Psychology and Education

NAME:                                                                                                          DATE: 6/3/2014                                               
Standard 2.1: Teachers know the content they teach and use their knowledge of content-area concepts, assumptions and skills to plan instruction.
A.     You have a middle level student with a severe learning disability in reading transferring into your program.  Describe what this means in terms of possible issues that you may need to address as a classroom teacher. Specifically:
a.      What does this mean for the possible future and transition planning for the child? What might you assume is the child’s ability level across all areas in addition to reading?  What other metacognitive problems (attention, memory, study skills) might this child have that could impact academic performance? What would you need to know about the reading disability to write the IEP and make accommodations for lessons? How might a reading disability impact performance in other content areas?  Considering the continuum of services, what would most likely be the best method of delivering services? How would you potentially accommodate performance on testing? How is this student potentially similar and dissimilar to students w/out disabilities?
            Most of children with a severe learning disability in reading will not achieve academic goals in the future because the classes in the schools depend on the reading. Teachers in the schools do not have enough time to teach students all the knowledge in the class, but they give students assignments to help him to understand the lesson. If the student has a huge problem in the reading such as students with a severe learning disability, he/she probably will be failure. That will effect on student’s achievement, plan instruction and student’s confidence.
            I think this student have a weak ability in most of subjects because most of these subjects depend on the reading. In addition, I can as a teacher know about the child’s ability level in reading by tests. In fact, this is the first and most important factor to help student with a severe learning disability.
            Most of students with learning disability have metacognitive problems such as attention, memory and study skills. In the class, student should have attention to understand the lesson. That really influence on the student performance. Also, the other important metacognitive problem is memory. If the student has a bad memory, he/she does not remember the lesson in the test. When the teacher define, and fix the most important metacognitive problems, the student will improve in the reading class. In summary, if we want to fix the problem, we have to know the cause of the problem.
            If I want to write the IEP of the student, I should know about many points which are the basic points to build the IEP. First of all is history information about the child such as if the family has any other child with disability. In addition, the future planning, postsecondary transition and postsecondary transition services are some points include in the IEP. Also, there are other points such as measurable annual goals, descriptions of specially designed services and nonacademic and extracurricular activities.
            The child with a severe learning disability in reading cannot be able to understand like ordinary students, and that will influence on the student negatively. The schools have services to develop the student with reading disability. One of the most important services is resource room. In that room, teacher gives student the lesson by different teaching methods. The best teaching methods which assist this student is to teach the student individual. That helps student to focus more than when he/she in the classroom.
            The child with reading disability does not have the ability to accommodate the test. The child will be failure on the test because he/she does not understand the questions.
            In the classroom, there are different abilities between the students without disability. Also, the grades are different between them. Teachers should change their teaching methods to help students with disability to understand the lesson.
Standard 2.2 Teachers understand and use content-specific instructional strategies.
a.      Using either scenario A OR B from above, describe instructional strategies that would be potentially beneficial for instruction for the student in the scenario that you selected. Describe a brief lesson plan that would demonstrate application of these strategies.
            There are a lot of instructional strategies to help the child with reading disability. In my opinion, I will use with this child the strategy which focuses on multimedia and senses. The philosophy of this instructional strategy is using most senses of the student in the lesson. Also, teachers probably teach the students these kinds of instructional strategy in the resources room because the teachers need some teaching aids which are not available in the classroom.
            This is a brief lesson plan to describe the strategy of multimedia and senses. Frist of all, the child should use most of his/her senses in the reading class. For example, I will write the paragraph on PowerPoint, and the child can see the paragraph clearly. I use now the child’s eyes to see the words. Then, I will read the paragraph loudly. In fact, that helps the child to improve his/her skills when the child see and hear the words. After that, I will ask the child to read the paragraph. That is a simple example about multimedia and senses strategy. In fact, that is one of many instructional strategies.
Standard 2.3 Teachers understand school and district curriculum priorities and the Ohio academic content standards.
a.      A number of different legislative initiatives have been put forward in the past ten years regarding children with disabilities and curriculum/assessment. These include the requirement that children with disabilities participate in district testing and connecting teacher evaluations with student performance on these assessments. Describe how this has impacted children with disabilities and special education. What types of accommodations may be put into lessons or assessment? How are these accommodations determined? How might this result in ethical dilemmas for teachers?
            The government created a lot of rules to keep the people with disabilities. People with disability should live as other people without disability because the people with disability want to be equal in the community. Some students with disability special needs have ability more than ordinary students, and they are able to overcome the challenges. They need only their rights in the community. If they do not take their rights, that will influence on them negatively. For example, if the government does not give these people their rights in the jobs as other people, that will lead them to be a bad people in the community such as a homeless. So, the government should care about these people to give them their rights.
            Teachers who teach students with disability have to support them in the classroom. They should give them their needs to succeed in the school. First, teachers should find the weak areas in the students with disability. After that, they will create a program to support them in these weak areas. The student with special needs have different ability, so the weak areas are also different between them. Teachers have to focus on their program on these weak areas, and develop the strong areas in these students.
            Students with disability should evaluate their teachers as other students. The evaluation is important for teachers. So, they will focus to support ordinary students move than students with disability because teachers need excellent evaluation in their class. In fact, that is one the ethical dilemmas for teaches.
2.4 Teachers understand the relationship of knowledge within the discipline to other content areas.
a.      What specific body of disciplinary expertise do special education teachers bring to the educational setting and collaborative team processes that differs from regular education? How does the special education teacher utilize baseline data and other assessment and data collection for decision making? How do you apply that in a collaborative relationship with regular education teachers to enhance and facilitate the learning of students with disabilities across other content areas?
            Special education teachers who teach in the schools are different than teachers who teach in the regular education. Special education teachers work as group on one team however teacher who teach in regular education work and plan for the class individual. In fact, there are the IEP team who write the goals and the plan of the students with disability. The IEP team includes many members one of them teachers.
            Teachers of special education have to get information about the students with ability before teach them. The teachers can get the data by the parents or the IEP of the student. This information assists teachers to understand their students with disability.
            We can apply that in a collaborative relationship with regular education teacher when we are inclusion students with disability in the regular education. Regular education teacher can support and assist students with disability in the classroom. They can support students to be with a high confidence when the student with disability participates in the class activities.
2.5 Teachers connect content to relevant life experiences and career opportunities
a.      In either Scenario A or B above, describe how you would provide special education intervention to maximize the student’s potential as an adult. What specific challenges does someone with a disability face as an adult? Provide a brief overview of what you learned from the field trip to Summit Juvenile Court and how this can guide your instruction.
                        If children with learning disability or any types of disability start early in special education programs, they will probably develop their skills faster than other children who are in these programs when they are adult. In fact, early intervention programs focus on children, and support families to put their children in these programs early if they want to improve the children’s skills.
             Adults of special needs will faces on many challenges on the future. One of the most important challenges is getting job. The companies need employees who work fast without any trouble. The adults with disability need helping to succeed. The companies do not want to wait these adults to succeed, but the companies want the employees who are ready to work. In my experience which is in my country, the government gives special privileges to companies which have employees with disability, and the government pays a part of the salary for them. For example, if the salary of the employees with disability is 3000. The government will pay 1500 and the company will pay the other part of the salary for them. That assist the companies to find the employees with disability because they are have low salary than other ordinary employees.
            I was interesting when I visit the Summit County Juvenile Court because I learned new great ideas. For example, the speaker told a great idea which is about the leader. The idea is to teach young people to be a leader. In fact, that is a great idea because these young people will lead their classmate to do the positive behavior. In addition, the Summit County Juvenile Court has many services to help these students to control and change their behavior. These services also support them to change themselves. The students in the Summit County Juvenile Court are still learning. The teachers communicate with their schools to give them their grades. That is really a grate point to keep children studying in the Summit County Juvenile Court.
[5610:612] Social and Ethical Issues in Special Education
            In the class, you gave us many good points, and one of these pointes is about the ESL students. When the ESL students get a low grade in the IQ test, the educators cannot be allow putting them in special education programs because they do not have a language, and they learn the language as second language.
            In fact, that is correct, and thought about deaf students. Deaf students have the same situation of ESL students because the sing language is kind of second language for them. So, why do the educators put deaf students in special education program, and they do not include the ESL students in these programs? I tried to find the answer in the internet, but I do not find clear answer.
            In my experience with deaf students, they ability to learn as ordinary students, but they have one problem which is communication. If teacher know the sing language, they will communicate with them. In fact, that exactly like the ESL students and both of them study in the same line.