Spring+2011,+Chapter+1,+Sped+420

= What can I do as a teacher? = I have come to a frightening conclusion that, I am the decisive element in the classroom. It is my personal approach that creates the climate. It is my daily mood that makes the weather. As a teacher I possess tremendous power to make a child's life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations it is my response that decides whether a crisis will be escalated or de-escalated, And a child humanized or de-humanized. Source: Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011) = = = Categories of Disabilities that Qualify for Special Education = Source: Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011)
 * specific learning disabilties
 * speech or language impairments
 * mental retardation
 * emotional disturbances
 * multiple disabilties
 * hearing impairments
 * orthopedic impairments
 * other health impairments
 * autism
 * deaf-blindness
 * traumatic brain injury
 * ADHD--These students receive servies under "other health impairments" or Section 504 of the Rehabilitation Act of 1973

Source: Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011)
 * Components of the IEP**
 * Levels of performance
 * curriculum-based measurement
 * Annual Goals
 * Short Term Objectives
 * Description of Services


 * Who are the participants of an IEP?**
 * appropriate representative from the school, principal, superintendent etc.
 * student's teacher (special education and general education teacher)
 * One or both parents
 * The student, when appropriate
 * an individual who can interpret the instructional implications of evaluations results
 * others at the discretion of the parent or school personnel ie; parole officer, speech therapist, or even a bus driver
 * Source:** Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011)
 * Continuum of Alernative Placements**
 * 0100 General Classroom with modifications (80-100%)
 * 0110 Resource Room (40-79%)
 * 0120 Self-Contained Classroom (0-39%)
 * 0130 Separate Day School
 * 0140 Residential Facility
 * 0150 Home/Hospital

Source: Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011)
 * Necessary Skills to be in Regular Classroom**
 * 1) Follows directions in class
 * 2) Comes to class prepared with materials
 * 3) uses class time wisely
 * 4) makes up assignments and tests
 * 5) treats teachers and peers with courtesy
 * 6) completes and turns in homework on time
 * 7) works cooperatively in student groups
 * 8) completes tests with a passing grade
 * 9) appears interested in content
 * 10) takes notes in class
 * 11) Scans textbook for answers and information
 * 12) Volunteers to answer questions in class
 * 13) Writes neatly
 * 14) Is able to give oral reports and speeches

Source: Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011)
 * __CHARACTERISTICS OF STUDENTS AT RISK FOR SCHOOL FAILURE __**

n Attention problems and hyperactivity
= n **Poor social skills**  =
 * n **Poor self control

n Disruptive behavior
== Sited from : Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011)  ==

﻿ **IEP question/answer:** **﻿** It seemed that after watching the video of the team meeting for the IEP, every member seemed to be in agreement except one key member, and that was the 5th grade girl, Dani. From the beginning, the para professional, special education teacher, classroom teacher, and parents all seemed to be in agreement. The para and special ed teacher always seemed to be in communcation about the plan that was to be followed, and they also ran through a rough draft of the IEP before the actual meeting. The parents stated that the school professionals were always open to new suggestions and ideas, and that they were very amiable to work with. However, throughout this entire meeting, Dani, said very little about this entire experience. ﻿ I do believe that it is very important for Dani to be present during a meeting such as this because it has been, and will be a very integral part of her education for years to come. It also important because Dani is a 5th grader, and she will soon be entering a new phase in her life; middle school. For anyone, middle school is full of challenges that has little to do with education, and it is important to have a solid plan in place for Dani before these other problems arrise. While at the current time, it seems as if the team is getting along, I feel that it is important for Dani to have input to say what is working and what is not working.