Special Education Assessment PhD Model Answer

Length: 2 pages Subject: Teaching Type: PhD Model Answer Paper: #63045838 Related Topics: Academic Goal, Testing, Autism, Standardized Testing
Excerpt from PhD Model Answer :

Testing Accommodations

Despite advances in research on teacher evaluation there has been virtually no attention given to whether teachers are effectively educating exceptionally populations mainly students with (SWDs) and (ELs)… or differentiating their instruction" when in fact "A second measurement challenge is that a large proportion of SWDs and ELs exhibit low performance on state assessments" (Jones, Buzick & Turkan 2013). Besides the adherence to (IEP) and (504) what other measures and long-term solutions should teachers emphasize in their approach to bridge the gap between differentiating instruction and increasing (SWDs) "student with disabilities" and ELs "English learners" low standardized test scores?

Evaluating teachers with high levels of SWDs and ELs in their classrooms is challenging, partially because of the difficulties these student populations face in addition to their academic requirements and partially because current standardized tests are often less reflective of the curriculum of these students,...

...

Having lesson objectives which adhere to standardized test guidelines is useful; even if the ways in which instruction is conveyed for students with special needs is different, the ultimate goal should be the same as for the general population of students.

In many ways, more differentiation rather than less differentiation can be useful in the long run: for example, teachers may need to make a distinction between students with stronger English language deficiencies who are struggling with content issues vs. students who are still attempting to gain a grasp of the English language. Teachers may need additional support to supplement student vocabulary and grammar development with the latter group of students. Students with special needs will also likely have a wide variety of deficits which must be specifically flagged since these types of interventions need to be even more specifically tailored to their needs. But even if learning objectives need to be modified or simplified, they should still be connected to the objectives of 'mainstream' students.

Q2. In the article by Rosas, Winterman, Kroeger and Jones (2009) "Under the reorganization of IDEA (2004) the development of a child's IEP is no longer the exclusive responsibility of the special educator and the concentration has shifted to the development of the IEP for the student success and implementation with the regular classroom." How effectively are general educators being appropriately prepared for the development of the IEP mandates and how can training be properly integrated?

General educators do…

Sources Used in Documents:

Q3. Regarding the article by Rosas, Winterman, Kroeger and Jones (2009), what components can constructively be argued and brought to attention if the general educator and special education teacher have essentially different viewpoints, strategies, and objectives toward the special education student's academic goals?

Although the authors believe greater training is required of general education teachers, they also believe that these instructors have the most complete awareness of the content knowledge required of students within the target age group. Although general educators may not be fully aware of all of the components that go into the construction of an effective IEP they also can provide realistic feedback about integrating those suggestions in a meaningful fashion into the student's day (Rosas, Winterman, Kroeger and Jones 2009: 56).

To reconcile any differences, specificity in goals is helpful, so an action-oriented plan can be created. A vague one will merely lead to arguing over the true meaning of what constitutes the different bullet points outlined in the IEP. A critical component is facilitating dialogue between all the participants involved in the construction of the IEP: "General educators report they feel less comfortable saying what they think and knowing what to do in the IEP meeting" than they do in other academic contexts (Rosas, Winterman, Kroeger and Jones 2009: 48). Rather than the special education staff dictating to the general educator, the meeting must be conducted as a dialogue, not a monologue between both educational perspectives.


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