Week 1 Concept Map

IEP Devolpement Process

First a student is identified as a possible Special Education student, then referred to the IEP Team. This team then conducts various assessments on behavioral, academic, and functional. Once it is determined the student qualifies for an IEP, a team is formed that includes the student, their parents, the general education instructors, and the special education instructors. This team decides what accommodations and/or modifications are necessary. They also determine if any special services are needed. They then perform transition planning for the student. The tema then creates a method of progress monitoring. This is all recorded on the IEP document and reviewed annually at a PPT meeting.

Benefits

-Lower student to teacher ratio allows for more individualized instruction to those that need it

-Having an additional teacher allows for greater combined experience

-Prep work for classes is shared allowing for more potential for differentiated instruction

Challenges

-Different teaching styles can cause confusion with students

-Conflicting opinions can cause tension between co-teachers

-Some teachers may not support the co-teaching method

Explicit Instruction

Splitting instruction into small tasks and giving direct, simple instructions on how to finish each of those tasks. Can incorporate the steps of explaining the steps, demonstrating the steps, having the student perform the steps, and giving feedback on how they performed.

Instructional Grouping

Breaking the class into smaller groups for collaborative learning. Care should be taken to mix skill levels within the groups and make sure to shuffle the groups periodically to prevent stagnation.

Scaffolding

When the teacher enhances learning by talking through the steps they use to get the answer. Once they have given examples the students should start to apply the same logic to similar questions and are able to get answers without help or with minimal prompting from the teacher, who has transitioned into a coach role.

Student-Directed/Self-Regulated Learning

Getting students to become independent learners. Accomplished by teaching students self-monitoring, self-reinforcement, self-instruction, and self-evaluation.

Problem-Based Learning

A four stage learning process where teachers guide students through investigating a real topic or problem. The four stages are:

-guiding students through many topics to see which ones they might want to dive deeper into.

-choosing a topic and defining goals and objectives for turning that topic into a project

-developing a project plan that lays out timelines and what will be created based upon the project. Then these things will be researched and created.

-guiding students to evaluate what they have done, can be independent or group.

Peer-Mediated Instruction

-having students learn through collaborative interactions.

-While students need to be independent learners, this teaches them the real-life skill of learning to cooperate with others in the workplace.

References

Polloway, E. A., & Patton, J. R. (2022). Strategies for Teaching Learners with Special Needs (12th ed.). Pearson.

Pearson. (n.d.). Components of the IEP. https://www.pearsoncustom.com/us/phoenix_sped531/Seg1_Components_of_an_IEP_iPad.html