SDC teacher interview
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School
Grand Canyon University *
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Course
208
Subject
Communications
Date
Feb 20, 2024
Type
docx
Pages
2
Uploaded by CommodoreJackalPerson334
SDC teacher interview
Q1
kids are kids even with disabilities
through play books cause and effects
need more structure, practice, repetition, visuals, stories, support, and front-loading Q2
Autism
language social and sensory needs
communication device
weighted lap buddies, headphones, or reduce visual distractions
accommodations
braces, special scissors, mobile devices
yellow curbs ramps, Class equipment
Q3
social isolation
negative behaviors
independence
Q4
strong family presence encourages students' independence and grow
tough love
not strict
do everything for a child to “help”
Q5
each child is different needs
small group ASL, gestures, sentence starters, pictures, timers, visuals, adaptive devices
Q6
Lesson ideas/plans highlights strengths, abilities
Q7 SLP assign goals and how to meet them.
assistive technology
pics, communication devices, and buttons for wants/needs.
Q8
give parents copies of procedural safeguards
IDEA information
Q9
plan lessons around needs of IEP, give access to LRE, and provide support
Q10
holiday events and lessons
reverse mainstream
gen ed kids join SDC class
use notes and data for IEP and DRDP
Q11
observation
use of language and interactions
gives an idea of instructions needed for class and possible interests
during this interview. Some students use communication devices or pictures to communicate their wants or needs. Disabilities have an effect on their social as well as academic lives as most disabilities hinder socialization skills. This is because they have limited communication skills or abilities to read social cues, making it hard to socialize and make friends. Academically, the students may not be able to learn the same materials as a gen ed class, but they still learn new things such as how to communicate, socialize, or other life skills. Its important to collaborate to meet the student's needs, communicating will help both/all teachers be able to care for the students to the best of their abilities. This helps the students with structure and know what to expect. Knowing each child's IEP goal is important so everyone knows how that child needs help
to learn. Following IEPs are important since they are to help students learn at the best of their abilities. General education teachers and SDC teachers follow different classroom expectations and may have different accommodations so it may be challenging. I learned that they have reverse mainstream where gen ed children come to the SDC class to have peer influences. This is
a great idea since some SDC children may become overwhelmed with all of the changes in children and the environment
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