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The Special Education Process in My Classroom. : : The Process of…

- - - - It is up to you to inform the parents of your observations, present evidence, and make suggestions as to the correct course of action. Parents are counting on you
- - - - argues with you about schoolwork and homework.
      - defiance
      - argumentative
      - being the “class clown” excessively
      - disruptive in class
      - acting out
  - - - does not retain learned skills
      - struggles with basic reading, writing, math, or spelling skills
      - seems to work longer and harder with little to no improvement
      - has trouble with note-taking skills
      - makes frequent and careless errors
      - starts to leave books and assignments at school (or home) o turns in incomplete homework or none at all
      - takes longer than normal to complete written work
      - lacks self-motivation
      - becomes easily frustrated
      - difficulty staying on task
      - has difficulty following directions
      - difficulty remembering
  - - - becomes anxious and stressed about
      - ▪ schoolwork
      - ▪ homework
      - ▪ school in general
      - ▪ or specific subjects
- - - - ANATOMY OF AN IEP
    - - Student Information
      - Present level of performance
      - Annual Goals
      - Progress Reporting
      - Services
      - Supplementary Aides
      - Degree of participation
    - - School personnel (including general education teachers, special education teachers, counselors, administrators, etc.);
      - Child’s parent(s) or legal guardian(s);
      - Any other person involved in the education or care of the child.
    - - In the preceding video, we can see all the elements and participants in an IEP meeting
- - - - "Using this space only for studying also will help the child get into a routine of studying and also understand that when he is sitting there, he is supposed to concentrate on the activity or task, and not play."(Therapy Travelers, 2022)
    - - Keep an items that may be dangerous (sharp objects, cleaning supplies, etc.) out of the classroom or at least out of reach of the student.
    - - Students with intellectual disabilities often have trouble with social skills, which can make it difficult for them to interact appropriately with their peers and become involved in the social activities going on at school. They are also often a target for bullying, which simply cannot be allowed. Teachers can play a positive role in supporting the inclusion of students with intellectual disabilities in classrooms and throughout the school.(Therapy Travelers, 2022)
    - - Likely this is out of the control of the teacher, however it's worth noting that students will benefit from very small class sizes of less than 5 students