4.1 Activity

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Missouri State University, Springfield *

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121

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Chemistry

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Jan 9, 2024

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Riley Smith SPE 310-340 11/28/23 Option 4-1: Interview a regular education teacher Today I talked to Mrs. Emans who is a 5 th grade English teacher at blank school. I gained a lot of knowledge from this interview, and she gave me so much insight on the accommodations that students with special needs or even students with 504 plans for certain types of disabilities. Staring off the interview I asked how much contact do they have with the special education teacher? She followed by saying “Our special education teacher works hand and hand with us daily for student support, communication purposes and making sure the scholars IEP accommodations and goals are being met. They are part of the grade level team!” This helped me gain so much insight on how inclusive this district was and how grateful she is as a teacher to have this kind of support. My next question was based around teachers exact knowing of these disabilities beforehand and how exactly they get this information. Her eager response was “Yes, at the beginning of the year our special education teacher gives us a simplified “snapshot” of each student’s accommodations and what that looks like in his classroom as well as a general education classroom.” I gained understanding that teachers do get notified but then wanted to know what are some of the strategies, techniques, and key practices they use in the classroom with these students? “It depends on the student’s needs. At our school we have a wide variety of student needs and disabilities. Some very common strategies that we use with IEP students in small groups, differentiating independent/class work, simplified step by step directions and close proximity to the classroom teacher.”
Riley Smith SPE 310-340 11/28/23 Now that we know that there are certain procedures put in places for students with accommodations my next set of questions was curiosity if these were being used properly or if they were confidents in the abilities set in place for these students. So, what do they wish they knew that could help them with their students with special needs be more successful? “I feel very confident in the practices and support structures we have in place to support each students’ individual needs. The piece that is often missed is the home support because many of our families are working 2-3 jobs to make ends meet, our students are raising themselves and or there is a big trams piece.” My last question was what is the best piece of advice they can give you as far as helping students with special needs when you begin teaching in your own classroom? The best piece of advice is to get to know your students. Find something you can relate to them with, learn how they need you to speak to them and start small. You can always increase rigor. If you start with small manageable behavior and academic goals, while holding the students accountable, you will help build stamina and be able to grow the scholar regardless of what level they are starting. This was a very important question for Mrs. Emans because her school district is in a poorer part of the Arizona community, it is hard to teach and accommodate with students who have a harder home life. She makes sure that these students know that their accommodations matter and that they should take full advantage of these procedures in place. I envision supporting inclusion of students with special needs in the regular classroom in a lot of different ways when I finally become an educator. As a student with a disability myself I know how hard it can be when educators don’t take the time to help you or even care about your accommodations. I believe helping students who need to help benefits them and those peers
Riley Smith SPE 310-340 11/28/23 around them because it is helping them be the best version of themselves, they can be for me and the class.
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