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Preschool Plan

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Shakeena Clayton

on 2 December 2014

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Transcript of Preschool Plan

Laws Governing Exceptional Students
Federal Law

"requires schools to provide a free appropriate public education (FAPE) for all students with disabilities aged 3 through 21."
Environment
The classroom will also be well organized to help students focus on tasks and rules will be implemented in order to help reduce the risk of distractions.

Although the above suggestions will not reduce all potential issues, they will help to relieve any issues that could arise if these ideas were not put into place.



Sample Lesson Plan
Objective:

Students will gain a more concrete understanding of the subtle difference
between a guess and an estimate.
Mission Statement
My mission is to provide an education that meets DAP standards for all of my students and challenges them enough to reduce boredom.

What is DAP?

DAP which is better known as developmentally appropriate practices, is the concept that the academics presented to the student "should support children's individual needs and interests in accordance with what they are physically and mentally ready to learn". (Jaruszewicz,2012,Section 1.3)

Working with 3-5 year olds requires me to use developmentally appropriate practices that will better their understanding of any material I present to the class.

How I will Communicate with the Families
In order for a child to get the most out of their education experience, it is vital for me as their teacher to communicate effectively with their parents and vice versa.

To achieve effective communication with parents of students in my classroom, I will send home folders that hold reports of what the student did that day. Specifically for the students with disabilities, this may include any challenges or achievement they had on that particular day.

Shakeena Clayton
ESE315
Instructor Stephanie Best
8/18/14

Preschool Plan
Public Law 94-142

states ‘The education of a student with a disability should be as similar to the education of a student without a disability as possible.' This is where the term inclusion steams from, and it requires that "students with disabilities" be "placed in general classrooms with slight accommodations".
1997 Amendments: Assessments and Discipline Procedures

“In 1997, IDEA was reauthorized" "to mandate that students with disabilities participate in state and district assessments. A student could undergo such assessments with accommodations or modifications as outlined in the student’s IEP." The regulations also require "schools to implement functional behavioral assessments and behavioral intervention plans for students with disabilities whose behaviors were disruptive".
(Powell & Driver, 2013, Section 1.3)
2004 Amendments: Individuals With Disabilities Education Improvement Act

Key points of IDEA 2004,""include hiring highly qualified teachers who use evidence-based teaching practices, providing an alternative method for identi¬fying specific learning disabilities (SLD), changing mandatory components of the IEP, and outlining plans for students with behavioral challenges.”
Three ideas in particular that I would implement into my classroom that will support all children are:
1. “Look for reasons for a child’s behavior and teach the child appropriate ways to express their needs and feelings”.
2. “Notice and comment on positive behavior”.
3. Providing “multiples of high-interest toys, such as telephones, firefighter helmets, to minimize disagreements, and encourage dramatic play”.


(Watson & McCathren, 2009, Pgs.3-4)
This is done in order to understand the child’s behavior so that I am able to teach them how to handle that situation better the next time, rather than choosing to automatically scold them for a behavior they felt was the only way to solve their problem.

Noticing and commenting on positive behavior is important because it makes the child aware of the fact that you notice not only the bad things, but the good that they do as well. When you only notice the bad (which is what so many adults do) it makes the child feel as though they cannot do anything right because the only times they ever hear from you is when they do the negative.
Providing multiples of high-interest toys will still allow the children to learn how to play properly together, but it will reduce the chances of them fighting for the same toy. Depending on how old the children are it could be rather difficult for them to understand the concept of sharing and the idea of waiting their turn for a toy. It is best to reduce the potential stresses of playtime by providing these toys for the children.
I believe the plan I have presented is a comprehensive plan for meeting the needs of all of my students because I have kept all laws pertaining to my instruction and my students best interests, in mind. Due to the fact that the students range in their abilities there may be a few things I may have to change as I go or as I see how the student reacts to the instruction. If that is the case, I am prepared to make modifications to the lesson. My goal is to do what is best for all of my students and teach them in a manner that is developmentally appropriate. I believe I have covered the specific things needed in these lesson plans.
References
Instructional Approaches that will be Utilized
Explicit Instruction is a valuable approach and should be used in the teaching of students with disabilities due to how the teachers “explain and practice concepts and procedures with students until students understand the material” (Powell & Driver,2013).As stated in Instructional Strategies Online by Saskatoon Public Schools, “Explicit instruction begins with setting the stage for learning, followed by a clear explanation of what to do (telling), followed by modeling of the process (showing), followed by multiple opportunities for practice (guiding) until independence is attained” (2004-2009).This is valuable because it means the teachers are willing to stick with the students and ensure they know the material before they move on to another subject. This also showcases the dedication of the teacher, which is an important characteristic to have when working with children with disabilities.


Explicit Instruction
Differentiation
When my instruction is based on differentiation, I will alter "the delivery and content of instruction for students based on each student's learning profile (i.e., how the student learns best), readiness level, and interests" (Powell & Driver, 2013, Section 2.2). With 12 students, 8 of whom require general classroom instruction and 4 who require modifications with their lessons, this will be the most beneficial.
Materials Needed:

Large box of Cheerios or other similar cereal
32 oz. or 48 oz. container (translucent or transparent)
Cups for each student or group of students (an odd size cup will offer the
greatest challenge, i.e. 6.8 oz. or 7 oz.)
Paper plates
Paper and pencil
Steps:

The Estimation Contest is a fun and easy way to allow the students to make
educated guesses.

1) Fill the large container (32 or 48 oz.) with the Cheerios or similar cereal.
Try to use only whole pieces, not broken ones. Count the number of pieces.

2) Write the number of pieces and put this information in a safe place. (Do
not put this information on the container).

3) Give each child, or group, a paper plate, a cup, paper and pencil. Tell the
students the capacity of the cup (7 oz., 8 oz., etc.). Tell the capacity of
the large container.

4) Give each child more than enough cereal bits to fill their cup.

5) Ask students to estimate the number of cereal bits in the large container.
They may use whatever measuring devices they think will help them get the
best estimate.
To meet the needs of all of my students I will modify the lesson based on their level/ability to understand.For example, the gifted student will need to be challenged by estimating larger amounts and the student with Autism will be introduced to the concept using smaller amounts.
I will "enhance the education of gifted students by employing various strategies related to accelerating or enriching the learning of gifted students.






(Powell & Driver, 2013, Section 7.7)


Instructional Plan for student who is Cognitively and Linguistically Advanced

Instructional Plan for Student Who Exhibits Behaviors but Has Not Been Diagnosed
My main focus for the student who has not been diagnosed will be to have a meeting with the parents in order to get approval for assessment. Once they child is able to be assessed and a diagnoses can be made by a qualified person, a proper plan will be put in place for their instruction. Before that time, the child will be taught in the same manner as the 8 general students.
Instructional Plan for the Eight Typically Developing Students
Instructional Plan for Student with Autism Spectrum Disorder
Instructional Plan for student with Sensory Processing Disorder
(CSHC)
Sensory Processing Disorder means the student's "brain can't process sensory information right away." This may cause the student overreact or not react enough to "this sensory input".

The plan will be to make the classroom environment as pleasing to the child as possible. Due to the potential for this student to "have trouble focusing and/or concentrating", distractions will also have to be kept to a minimum.This means they will be able to wear headphones if need be, and smells will be kept to a minimum.


Columbus Speech & Hearing Center. (n.d). What is sensory processing disorder. Retrieved from http://columbusspeech.org/speech-and-occupational -therapy/occupational/spd/

NIMH. (n.d). What is autism spectrum disorder? Retrieved from http://www.nimh.nih.gov/healt/topics/autism-spectrum-disorders-asd/index.shtml

Jaruszewicz, C. (2012). Curriculum and methods for early childhood educators. San Diego, CA: Bridgepoint Education

Powell, S. R. & Driver, M. K. (2013). Working with exceptional students: An introduction to special education. San Diego, CA: Bridgepoint Education, Inc.

Saskatoon Public Schools. (2004-2009). Instructional strategies online. Retrieved from http://olc.spsd.sk.ca/DE/PD/instr/strats/explicitteaching/index.html

The eight typically developing students will receive instruction that is appropriate and suitable teaching curriculum that meet state standards. Explicit instruction is beneficial to so many types of students and will generally be used for this group due to that fact.
Children with autism spectrum disorder can have a "wide range of symptoms, skills, and levels of impairment.

For these students my plan will be to follow the instructions that are in their IEP. I will also break their activities "into smaller, more manageable steps for learning and practicing". Technology will "be used to teach students new skills".
(NIMH)
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