Discussion Instructions
You should submit your initial post prior to reading the posts of others, the better to offer your own honest opinions and unique insights.
Your initial post should demonstrate course-related knowledge and must support your assertions with at least two references to acceptable sources, using citations in current APA format.
You will then post two replies of at least 200 words. For each reply, you must support your assertions with at least one acceptable source, with a citation in current APA format. Acceptable sources include course readings, special education peer reviewed research journals, course content, professional web sites etc.
To see how your participation will be evaluated, please review the Discussion Rubric.
**PLEASE REPLY TO THE DISCUSSION BELOW WITH 200 WORDS LONG RESPONSE FOR EACH PEER DISCUSSION**
PEER DISCUSSION 1: 200 WORDS RESPONSE
Alev Acil
I currently work as a Teacher Assistant in an early childhood program. In our program we are following evidence-based teaching strategies. Evidence-based teaching strategies are likely to have the largest impact on student results.
I follow to incorporate evidence-based practice which addresses the goals and objectives of my students. Firstly, before I choose the relevant strategy to conduct the lesson, I create individualized goals for each student.
Next, I identify evidence-based teaching strategies to address the objectives. Once the most relevant and effective strategy has been identified, I start my teaching and explanations including step by step directions. During this process, I monitor the success of students individually to see whether any student needs further assistance in the certain area.
Also, we are using screening tools in our program. This screening tools to identify incoming students who may be at risk for learning difficulties. Likewise, the test has the capability to indicate a child who may be above average and thus provide the support necessary for a more enriching learning experience. If test result is low, we write referral and inform the family. The referral then begins an assessment process. Some developmental delays include physical delays, cognitive delays, communicative delays, social delays, or emotional delays. If one of these delays is evident, then they are eligible for special needs education and related services.
Who receive special education services in our classroom they also have goals.
These goals are given by the school district after evaluation. For example, a student with social and emotional delays has goals like express their ideas and feelings, manage their feelings of frustration and disappointment more easily, succeed in school. We can support children’s social and emotional health by using children’s books, planning activities, coaching on the spot, giving effective praise, modeling appropriate behaviors, and providing cues.
References
IncludeNYC (n.d.). Tip Sheet – Preschool Special Education. Retrieved March 2, 2021.
https://includenyc.org/wp-content/uploads/migrate/tip-sheets/Preschool_Special_Education_Services.pdf
IRIS Center. (2021). What is the IEP Process? Retrieved March 2, 2021.
Naeyc National Association for the Education of Young Children
https://www.naeyc.org/resources/pubs/yc/spring2022/equity-teachers
PEER DISCUSSION 2: 200 WORDS RESPONSE
Kelly Porter
I work in a small Title 1 private mission school, where the majority of our students are ESL students. Many students come to us with IEPs. I have one child in my classroom this year with an IEP for speech. Per New State Education Department Evidence-Based Interventions (2022), the Every Student Succeeds Act (ESSA) defined four tiers of evidence-based support and stipulated the school receiving Title I 1003 School Improvement grants must include at least one evidence-based intervention that is in either Tier 1, Tier 2, or Tier 3. One program we are currently using in our grades 3-6 classrooms is the Logic of English Essentials program. This program is meant to combat the literacy crisis in our country. Logic of English, Inc (2022) states on their website, Essentials contains three levels to help teachers differentiate instruction based on students’ needs and knowledge. Each unit includes core instruction about systematic phonics, advanced phonemic awareness, spelling rules, and grammar. Students then apply the skills to their level of spelling and vocabulary. Since implementing this program, our school has watched the reading scores improve among all of its students. Each student is met at the level they are at.
EBPs ensure quality individualized instruction for students who receive special education services. They are “instructional approaches that have proven to be effective through rigorous research” and when implemented correctly have been shown to “improve the performance of students with disabilities” (Cook, Tankersley, Cook, & Landrum, 2008).
Logic of English, Inc. (2011). Essentials. Retrieved October 1, 2022, from https://essentials.logicofenglish.com/
Torres, C., Farley, C., & Cook, B. (2012).
A Special Educator’s Guide to Successfully Implementing Evidence-Based Practices. TEACHING Exceptional Children, 45(1), 64-73. https://doi.org/10.1177/004005991204500109
Evidence-based interventions.
New York State Education Department. (2022). Retrieved October 1, 2022, from http://www.nysed.gov/accountability/evidence-based-interventions
Last Completed Projects
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