Stanley L. Swartz, Ph.D.

Question #1

Gabriela Fonseca — Thur, 05 Nov 2009 21:10:20 GMT

I believe it is very unreasonable for a regualr classroom teacher to provide for the needs of a child with disabilities. It would be very unfair for a regular teacher to also teach to a student with dissabilities because of the extra schooling needed, the time it takes to accomodate the student and the difficulty meeting the overall standards for the particular grade level.

I majored in Liberal Studies as an Undergrad and did my multiple subect teaching credential at the same time. It was an intensive program because it was fast paced and there was many important details that i needed to remember to be an affective teacher. I cannot see how regular education teachers would also have to take special education courses to be certified to teach children with disabilities. It will be a longer teaching program along with a higher amount of money to pay for schooling.

Teachers in a regular classroom are held to standards for their specific grade level. The standards now days are set so high , it barley gives the teachers time to breath in between. They teach on one content area and are expected to move to the next in a matter of minutes. It would be extremly difficult for them to keep up with the standards if there is a student with disabilities that needs the extra help.

Overall, it would be extremely difficult for a regular teacher to also teach a student with special needs. Regular teachers do not have the time to sit down and explain what the childs needs to learn.

Forum: ESPE 530 - Psychology and Education of Exceptional Individuals

question 2

dejuana satchell — Tue, 03 Nov 2009 19:34:34 GMT

I definitely think that accountability should extend to special education, but in a different way. Teachers should definitely be accountable for what is being taught and what their students are capable of doing and students should be held accountable to do their personal best. Obviously students with disabilities learn at a different pace, however having no accountability would lead to laziness, and teachers and students doing whatever they want. Teachers need to know how to individualize each students education so that they are able to meet goals that that they are able to accomplish.
In my opinion, I think that children with disabilities should be required to take standardized tests. Accommodations should be made to make sure that the student can do the best they can and the scores will be accurate to what they know and not how well they can take a test. I feel that if the standardized test is academically and age level appropriate and is modified for their disability they should be able to take the test. Having the students take and be included in the test would allow parents, teachers, and support staff to see the students progress and possibly help delete or change some of the goals in their IEP due to growth or to determine the areas they needed more assistance in. Unless, the student will not be able to physically take the tests or be able to comprehend the content, then they should be excluded, because then it will just be an overwhelming task for the student.

Forum: ESPE 530 - Psychology and Education of Exceptional Individuals

QUESTION 3

DEJUANA SATCHELL — Tue, 03 Nov 2009 16:35:36 GMT

If I could change the way we provide services to students with disabilities, I would recommend that all mainstream schools are able to accommodate children with physical and sensory impairments and mild to moderate learning disabilities. This would include a number of school based schemes that support all disabled children so to access and remain in mainstream schools and achieve their potential. All RSP students would be mainstreamed and there would be an RSP teacher, aides and general education teacher all in the class working collaboratively.

Secondly I would recommend a school wide/district wide resolution program. This program would help dispute resolution for special education. The resolution program would provide a resource for staff to call any time they have questions about how a dispute should be handled, and an on-call ombudsperson to issue recommendations to parents and school staff. When parents and school staff can maintain a positive relationship, the child is much more likely to stay in school.The school and district both benefit because they do not have to pay for attorney fees and hearing costs, and there is more money to support the students.

Funding is also key; more money needs to go toward special education and teacher training. The special education system in the United States is one of the most heavily-regulated and under-funded of all federal education mandates. There is not nearly enough funding for these children that need it the most. In order to have good teachers who care about their students there needs to be more funding put into special needs education. Not enough teachers today are being trained in special education. If more teachers are trained and more inclusion of these children occurs, then it would be easier to get the funding for special education because the children would already be included into a regular classroom setting. I would also recommend that staff attend training in special education law and more importantly, in negotiation and communication skills.

Forum: ESPE 530 - Psychology and Education of Exceptional Individuals

QUESTION 2

DEJUANA SATCHELL — Tue, 03 Nov 2009 16:34:16 GMT

The school and district both benefit because they do not have to pay for attorney fees and hearing costs, and there is more money to support the students.

Forum: ESPE 530 - Psychology and Education of Exceptional Individuals

QUESTION 3

DEJUANA SATCHELL — Tue, 03 Nov 2009 16:33:34 GMT

The school and district both benefit because they do not have to pay for attorney fees and hearing costs, and there is more money to support the students.

Forum: ESPE 530 - Psychology and Education of Exceptional Individuals

Question 3- ESPE 530

Halee Thacker — Tue, 03 Nov 2009 08:13:38 GMT

Children with disabilities are very aware of their status compared to the rest of their peers. They know that there is something different about them and they wont be the same as other students the same age. The differences could have an affect on their self-esteem, which should be as high as any other student. To build up that self-esteem, every students curriculum in special education should be tailored to his or her strengths. This would keep the focus off of their limitations. Other students should be involved in order to point out each student in special education their strengths.

By limiting the amount of times that a student is aware of their standings, they will be more willing to try new things. A secure base is what can be established in order to move on to the next subject. If there is a student that is stronger in math, it should be used as a bridge to get to reading. This can be done by way of slowing introducing word problems and trying to spark interest in reading. Every student is stronger in one area than the others. If a student has some sense of ownership of their abilities, the possibility is greater for them to attempt a new area of study.

Allowing students to assist the teacher might be a good way for them to understand that they have a good level of knowledge in the subject area. If they are able to help other students with disabilities, they will know that they can make a difference the same way that the teacher does everyday.

Forum: ESPE 530 - Psychology and Education of Exceptional Individuals

Question 2- ESPE 530

Halee Thacker — Tue, 03 Nov 2009 08:11:57 GMT

I definitely think that accountability should extend to special education. Teachers are teachers to teach their students. Teachers should definitely be accountable for their what their students are capable of and students should be held accountable to do their personal best. I think that it may be difficult to encourage some students, but a teacher needs to meet their students needs. Teachers need to know how to individualize each students education so that they are able to meet goals that that they are able to accomplish. That way, the student is responsible for what they are able to accomplish without being compared to others.

In my opinion, I do not think that children with disabilities should be required to take standardized tests, unless they are capable of taking it with accommodations. I think that unless, the student will not be able to physically take the tests or be able to comprehend the content, then they should be excluded, because then it will just be an overwhelming task for the student.

I do feel that some students with disabilities should be able to take the standardized tests because they know the content and can answer the questions and it is very important to understand where they are regarding the subject matter that is being tested. Accommodations should be made to make sure that the student can do the best they can do and the scores will be accurate to what they know and not how well they can take a test.

Forum: ESPE 530 - Psychology and Education of Exceptional Individuals

Question 1- ESPE 530

Halee Thacker — Tue, 03 Nov 2009 08:10:47 GMT

I understand that regular classroom teachers feel overwhelmed by their current duties. Teachers are given plenty of excessive duties with complying with California state standards, test scores and meeting all of the requirements of their school district.

But, I think that it is more than reasonable for the teachers to provide for the needs of students with disabilities that are in their classroom. Regular classroom teachers are taught how to meet those needs and they are supposed to be meeting them. If a student with disabilities is put in their class and the student is not in a Special Day Class, then the regular education teacher is more than capable to meet the students needs. Unfortunately, a lot of times, it is just pushed to the side, and the minimum was done.

I student taught in regular education for 2 quarters. One of the reasons why I want to do special education is because I saw one student who had a disability and I knew, even as a student teacher, that his needs were not being met. This student irritated the teacher and was always being disciplined. Obviously, it wasnt working. It then become my goal to learn how to meet the needs of all students, whether I teach in regular or special education. It doesnt matter if it overwhelming and it is difficult, but when a teacher does what they are supposed to do, it will become easier for the teacher to teach the student and most importantly, it is easier for the student to learn.

Forum: ESPE 530 - Psychology and Education of Exceptional Individuals

question 1

DEJUANA — Mon, 02 Nov 2009 21:57:39 GMT

The schools across the nation are moving toward the inclusion of students with disabilities in the regular classroom, including those who have severe physical challenges. The LRE provision requires schools to educate students with disabilities with their non-disabled peers to the maximum extent possible. This means placing them in a regular education classroom. As educators it is our job to use different strategies and to engage and support all students in learning and plan instruction and design learning experiences for all students. I do think that it might be difficult on the regular education teacher because they are not familiar and as equipped to deal with certain disabilities, but with the help of the special education teacher and going to training and taking classes it is possible to come up with great techniques and strategies.

In a way I do believe it is reasonable to have them provide to the needs of all their students and in a way I feel it is unreasonable. It unreasonable because having several students with different disabilities mainstreamed into a class of 30-40 students can be a lot on an individual. If a teacher has a class that have students with EBD, developmental delays, dyslexia, autism, and communication disorders there will be a lot going on in that classroom. In the last five years I have done several observations. One that comes to mind is a math teacher that I observed. She had a male student in her class that had been diagnosed with EBD. This student received services from a specialist during math and Language Art classes. The specialist not only worked with the student but the teacher as well and advised her on educational interventions for this student. This teacher seemed very stressed during the period because the student refused to work and always iniated a power struggle. The teacher was focused so much on this one student that a lot of time was wasted redirected him. Think about having 7-10 students like that in your class and you have no training or support. Also concerns are that with several disabled students in the class teachers will have to slow down their teaching pace. A lot of schools now have pacing guides, if you get students in the class that cant keep up due learning disabilities that will set the whole class back (ex if you place a student with reading disabilities in a regular ed classroom the student is going to have difficulties completing assignments due to the textbook being to hard to read and understand. This will make the child discouraged and not want to continue).

In a way I do feel that is reasonable because there are several ways to engage and support all students. One key to providing for all students is collaboration (working together). With the current emphasis on mainstreaming, general and special education teachers must work together cooperatively. General education teachers provide extensive knowledge in content areas; special educators and other specialists bring a variety of instructional techniques and knowledge that are especially beneficial to students with learning disabilities. Successful collaboration requires an equal partnership, willingness to collaborate, good communication skills, adequate planning time, and administrative support.

Teachers should use a variety of instructional strategies and resources that respond to students' diverse needs regardless if it general or special education. Here are some strategies that are probably already used in the classroom that can benefit all kinds of learners

Provide written copies or detailed outlines of lectures or points made in class
Speak clearly, slowly, and with expression

Explain technical or new vocabulary
Start the class by reviewing the last class and giving an overview of what you are going to cover today
Break tasks into smaller parts, or help the student do this
Provide an LD student with more time on an assignment, but give her an enforced due date
Eliminate or reduce distractions in the classroom.
Allow the student to sit in the front of the room.
Repeat important concepts or write them down. Write out new or technical terms.
Allow extended time for exams.

Whether the student is learning in a general education classroom or pulled out into a special education resource setting, be sure that activities are focused on assessing individual students to monitor their progress through the curriculum. Success for the student with learning disabilities requires a focus on individual achievement, individual progress, and individual learning. This requires specific, directed, individualized, intensive remedial instruction of students who are struggling; plus lots of support and encouragement.

Forum: ESPE 530 - Psychology and Education of Exceptional Individuals

Discussion Question #2

Susan Haynes — Sat, 31 Oct 2009 23:26:28 GMT

Discussion question #2 Should accountability extend to special education? Should we include children with disabilities in standardized testing?

This is a tough question. I understand why there is testing if there is no other way to measure progress. However, how can we test students on the same material when all students arent covering the same material?" Students in special education classrooms (i.e. SDC or NPS) were not as of 5 years ago when my son was in an special day class (SDC) covering the same curriculum as students in the general education classrooms. In the SDC class where I completed my observation for this course, the teacher was teaching students with a range of abilities and IQs. He told me that many of his 6^th grade students were working on learning sight words and phonics in "System 44" and that he felt he should be teaching basic living skills rather than how to use "context clues" to determine meaning of unfamiliar words in sentences. I asked him about testing and how it would be possible to administer the same test to students when they arent learning the same things as students in general education classes. He told me that they are being taught the same curriculum that it is modified for them. I dont agree with this based upon the observations Ive completed in the same school in a variety of classroom settings.

As for testing, students have to fit outside the "norm" when the discrepancy model is used in order to receive services under IDEA, but yet we expect them to participate in "standardized" testing. Who does the "standardizing" of tests? Are students with disabilities included in the mix?

I do see the benefit of having a way to measure student progress. I dont think standardized testing is the answer. One case and point is my son. He passed his high school exit exam, did poorly on standardized testing, and dropped out of high school in the 12^th grade. Today, at 22 years old, I am proud to report that he has a full-time management position that pays him well and suits his unique abilities. Did standardized testing (the years when I didnt waive the test) help him in school or his employment? No. Was there accountability in place that measured his success perhaps his IEP goals and objectives. I think special education already has sufficient accountability with the paperwork required by IDEA.

When all students are included in general education classes regardless of their abilities, then I might agree that students should take the same tests. I would like to see us move away from such an emphasis on testing to an emphasis on creating educational experiences that motivate students to learn and to continue that exploration once they leave the school setting.

In one class I observed, the teacher told me that she is not allowed to take her students to the library because it takes away from teaching time. Free reading time is only available at the beginning of her class for approximately 5 minutes. Something seems a bit backwards here to me. I thought once students learn to read that they can then read to learn. Shouldnt we therefore be working to hook them on reading?

These are my thoughts

Forum: ESPE 530 - Psychology and Education of Exceptional Individuals

Question #1

Samantha Stoliker — Fri, 30 Oct 2009 00:08:09 GMT

1. Many regular classroom teachers feel overwhelmed by their current duties. It is reasonable to expect them to provide for the needs of a child with disabilities in their classroom?

I have been in several regular classrooms, and have seen how overwhelming a regular class can be. It is a hard call, the decision whether or not they can handle the added needs of a child with disabilities in their classroom. I think it would be too much to ask the teacher to handle a student with disabilities all by themselves; as it seems most teachers already are in need of an aide to help them keep the regular education children under control. By law educators are required to give all students a free and appropriate public education, and the government thinks the best way to do that is to keep the students in a regular education classroom when at all possible, even if that means have modifications or tutors in the classroom to help.

I think that if there is a student with disabilities in a classroom then the teacher should not be expected to handle the situation alone. I think that with the overload of students already in classrooms, partially owing to the lack of budget and therefore teachers, is already overly stressful for teachers. It would only be reasonable to expect the teacher to include these students to the best of their ability by modifying their curriculum as much as they can to encompass all of their students needs and they should have an aide who specializes in working with students with that particular disability. With all of the extra work put on the teachers shoulders under the No Child Left Behind Law many teachers will need all the help they can get to just to meet the state standards; if they are expected to have a child with disabilities in their classroom they should be given an extra pair of hands or two.

Forum: ESPE 530 - Psychology and Education of Exceptional Individuals

Question 1

rosie largent — Wed, 28 Oct 2009 20:04:35 GMT

Students with disabilities are a wide range of people. They can range from mild disabilities like hearing impaired or low vision and can extend all the way to severe autism and mental retardation. When a disabled child is not in control of their emotions and/or their actions, then they become a distraction to others and can can be a big responsibility for a regular ed teacher to take on in a regular ed classroom. I believe that students with severe disabilities should be kept out of regular classrooms. it is not going to benefit anyone in there in the long run. They can distract from others learning and if they will never become a major contributor to society then we are wasting our tax payers money trying to educate them. On the other hand, if a student has a chance to learn and has a chance to lead a somewhat "normal" life socially, then including them in a regular education classroom could be a benefit to them as well as teach compassion to the others that happen to be in the classroom. If I were a new teacher in my first 5 years, I would not want to take on a disabled child. There is so much to do- lessons to create, papers to grade, and tests to be written, administered and graded. In adition, elementary teachers have more to teach regarding socialization and getting along with peers. Basic lessons of life are learned starting in kindergarten. If these crucial years have added complications, lessons can be lost or harder to learn in later years.

Forum: ESPE 530 - Psychology and Education of Exceptional Individuals

Question #2

Christy Marshall — Tue, 20 Oct 2009 23:15:30 GMT

I believe that based on a free and appropriate education for all students that all students receiving free schooling should be accountable for the progress they make. Although that is my opinion I am not entirely fond of standardized testing in schools. For one, standardized testing can be extremely biased. Also when we look a childs test score who took the test we are assuming many things. First we assume that the child did his or her best, meaning that the student was in good health, undistracted, and tried to get as many correct answers as possible. So with this said I think that this is ridiculous to put so much pressure on the students, teachers, and districts to do well on these tests. Also I am unpleased that many schools receive aid or compensation for doing well on the tests when there is such a high margin or error. Take for instance that one school is placed in a beautiful country side, and the other is downtown next to a high construction building. During these standardized tests the students who go to school downtown are trying to concentrate although all they can hear is the bulldozer outside. Instead of standardized testing I believe that we should measure a students progress individually. I do understand that this would be tedious and time consuming but we would get better data on what schools are doing a better job at teaching our children. Special education children should also be measured by their IEP, and their disability should be recognized but they should take part in measuring their progress.

Forum: ESPE 530 - Psychology and Education of Exceptional Individuals

Discussion Question #1

Susan Haynes — Sun, 18 Oct 2009 21:22:16 GMT

Since a free and appropriate public education is a legal right of all children, regardless of their abilities and/or disabilities, yes, I do believe it is reasonable to expect regular education teachers to provide for the needs of all students. Now, that being said, is this position a realistic expectation when I consider class sizes, mandated testing, and the increased regulation of the curriculum within the classroom? Sadly, I dont think so not without some changes.

I would love to see a system where the number of teachers to a classroom is increased based upon the individual needs of the students within the classroom. Then I think we could expect teachers to meet the needs of all students. Instead of pulling out students for additional support and services, why couldnt we provide a teaching unit where teachers and professionals work consistently as a team within a classroom? With enough staff and coordination, students would receive instruction individually and in small groups. In these smaller groups, teachers would be able to provide more support and those students needing additional help would be able to receive it from the teacher or the peers in their group.

Some may think this is pie in the sky thinking or dreaming. When we consider the dollars spent on special education, maybe its not such a stretch. If we could take the money allocated to special education and use it to beef up the teaching and support staff in regular education classes including what we normally consider outsourced services, we could deliver all services within the regular education classroom. This would be along the lines of a wraparound model. While all students will not need all of the services linked to this model classroom, those that do need them will receive them in their least restrictive environment. I believe this model will increase acceptance among peers and will alleviate the stigma associated with special education.

Forum: ESPE 530 - Psychology and Education of Exceptional Individuals

Question 1

Monique Hubrig — Fri, 16 Oct 2009 06:19:05 GMT

Yes, it is reasonable for teachers to provide for the needs of children with disabilities regardless of their current duties. According to PL-94-142, every child has the right to a free appropriate education in the least restrictive environment, so all teachers should strive to make their classrooms an environment that all students, including those with disabilities, can benefit from. In order to achieve an equitable learning environment for all students, teachers need to acquire skills that make them qualified to teach all learning types. If teachers use teaching strategies that engage all learning types, then learning disabled students are given the opportunity to learn in the least restrictive environment with everyone else. Although, severely handicapped children need special attention that requires professional help that is beyond what a regular teacher is capable of which does not make the regular education classroom the least restrictive environment for those who are severely disabled as well as for those who are not.

Teachers teach because they have a love for children and will go above and beyond to meet the needs of all their students, or at least that is what I would like to believe. Unfortunately, there are teachers out there that complain about what they should be doing instead of thinking about and doing what is best for their students. Its also sad that teachers are just now seeking education specialist credentials because they fear they will lose their job. Will it take a depression to get teachers to seek higher credentials that make them qualified to teach children with disabilities? I guess if you look at the bright side, something good can come out of this economic downturn.

Forum: ESPE 530 - Psychology and Education of Exceptional Individuals