More than 6 million students receive exceptional student education services, according to the U.S. Department of Education. In 2004, the Office of Special Education Programs found that students with specific learning disabilities accounted for almost half (47.4%) of all students with disabilities, which was roughly 2.9 million students being served (U.S. Department of Education, 2004). Students with disabilities drop out of high school at about twice the rate of general education students (Thurlow, Sinclair, and Johnson, 2002). They are also less likely to go back and earn their high school diploma as compared to their counterparts without disabilities. School administrators and personnel are encouraged to create collaborative partnerships with parents and after-school programs to improve outcomes for these students. Recommendations for schools are provided in this 3-part series entitled “Students with Disabilities: Creating Collaborative Partnership.”
Tips for Schools
1. Minimize language barriers for parents and students by providing translators and translating necessary paperwork.
2. Hold a special orientation day for parents with students with disabilities before the
start of school.
3. Introduce key staff to parents and students and their respective job duties as they related to facilitating ESE services.
4. Include disability resources in the school’s student handbook. If there is not a
school specific handbook, provide parents with a packet listing relevant resources available at the school, in the community, and on the internet.
5. Support or provide general education teachers with training and support relevant to providing instructional services to students with disabilities.
6. Invite guest speakers to participate in PTA or parent meetings to educate parents about their child’s disability and/or available resources.
7. Encourage and stress the importance to parents regarding their participation in their child’s IEP meetings.
8. Encourage and allow parents to bring advocates to their child’s IEP meetings.
9. Don’t talk down or over parents. Instead of speaking in acronyms or technical language, try to speak in a way that facilitates parent understanding of the educational process.
10. Make sure parents understand the process, timeline and consequences of all decisions made regarding their child’s education.
11. Encourage parents to have their child to participate in either on or off-site
after-school programs.
12. Include a listing of local after-school programs in introductory packets sent out to parents during the first few weeks of school.
13. Network with community providers to create collaborative partnerships.
14. Invite community providers to speak with appropriate staff regarding their services to connect students with available community programs and services.
15. Collaborate with afterschool programs to reinforce instructional learning.
Resources:
Learning Disability Association of America (LDA)
4156 Library Road
Pittsburgh, PA 15234
http://www.ldaamerica.org/
National Information Center for Children and Youth with Disabilities (NICHCY)
PO Box 1492
Washington, DC 20013
http://www.kidsource.com/NICHCY/
By: Felecia Sheffield PhD
Posts Tagged ‘General Education’
Special Education Teaching Jobs – Get the Facts
October 19th, 2009
Most of us have heard the term “special ed,” but what exactly do special education teaching jobs entail? Here are a few basic facts.
What is special education? It is customized instruction for children (or adults) with disabilities. Teachers modify standard curriculum to match the special needs of their students and, use a variety of teaching techniques that are tailored to their students with disabilities.
How is special ed provided? It work in many different environments. A few work in private schools, residential facilities, hospitals and clinics, or in the students’ homes. But the majority of teaching jobs for special education are in the public schools. Within the public schools, special educators work in a variety of settings, which include self-contained classrooms, resource rooms, and of course, general education classrooms.
Could a special education teaching job be right for you? If you greatly enjoy helping others and want to make a difference in the lives of people with disabilities, a this kind of teaching job may be a good fit. These jobs can be challenging because they sometimes require that you use your skills creatively. These teaching jobs can also be very personally rewarding.
Becoming a special ed teacher could also be professionally rewarding. The U.S. Bureau of Labor Statistics estimates that the need for qualified special ed teachers will increase faster than most other professions in the next 10 years. This means that there could be more these teaching jobs available-and as a result, greater opportunity and job security.
By: Sean Patrick II
Goals And Objectives Creation For Special Education Students
October 15th, 2009
Planning and Placement Team Meeting continued…
What are goals and objectives?
Goals and objectives are the areas that your child will work on throughout the year in the classroom, with a special education teacher, a counselor or in some other way. Hey have to be monitored and measured. Monitoring can be through completion of tasks, teacher observation, etc. The measurement can be through grades, standardized tests or mastery of a task. Each goal and subsequent objectives has a page dedicated to it. Goals can be related to academics, self-help skills, behavior, counseling, etc.
How are goals and objectives created?
The team including yourself (the parent) will talk about your child’s strengths and weaknesses. Goals/objectives will reflect areas that a child needs assistance in. Any classes taken with a special education teacher will have their own set of goals/objectives. Depending on the age of your child, he or she may need transition goals from one school to the next or post-graduation Behavior goals are generally for mild behavior problems. Students with serious behavior issues generally have a behavior intervention plan made up separately from an Individualized Education Plan. Other goals may be added as necessary in terms of community participation, general education participation, self-help skills, etc. Children with Occupational, Speech or Physical Therapy needs will have goals related to these areas as well.
Who writes the goal page?
The special education teacher generally writes the goals and objectives with input from the team. Certain goals related to counseling, speech therapy, etc. would be written by the individuals providing the service.
Can a parent request certain goals/objectives?
Certainly. Most teachers will work with the parent in creating goals and objectives that both feel are appropriate and in the best interests of the child. Also, if there are goals or objectives that you feel are not needed or are inappropriate talk to the individual about it and see why it was created and discuss whether or not it is relevant.
By: Melissa A Gilbert
