ESE 634 Week 1 Assignment (1)

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1 Foundations, the Law, and the Role of Special Educators Julissa Davis John Mendes Week 1 Assignment December 17, 2023

2 Dear Mr. Franklin, It would be very appreciated if you would give me the opportunity to express my gratitude for your response to my request for comments regarding your lesson plan. Because you are aware, our goal is to alter our lesson so that it can cater to the requirements of every child, including those who have disabilities, to guarantee that we are performing to the best of our skills as educators. It is imperative that we teach every kid to guarantee that they all obtain the greatest possible education. Every single one of our children receives differentiated learning support, which has the potential to be of significant benefit to each one of them respectively. It is not required to develop individual lesson plans for each student to provide differentiated instruction within a classroom setting. It is true that "Project-Based Learning" (PBL) lends itself well to differentiated education; nevertheless, differentiation does not entail that we provide each student with the right style of training. The program is intended to be student-centered and student- driven, and it provides teachers with the flexibility to meet the requirements of their pupils. When we plan, it will help us describe how the objectives of our lesson plan will be reached to support the Individualized Education Program (IEP) goals of each kid. This illustrates that each of us makes a conscious decision regarding the experiences and knowledge that we want our children to learn. Planning allows us to outline how we will accomplish our objectives. Utilizing planning gives you the ability to record requirements and connect them to a specific action. The planning process might be of assistance in achieving mental organization. Furthermore, it is of the utmost importance to formulate a classroom environment that is inclusive to consider the needs and capacities of every child. Each Individualized Education

3 Program (IEP) aim can be met in the classroom through the utilization of a daily lesson plan and strategies that guarantee multiple chances for socialization and learning across several modalities. When the IEP meeting takes place, every member of the team presents information that is vital. Participants share information with one another to contribute to the development of a specialized educational program for the child. The knowledge that is exchanged among the team members helps to increase their understanding of the kid and the assistance that the child needs. Every member of the team should make it a priority to consistently engage in active listening. A great number of people listen solely for the purpose of taking part in a conversation. Nevertheless, it is of the utmost importance to pay attention to and comprehend the perspectives of other individuals during IEP team sessions. Ask for additional information if it is required and maintain an open mind to new concepts. If everyone on the team believes that they have been heard and understood, it will be much simpler to reach a consensus after the meeting, even if no one on the team agrees. At the same time, members of the team should refrain from interrupting one another and pay special attention to the way they carry themselves physically. Collaborating enables numerous specialists to share their understanding of working with children who have disabilities, which is crucial in the field of special education. It also gives team members the chance to talk things over and think of new ways to solve problems. Educationally grounded relationships the basis for everything else is the relationship building that takes place in an educational environment. Trust, pardoning, respect, trust, and empathy are the cornerstones of a strong relationship, and they are applicable to all interactions, even those that occur in the context of education.

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4 References Turnbull, A., Singer, G. H. S., Turnbull, H. R., Francis, G. L., Burke, M., & Ky, K. (2022). Families and professionals: Trusting partnerships in general and special education . (8th ed.). Pearson. The Legal Foundation for Special Education Colarusso et. al. eds,, Special Education for ALL Teachers (8th ed.), Forthcoming 7 Dec 2022 https://papers.ssrn.com/sol3/papers.cfm?abstract_id=42 Beck, S. J., & DeSutter, K. (2021). Special education meetings: The role of the facilitator in districts serving rural communities Links to an external site. . Rural Special Education Quarterly, 40 (1), 33–41. https://doi.org/10.1177/8756870520972660

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