close to the teacher, and she receives additional take-home material she can review on her own outside class.
Collaboration
The special education teacher only worked with the one student during my observation. There was very little collaboration between the two teachers during the class itself. Only on one occasion, the special education teacher had to ask for some input from the teacher about modifying the lesson. However, the teacher said that every week they meet to discuss that student’s progress, and that once a month they meet with the parent. Although this is not a cooperative teaching environment, the school administrators do make sure that the students’ needs are being… Continue Reading...
Elementary Special Education Teachers Place Value in the use of Technology Resources for Students?
Technology is an integral part of society. People share and communicate ideas using emails, Skype, and public/private forums. For numerous organizations and businesses technology is a must to increase productivity. This is why schools have begun the process of creating an environment that immerses staff and students in technology, with school administrators taking on the technological transition (Garland & Tadeja, 2013). Technology investment within schools not only enables varied learning opportunities for students, but it also helps… Continue Reading...
exist in terms of technology and teaching. This is especially true for special education. Special education teachers may integrate some aspect of technology in their curriculum, but some remain resistant, believing technology integration is unnecessary. Schools may be at fault because of the continued lack of policy changes and training for teachers.
If schools integrate the use of technology in all areas, every student will be able to receive a higher level of education that will lead in the long run, to less expenses for the school and higher quality educational opportunities for students. While technology in schools seems for some recent, the transition… Continue Reading...
Fieldwork Paper and Fieldwork Form
The purpose of the fieldwork is to observe the two certified special education teachers and make connections to course content within real world classroom settings. One of the schools where the observation was conducted is P.S. / I.S. 266 whose address is 74-10 Commonwealth Blvd, Jamaica, NY 11426 (P.S. / I.S. 266, 2018). The school, which falls under New York City Public Schools district, is a pre-kindergarten to eighth grade learning institution that was established in September 2003 and has a student population of nearly 700 students. The second school is CLASP, which is located at 80 Grace Avenue, Great Neck… Continue Reading...
special education teachers design unit and lesson plans for diverse students. The platform provides instructional resources for teachers, categorized by standard, age, skill set, and a variety of other criteria” (p. 18). In addition, the Goalbook Toolkit features customizable individual education plans for special educational needs students including the use of Universal Design for Learning teaching strategies (see Figure 3 below) (Shack, 2014). Some of the more attractive features of the Goalbook Toolkit include its ease-of-use and intuitive interface that even novice students can readily navigate (Shack, 2014). The “wizard”… Continue Reading...
Elementary Special Education Teachers Place Value in the use of Technology Resources for Students?
Alix Desulme
Technology is an integral part of society. Students learn through use of technology like personal computers, tablets, and e-books (Garland & Tadeja, 2013). Computers can provide access to videos, documents, and other forms of data that students have the choice of absorbing via visual or auditory methods. Tablets provide the same access but with a light-weight, touch responsive interface. Technology investment within schools not only enables varied learning opportunities for students, but it also helps… Continue Reading...
