Field Experience C
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School
Grand Canyon University *
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Course
-200
Subject
Communications
Date
Jan 9, 2024
Type
docx
Pages
4
Uploaded by AmbassadorGuanaco266
Field Experience C-General Education Teacher
Aliza Garcia
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Discuss the similarities and differences among students with and without disabilities.
All children have a right to education
Different attention spans, physical disabilities, appearance. ●
Describe the characteristics of various disabilities and their educational implications for students at your school.
Osteogenesis Imperfecta- brittle bones/fragile bones
Playground rules and what they can or can’t do
PE activities are limited
General activity, there is always a risk
●
Explain the effects disabilities can have on students’ academic and social development, attitudes, interests, and values.
Missing school for various appointments, injuries, illnesses
Takes away consistency in the classroom
Can cause negative feelings for school
●
Describe how factors such as cultural diversity and human issues affect students with disabilities.
Cultural diversity and human issues can make them feel like they are different or even a
minority
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Explain how you address the unique learning needs of students with disabilities in the classroom, including those students with culturally and linguistically diverse
backgrounds.
Small group learning Individual learning plans
Differentiation ●
Explain strategies you use when collaborating and co-teaching with special education teachers. Include discussion of why it is important to view the special education teacher as a co-teacher rather than a behavior enforcer or aid in the classroom.
Importance of a cohesive classroom
Needs all adults to be recognized as a teacher
Lesson planning including the special education teacher
Daily check ins
●
Describe how you use various types of technology to support students with disabilities.
Use of ipads for everyone
Interactive whiteboards (visual learners)
●
Describe the legal responsibilities you have to protect the rights and privacy of students with disabilities. Include discussion of IDEA, procedural safeguards, FERPA, HIPAA, etc. Include examples of some dilemmas associated with upholding these standards.
Some activities can’t include all the needs of children
Trying to make everyone happy is difficult Example- PE class with a child that has osteoporosis imperfecta ●
Discuss how you collaborate with special education teachers to communicate, create, and store student documentation.
Create files at the beginning of the school year
Google classroom for collaboration
Planbook for collaboration of lessons
●
Describe one or two of your favorite co-teaching strategies.
Small group stations where the students rotate
REFLECTION
After this interview I definitely felt well informed and learned a lot! There were so many interesting things she shared with me and we got into a lot of conversations and discussion about some examples she has experienced. Technology is very helpful when it comes to collaboration, co-teaching, and record keeping between special education teachers and general education teachers. Teachers can use technology to collaborate on lesson plans and communication. This helps everyone by being on the same page and having a plan. They can create lessons through technology so their lesson plans are ready to go. That takes us into why it is helpful for co-teaching. They can create their lesson plans and discuss who will be teaching
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what/in charge of what. Finally, technology is great for record keeping. Using google classrooms
can help you stay up to date with a student's work and see what they are working on. Legal and ethical challenges that special education teachers and general education teachers must consider when collaborating and sharing student information are to really say to themselves, is this important for them to know? If it is not important to know and can go against legal issues then you probably should not say it or talk to a higher authority and get advice about what the right way would be to go about that. It is important to have meetings to all be on the same page.
It is important to share the facts about the student and the information that is needed in order to be on the same page but nothing more.
A co-teaching strategy I would like to apply in a professional practice would be stations. This would be effective for collaboration because both teachers can have their own station and teach
something else but be on the same topic as one another. They can be in groups and rotate after
a certain amount of time. Say we did reading groups. We could do three groups. One could be the independent group. They can be reading their books or even on the laptop with headphones
so they can get read to or assist on some words. The other group can be picture walking and then reading a book. The last group can be about reading comprehension and what was learned. After looking back at all my interviews I have completed for my field experience I have learned a
great amount about collaboration and co-teaching strategies in a professional practice that can meet the needs of students with disabilities. From talking with school administration and hearing
about all the process and help they can give and have to follow to listening to the special education teacher about what it is like working with that group to listening to the general education teacher talk about how important teamwork is. Overall it is important to take from this that all students have a right to education and we should all be on the same team trying to help the students.