In-Depth Study
Student’s Name
Institution
In-Depth Study
Plan A
There are different styles and methods used in different classroom settings to enable the students with special needs to learn effectively and be knowledgeable members of society. In the TEDMED talk show, Rosie King shows that even though she has autism, it is important that she is not put in a box and is given the freedom to be herself. In a classroom-type where the students are small, in elementary school, and have special needs, such as Mrs. Kelley’s Education Classroom, a lot of care and patience needs to be portrayed. The teachers should learn how to coordinate the students while passing necessary instructions and ultimately changing them towards more desirable behaviors. When dealing with autistic children, the teacher must regulate their responses; for example, in Grace, who when she went to the school when she was 2, she used to have many tantrums. Through learning how to modulate her reactions, Grace has become more in control of her reactions even though she might still throw tantrums. The teacher must modify and increase the children’s positive responses and reduce the responses that are not socially acceptable. Teachers ensure that learning does not stop regardless of the place, for example, the hallways, the toilets, or the classrooms, and also commend the effort made by the students to become a better person.
In an inclusive classroom, which consists of high school students, different learning styles are also used to ensure that the students, who are often scared to pass their knowledge as they fear their peers, ill humiliate them learn effectively. Differentiated instructions are used to students with special needs to express themselves better (Tomlinson & Moon, 2013). The teacher must understand what each student requires to learn effectively and offer learning options suitable for every learner. Different skills are used to fit different learning styles, for example letting students write poems or do demonstrations in class to show what they have learned.
Part B
IEP (Individualized Education Program) is a document legalized in the US law developed for every child in a public school in the US who requires special education. In an IEP meeting, several tips are required to make it successful. First, the teacher should ensure that the parents are first greeted, and if the meeting takes some time before the beginning, the reason for the delay should be notified to the parents (Vanover, 2018). Also, everyone present in the IEP meeting is introduced to create a rapport. The students’ strengths should be discussed first, with all terminologies explained and the teacher staying off their computers, therefore, making parents comfortable. In the IEP sample, the student’s strengths are stated in the beginning to encourage the parent. Parental concerns, students’ preferences, interests, and functional and academic needs are also stated.
Part C
The UDL lesson plan consists of many things. The goal of the teachers handling the eight-year-old boy diagnosed with ADHD need to achieve is to control the child, especially when responding to questions in class and improve in math and reading. Although the student has improved, there is a need to better the results. To implement the goals, the teachers should help him in math and reading by redirecting him to a small group, which is easier. The boy should also be constantly reminded that he needs to speak only when asked to and get awarded when he gives correct responses to enable him to think before giving one (O’Regan, 2014). The student should, therefore, better their reading and math skills and also responding.
Links
Rosie King: “How Autism Freed Me to Be Myself” https://youtu.be/jQ95xlZeHo8
Mrs. Kelly’s Spec Ed Class – Elementary
Self-Contained Classroom – Preschool
Teaching in the Inclusive Classroom Differentiated Instruction -High School
Tips for a successful IEP meeting
https://www.additudemag.com/wp-content/uploads/2017/01/10218_For-Parents_a-sample-iep-for-an-elementary-school-student.pdf
References
O’Regan, F. J. (2014). Successfully Managing ADHD: A handbook for SENCOs and teachers. Routledge.
Tomlinson, C. A., & Moon, T. R. (2013). Assessment and Student Success in a Differentiated Classroom. ASCD.
Vanover, S. (2018). Does My Child Have a Developmental Delay?: A Step-by-Step Guide for Parents on Early Intervention. Rowman & Littlefield.