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Standard/NonStandard Assessment for SPED
Individual Educational Plans (IEPS) are a way in which teachers and the school system can address special services that provide programs for children with delayed skills or disabilities. A child that has difficulty learning and functioning and may be identified as a special needs student is the type of candidate for an IEP. However, in order for there to be a fairer way to administer and develop programs so that children may take advantage of them, there is a process and set of procedures necessary prior to implementing the IEP that is important so that fairness and equality are assured. In fact, one of the Special Education Standards, III, notes "The special education teacher knows how to communicate and collaborate effectively in a variety of professional settings." (See Ahearn, 2006).
When we reflect upon this particular standard we find that there are five different settings...
The teacher sees the student on a regular basis, typically dealing with a variety of subjects. The teacher is able to document and view the difficulties that the student may be having, and meet one on one with the student to try to understand the level of difficulty and whether it is cognitive or simply subject-matter related. In addition, the teacher has the opportunity to mitigate the situation by using micro-interventions over time. It is when these smaller interventions do not work that we understand we may need to take the process to the next step. Additionally, asking the student about various needs and confusions…
Pedagogic Model for Teaching of Technology to Special Education Students Almost thirty years ago, the American federal government passed an act mandating the availability of a free and appropriate public education for all handicapped children. In 1990, this act was updated and reformed as the Individuals with Disabilities Education Act, which itself was reformed in 1997. At each step, the goal was to make education more equitable and more accessible to
Since the increased presence of a part-time workforce and the emergence of contingent workers are two of the most common, nonstandard work statuses evidenced in recent U.S. history, their development is worthy of considerable attention" (emphasis added) (p. 16). White-collar contingent workers, and the human resource departments responsible for their administration, though, are both confronted with some motivational factors that may not be shared by their traditional counterparts, particularly those
Figure 1 portrays three of the scenes 20/20 presented March 15, 2010. Figure 1: Heather, Rachel, and Unnamed Girl in 20/20 Program (adapted from Stossel, 2010). Statement of the Problem For any individual, the death of a family member, friend, parent or sibling may often be overwhelming. For adolescents, the death of person close to them may prove much more traumatic as it can disrupt adolescent development. Diana Mahoney (2008), with the