special needs children in schools. Modelling correct responses What is it?  Why it could be useful?
462632
Modeling correct responses is more of an art than a science. It is showing a student how to take newly mastered skills, and sequence them correctly to be able to solve more complex problems or create more complex products.\n\nThis is where you show the student how to reason through things by doing it yourself on a sample item. I am about to do it for you now, for this question...\n\nWhat are the small steps you need to take to make the big step (answering the assignment)? Most skills that are taken for granted by regular ed expectations are really packages of smaller steps that most people take naturally.\n\nThis can be most easily demonstrated in regrouping in math, although you can break things down (task analyze) for ANY skill. This assumes that the student has learned single digit computation and place value, not just as rote practice, but with understanding of the concepts behind it...imagine that single digit addition and place value concepts have been modeled repeatedly, practiced in a guided format (the student does it with the teacher maintaining the thought sequence for the student..."talking" him/her through it), practiced independently with some re-teaching as needed, and practiced independently and accurately for confidence and speed.\n\nSolve 86 + 49.  First you must know how to add the 6 and the 9 (counting up on Touch Math or tallies or fingers, memorizing the fact, etc.). If you use counting up, you must know which number to start on, how many to count up, etc. If you have memorized the fact, you must have drilled it and practiced it until it comes quickly.  Then you must understand place value...that the 5 in the 15 belongs in the ones place in the answer area because it is 5 ones, and the 1 belongs in the work area tens column to be added because it is really a 10, not a 1. Then you must know to add your tens (80 + 40 = 120)...8 + 4 = 12 with the 2 in the tens column and the 1 in the hundreds.\n\nWhen you model a correct response, you take a sample item, and solve it out loud for them. So you would solve while talking yourself through it. When modeling how to pre-write, rough draft, proofread, and final copy a longer writing assignment, I've worked my way through both my wall whiteboards three times in one session. I have the students remain engaged by asking them for input for content at every step, and I award points for catching me out on errors.\n\nNow, you need to relate this back to your professor's lectures, your reading assignments, and your own thoughts. Put it in your own words.
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God bless you, I hope that the org that you start reaches many disabled children and their families. \n\nI am really impressed with IEP, I am in constant contact with my daughter's teachers. I think if I could change anything, it would be that more schools put disabled children into regular classrooms during extra activity more often. My daughter (in her first couple of years of school) picked up some bad habits. She is autistic, and she does a lot of parroting. They put her in art and music outside of her SPED class and she really flourished. She is talking more, she doesn't have some of the bad habits.
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The point of identifying students with disabilities is to provide "individualized instruction." As you may know this is operationalized in an IEP (Individualized Education Plan/Program). That means you aren't addressing the entire population of kids with disabilities. \n\nAs a result, the number of needs depends on the kid. I'm sure someone out there has come up with the idea there are "five basic needs" but it sounds pretty arbirary to me. I wouldn't trust the notion. The safest approach is to deal with each kid individually. It's probably best for the kid and avoids having to answer the question for all kids with disabilities.\n\nAlso, inclusion sometimes depends more on the skills of the "regular classroom" teacher than it does on the skills of the kid being mainstreamed.\n\nGood luck.
999304
CHILDREN WITH DOWN'S SYNDROME\n\nYes- but with all the support and resources they need- this takes additional strain off the class teacher and the child, we're all different and children with Down's syndrome are all different too, if children have additional educational needs they need to be given additional support not marginalised. Children with Down's syndrome are still children.
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I have known both males and females who were excellent special education teachers and both males and females who were terrible special education teachers.  The important factors are training, experience, committment, caring.  Gender is a  non-issue.
739254
The best way is to relate all topics (holistic approach), for instance, depending on the age, let them do their own small books, let them do some short anecdotes using the computer, word recognition is possible to sing some songs and recognize words, let them write words in sand boxes.\n\n____________________________________\nNeed help or advise? Elektronic help online is the solution !\nMessenger: fxgonzal@hotmail.com\nCheap rates by the hour.
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Student-teachers, but a lot of the time it's public humiliation.\n\nMy history teacher told a student to stop fiddling around and take notes the other day. "Maybe if you do," he said, "you'll do better in my class."\nI think that was completely uncalled for and I'm sure the kid was embarrassed. Grades are between students and teachers and should not be discussed or hinted at. Sorry, it still bothers me.\n\nOh, yeah. We also have a few 'slow classes' that help people with a learning disability or otherwise. But I think that's about all.
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I feel very suspicious about it. Everyone of my age can see that standards of education are lower than they were forty years ago: children can barely read, write or do arithmetic, let alone read a map, name a handful of British heroes or whistle a few bars of a piece of classical music. Yet the results of all the tests, from the ones that five year olds have to do right up to the A levels, go up and up and up,  rising relentlessly. I believe that the tests are falsified.
1040432
In the Philippines, all I can do is offer you this website as a place to start:\n\nhttp://www1.worldbank.org/devoutreach/july05/textonly.asp?id=318\n\nIn the United States, special education is struggling between trying to maximize what is best for each individual student, with funding concerns and a lack of understanding from people not working directly with special needs students.\n\nhttp://www.wrightslaw.com/\n\n\nElsewhere, I know Britain failed to use inclusion successfully because the teachers weren't trained correctly.\n\nhttp://www.bcodp.org.uk/\n\nOther than that, I don't know.
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I know that my confusion with this piece was what the instructor was asking us to do: identify imagery, discuss diction choice, and how 'X' effects the end product.  We had not been given the tools needed to answer these questions.  I think the problem is that there is not enough focus on literature in early years, these days school is focused on math and science, which are languages of their own.
38049
I am a special education teacher.  I believe that all people should be given an education to the their own particular abilities and interests.  Very few people are totally helpless, even some people with severe physical disabilities have normal IQ's.  Those with severe mental handicaps should be taught at the very least to bath, feed and toilet themselves.  Albert Einstein, Abraham Lincoln and Thomas Edison would all be considered Special Education students today.
1025638
Many public school systems, like the ones in New Jersey, created a No Child Left Behind Act which tries to enforce that all children will learn through modifications - whether that means having a child study team evaluation for an IEP, or having a teacher make modifications within their lesson plans to help a child learn.  \n\nPublic school teachers HAVE to do evaluation assessments on all the students they teach during the school year.  Usually if we see a "problem" (possible learning disability or non-specific LD) we will contact the parents for an initial meeting.  PARENTS NEED TO BE THEIR CHILD'S ADVOCATE and many times must push the school system to evaluate a child and offer assistance.  Assistance may be a one on one aide, involvement in a special education class, large print books, occupational and physical therapies, etc.\n \nI believe that many children slip through the cracks because parent/teacher communication may be weak.  I also believe that it is a teacher's NUMBER ONE priority to ensure the students in his or her class can learn.  Sad to say many teachers become complacent in their careers and are not looking to hard for the children who need help.
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Modeling the reading and writing process can be whole group.  Otherwise work in smaller groups with center activities available.  Whatever grade we teach there are students of varying abilities so you just meet them where they are at.
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Yes, the questions pertaining to Special Education are rare. I'm guessing people don't generally know that it relates to the provision of services to kids with disabilities.\n\nIt's probably difficult to categorize some questions so, the asker figures "special" means something out of the ordinary. Perhaps, many people think their questions are "special."\n\nAnyway, I wouldn't let it bother you too much. I don't think we are going to change things too much. I guess one solution would be for Yahoo to provide a little more explanation of what each category represents and perhaps, a few examples.\n\nSince this is a beta, this might be a good time to make that suggestion.
940951
You haven't specified primary or secondary school - different tactics required. Also, SEN children have different needs. Some have physical disabilities, others will be on the autistic spectrum and some will have attention deficit problems. All may have their problems aggravated by being distrustful of other children thus making any integration an uphill job even for trained psychotherapists, let alone unskilled and unqualified lunchtime staff.\n\nYou cannot simply have one sheet that will act as a universal panacea for the isolation of socially inept children.\n\nNarrow down your parameters and specify which type of children you are aiming to support - then maybe you can achieve something worthwhile.\n\np.s. for autistic spectrum children check out Jessica Kingsley publishers, they have a great range of books about and for supporting ASD kids and teens.
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Every special education teacher, who is doing their job correctly, is doing ongoing research. We collect data, modify controlled variables, and perform statistical analysis of student growth, areas of need, etc.\n\nAlso, just as in any other profession, every year we learn new things about how to best serve our students, both through the informal daily research of in-the-field special educators, and through the formal research done for peer-reviewed journals.
117744
I like how you put this into the "Special Education" category.  I think most of the questions ever posted on Answers need to be placed here.  6,594,423,765 last update.