinary team consists of:
Psychologist: the person who is in charge of making up the the test to check the student's learning level , they keep track of the student and family's history.
Special Education teacher: this person guides para educators and students.
Classroom teacher: this is a person who has the responsibility to support the students and guide them in communication skills towards other teachers.
Administrator: is a positive person who is involved with every Educational team to provide support in elements.
I agree with Maria to obtain better results we need to be patience to any child that's we are here to help them and try to understand them. the key is to be patience.
DeleteThe 13 expectionality are autism, deaf-blindness, deafness, emotional disturbance, hearing impairment, mental retardation, multiple disabilities, orthopedic impairment, other health impairments, specific learning disability, speech & language impairment, traumatic brain injury, and visual impairment(including blindness). I work with one kid that has autism. Some stuff we do with him is task boxes. They help with his motor skills. He is a very smart boy.
ReplyDeleteWhat are the 13 areas of exceptionality listed in the text? the 13 exceptionality areas are: Autism, Deaf-Blindness, Deafness, Emotional Disturbance, Hearing Impairment, Mental Retardation, Multiple Disabilities, Orthophedic Impairment, Other Health Impairment, Specific Learning Disability, Speech and Laguage Impairment, Traumatic Brain Injury, Visual Impaiment(including blindness).
ReplyDeleteChoose 2 or 3 areas of exceptionality that are unique to the students you work with and explain how they are best served in the classroom
I work with a child that has Autism. We have couple people working with him the special ed teacher, the speech therapist, and the teacher. they have so many activities to help him with counting, writing his name we try to help him on some of this activities and he does wonderful. he is a very smart child. i work with another child that has emotional disturbance mostly behavior. he is very bright child. we encourage him to work and he reward him with stickers so he can work for us. the teacher asks him to do so copies for her so he can relax and he doesn't get frustrated because some times he seem to stress, that way he gets a walk so he can calm down.
At the minimum the members of a student's multidisciplinary team consists of: the special educator teacher, the teacher, the speech therapist, the parent or guardian. they all gather so they can come out with a great plan for the child education. i belief if every one focus to the same goal they will have better results.
We also have a student with autism and we have the special ed paras working with him throughout the day.
DeleteThe thirteen exceptional behaviors are: autism, deafness, emotional disturbance, hearing impairment, mental retardation, multiple disabilities, orthepedic impairment, other health imparements, specific learning disability, speech and language imparement, traumatic brain injury, and visual imparement. We have a student with autism, and i get the opportunity to work with him everyday.We also have students with learning disabilities.
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