For Your 20 Hours Of Field Experience In This Course You Wil

For Your 20 Hours Of Field Experience In This Course You Will Spend T

For your 20 hours of field experience in this course, you will spend time in a K-3 classroom where you can observe children with exceptionalities; interview the teacher; facilitate short, small group pre- and post-assessments; and, deliver a lesson. The classroom may be inclusive or a resource room. Directions for each field experience are provided across Topics 2, 3, 4 and 5. For this topic’s field experience, you will observe the K-3 class you selected, noting students with exceptionalities and their behaviors and accommodations. Ask to review at least two IEPs and look at how the present levels of performance were reported.

Observe the students with the IEPs and how they are doing on their goals. Please remember that you are responsible for maintaining the confidentiality of student records. In addition, interview your mentor teacher and discuss the following: How information is gathered for writing a statement of present levels of performance from both formal and informal assessments. How information is interpreted and combined from a variety of sources to inform what is included in a statement of present levels of performance. How your mentor teacher uses the information in the present levels of performance to inform goals and instructional activities for students.

The process of identifying students for special education from a teacher’s perspective. Legal responsibilities for referring, identifying, and enrolling special education students. The importance of being committed to the ethical use of various assessments and assessment data to identify learner strengths and needs to promote learner growth. Ask your mentor teacher for a copy of parents’ Procedural Safeguards as well as a blank copy of the Prior Written Notice document. Allocate at least 5 hours in the field to support this assignment.

Write a word reflection summarizing what you learned from your observations and interview, your conclusions from the experiences, and how you can apply what you learned toward your future practice as a teacher. APA format is not required, but solid academic writing is expected. This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Paper For Above instruction

Embarking on a 20-hour field experience in a K-3 classroom centered on students with exceptionalities provides invaluable insights into the practicalities of special education. Through direct observation, teacher interviews, and engaging in assessments and instructional activities, future educators can develop a deeper understanding of the complexities involved in supporting diverse learners.

The initial phase involves carefully observing students with exceptionalities, especially those with Individualized Education Programs (IEPs). Reviewing at least two IEPs allows for an understanding of how present levels of performance are reported and tracked over time. These reports typically include detailed information about students’ strengths, needs, progress towards goals, and accommodations provided. Notably, maintaining confidentiality throughout is paramount, adhering to legal and ethical standards that protect student privacy.

Engaging with the mentor teacher offers a window into the assessment process used to develop these present levels. Teachers gather data from both formal assessments—standardized tests, diagnostic tools—and informal measures, such as observations and anecdotal records. Synthesizing this information involves interpreting data across multiple sources, combining quantitative scores with qualitative insights to present a comprehensive picture of each student’s performance.

The mentor teacher’s role in utilizing this data extends to informing instructional goals and activities. The data-driven approach ensures that instruction is tailored to address individual needs, fostering targeted growth. Understanding this process emphasizes the importance of ethical assessment practices. teachers must use assessments responsibly, avoiding bias and ensuring fairness in evaluation to promote equitable opportunities for all learners.

Additionally, the field experience includes exploring the process of identifying students for special education. From referral procedures to legal responsibilities, teachers play an active role in ensuring timely and appropriate support. This includes understanding the importance of procedural safeguards and respecting parental rights, which are protected through documents like Procedural Safeguards and Prior Written Notice.

During the observations and interviews, reflecting critically on these processes highlights how classroom-based assessment and identification strategies directly influence student outcomes. Recognizing the necessity of ethical practices and adherence to legal protocols underscores the teacher’s role in advocating for students’ rights and needs.

Applying these insights to future teaching practice involves embracing a data-informed, ethical approach to assessment and instruction. Understanding how to interpret a variety of data sources equips teachers to design individualized learning plans, monitor progress effectively, and communicate effectively with families. As educators, fostering an environment that respects student confidentiality, promotes growth, and advocates for equitable access to education becomes a central professional commitment.

References

• American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.).
• Friend, M., & Bursuck, W. D. (2019). Including students with special needs: A practical guide for classroom teachers (8th ed.). Pearson.
• Individuals with Disabilities Education Act (IDEA). (2004). Pub. L. No. 108-446, 20 U.S.C. § 1400 et seq.
• Martella, R. C., Nelson, J. R., & Marchand-Martella, N. (2017). Attending to students with disabilities in the general education classroom. The Journal of Special Education, 51(3), 139-149.
• National Association of State Directors of Special Education. (2021). Guidelines for the Referral and Identification Process.
• Yell, M. (2020). The law and special education. Pearson.
• Friend, M., & Bursuck, W. D. (2019). Including students with special needs: A practical guide for classroom teachers. Pearson.
• U.S. Department of Education. (2017). Ensuring a quality education for students with disabilities.
• Cook, B. G., & Schirmer, B. R. (2020). Evidence-based practices in special education. Journal of Special Education, 54(2), 84-97.
• Kauffman, J. M., & Landrum, T. J. (2018). Characteristics of emotional and behavioral disorders of children and youth. Pearson.