Two important reasons why I have chosen to do an inquiry on kids with various needs and how to accommodate for everyone within the classroom.
During my placement so far I have recognized the multiple accommodations teachers have to make to allow a more functional working atmosphere. Since inclusion is a large part of many schools now, teachers are further expected to know how to accommodate to the different learning needs of all students. I believe it is important for all teachers to be able to learn how to accommodate appropriately, as well as follow IEPs properly. I am intrigued by this particular high leverage practice since my goal in the future is to work as a special education teacher. I aim to have all my students succeed using a way of learning that works best for them. It intrigues me to find out how teachers incorporate these skills into the every day classroom. Summary of information found in the two or more resources you consulted and how the information is related to the definition of the high leverage practice In many places in Canada, educators are presented with a much larger role as ever before. They are expected to accommodate a greater number of students with special needs in mainstream classrooms. It is important to note that over 80% of students spend over half of their day in a regular classroom while research shows that there is just under 300, 000 students in Ontario that need some sort of special education intervention (Mediaface, 2015). Due to the fact that this number is growing, approaches created and organized for certain students are essential to the success for all learners (Mediaface, 2015). A committee called “Identification, Placement, and Review Committee”, (also known as IPRC) is in charge of identifying an individual as an exceptional student (Ontario Ministry of Education, 2016.). The principal and the teacher have the responsibility of confirming that the IEP for the student is both created and maintained (Ontario Ministry of Education, 2016.). During the development of the IEP, it must be developed with input and comments from the student’s parents/guardians (Ontario Ministry of Education, 2016.). The Individualized Education Program not only accommodates children diagnosed, but as well as students who require program modifications and adaptations within the classroom (Ontario Ministry of Education, 2016.). The main purpose for the IEP is to state the learning goals for the student as well as how the school and educators will tackle these expectancies (Ontario Ministry of Education, 2016.). The document also includes any accommodations and/or learning expectation modifications that are considered to be necessary for the particular student to succeed (Ontario Ministry of Education, 2016.). Many schools are now incorporating assistive technology as a support system to aid students with several cognitive, sensory, physical, communication learning, and other challenges that limit learning opportunities (Hopkins, 2004). This certain accommodation can also improve a child’s independence in the classroom. Even though assistive technology is very helpful, there are also many other accommodation methods to consider. It is important to realize that every student can learn and succeed given the correct support and adequate time. Equality cannot be accomplished by treating all students the same (Mediaface, 2015). Two important further questions or wonderings that will lead you to deepen your thinking and learning during your placement
Observations Below includes my personal observations during placement, including specific areas of focus based on my research. Observation involves the teacher, students, environment, and student teacher. Teacher/Student Teacher
Resources 1. Hopkins, Janet, 2004. Assistive Technology (AT) To Support Students with Special Needs. Retrieved from http://csc.immix.ca/files/108/1278482872AssistiveT echnology.pdf. 2. Mediaface, 2015. Parkview Public School YRDSB. Retrieved from http://learnteachlead.ca/projects/all-children-can-achieve-a-focus-on-equity-of-outcome/?pcat=1099&sess=0 . 3. Mediaface, 2015. What Works? Including Student Exceptionalities. Retrieved from http://learnteachlead.ca/pdf/works-including-students-exceptionalities/. 4. Ontario Ministry of Education, 2016. The Individual Education Plan Process. Retrieved from http://www.edu.gov.on.ca/eng/general/elemsec/speced/ individu.html.
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