1. Describe the range of emotions associated with being the parent of a child with special needs. Select two emotional states and describe how you as a teacher would you work with a parent experiencing these emotions. The range of emotions associated with being the parent of a child with special needs includes grief. The parents of children with disabilities are dealing with grief knowing that their hopes and dreams for their child have been changed. They also may feel depressed, angry, anxious, fearful, be in denial, and feel guilty. Some parents may even feel the emotion of joy. It increases their ability to love, strengths their family ties, gives them a greater sense of pride, and teaches them to enjoy the little things in life. As a teacher, I would be great with working with parents who are dealing with the mixed …show more content…
Imagine you are a teacher in Reese's new school. Describe three ideas you have for building a relationship with Reese's family and how you would go about making the family feel welcome in your school. The first thing that I would do is having Reese a welcome party, this will help her feel welcome in her new classroom! This party could give Reese the opportunity to meet more students and form friendships. The next thing that I would do is set up a meeting with Reese's mom and explain to her that if she needs anything to please contact me. This will build a relationship with Reese's family. The final thing that I would do is make sure that Reese always has someone to sit with during the lunch hour. This could be a helper to show her where her classes are and where her locker is. 5. Imagine that you, as Reese's new teacher, have just returned from a visit to Reese's grandparents. During your home visit, Reese's mother vented about her failed relationship with her husband and the reasons for their divorce. Now the teachers in the teachers' lounge are pushing you for the juicy details. What is your responsibility in this situation and
Mr. Reese's statement says Joseph pushed him away. 5. The SRO's in their report say “He pushed Coach Reese off the student he was trying to restrain” 6. Why does Ms Khalilah King's Principal's Statement (Olivia packet) unequivically state Joseph came down the stairs and jumped on Mr. Reeses back? Joseph was coming from the 1100 Hallway.
During this interview several questions were asked on the difficulties of providing service for the special populations and what type of services were provided to meeting clients’ needs. Must note that no names of clients were mention during this interview and no information was shared concerning any client’s case. The information given is based on her present and past experience working in as case worker at Children
ICC9K1 Personal cultural biases and differences that affect one’s teaching. - Competency 4 I am very careful to be respectful of the various cultures and differences among the students at my school, so this does not impact my teaching. I differentiate my instruction in order to accommodate the needs. I am in a school with students from a wide range of countries.
Some of the participants in this film experienced the same frustration, anxiety, pain and tension that children with special needs do on a daily basis. The F.A.T. City workshop and video helped me as an early childhood education teacher. This film helped me understand children with learning disabilities and what they
Last year I worked with kids who have Down syndrome and Autism. I showed them how to play football, soccer, and basketball. While it was rewarding for me, it was even more rewarding for the kids. After a few weeks of basketball, Tom, a kid with Down syndrome, was making shots more often than my basketball team was. From then on, playing basketball put a smile on his face because he knew that his skills wouldn't be looked at differently because of his disability.
Question 2 2.1 Describe ways in which having a child with a complex disability or condition can impact on different aspects of families lives. To live with disable child can have deep impact on overall family members. It turns out to be an exclusive shared experience for the families and this may impact on the overall family functioning. While considering the positive impact, this widens the horizons, raising more awareness among family members considering their
As soon as the alarm goes off, people begin to meander to class. Some decide to pick up books at their lockers, while others choose to chat with their friends in the halls. However, junior dual credit students begin to rush to the Mac lab in hopes of not getting a tardy. Many of them make it with a few minutes to spare and then begin talking amongst themselves. The English teacher, Mr. Damon West, arrives soon after the majority of the class arrives.
The information of this assessment came from the client and his parents. The youth is first interviewed alone and given two assessment OYAS and MASYI-2. Next, just the parents are in the room for their interview and then they all came back in together, this process takes about 45 min.- an hour to complete. We use information from the assessments and prior history from our database to assess risk areas. Since the PDR is done in the intake process and new issues may arise there is an update to the PDR as well as case notes that anyone working the case has access to.
The other students begin texting their parents about the class and how Grace used The Word Of Christ. Grace is told that she has to stand before the School Board. Grace's case catches the attention
In the program, there are students with learning disabilities, students with autism, nonverbal students, students with behaviors, and much more. There are students right here at CHS that have these disabilities and most students here do not understand how to interact with them. Also for those of you who are future parents, you never know what the future holds and you could have a child with disabilities. Credibility: My mom is a Special Education teacher, I have watched her teach for many years. I have also assisted with some of my moms students.
Explain the relationship between disability and special educational needs. Explain the nature of the particular disabilities and/or special educational needs of children and young people with whom they work. Explain the special provision required by children and young people with whom they work. Explain the expected pattern of development for disabled children and young people and those with special educational needs with whom they work People often confuse Disability for Special Educational needs and the Special Educational needs for a Disability.
Whenever I see the movie “a Charlie Brown Christmas” I think about the little kid with the big smile on his face. It was the last day of the week before Christmas break, and I had volunteered to help the kids with disabilities instead of attending the winter break dance that we had every year. From pre-school up to middle school, I always thought that I wouldn’t be able to become friends with the kids who had disabilities in my class because of their inability to interact with others. I don’t know what led me into thinking that way, but my experience interacting with the kids with disabilities influenced me to make an effort to become friends with everybody no matter what circumstance they’re in.
I spent my fifteen hours observing two special education classrooms at Sulphur Intermediate School. One focused on math and the other on reading, though many of the children I observed worked in both classrooms. The students were in the third, fourth, and fifth grades. Most of the students had mild to moderate disabilities and simply needed extra help in reading, math, or both subjects. They did not stay for the entire day, but rather came for certain periods.
Some of the kids can’t help their disability but they still try to succeed in everything do while putting a smile on their face. My dad always told me I was good with special education kids and I always said no. This year which is my senior year I changed my mind because of this boy at my school named Jacob. He talks to everybody he comes in contact with and I have never saw anybody leave a conversation with Jacob and be mad or upset.
What are the perspectives, in terms of feeling, attitude, and behavior of teacher in dealing and working with children with disabilities? 3. What is the current structure and flow of information in practice for implementation of IE services, particularly looking into identification, planning, monitoring learning outcomes, and data collection flow? (How do teacher’s identify children with disabilities, monitor their learning, request resources; how do school directors collect information and send to relevant stakeholders to ensure adequate planning, resources, and budget and how does the DOE and POE to collect, integrate and monitor this