A number of problems affect human beings, and it is our dire need to solve our own problems. These problems may affect some people in the society; a part of the society; or the entire community in general. Physical problems that affect our own bodies have been some of the most common problems throughout the world, and dates back to time immemorial. In our modern world, education for the physically disabled children in the community is a compulsory, though difficult to provide due to the extent and diversity of the problems. It is quite difficult to provide education to the disabled children in the community, and most of the time people tend to shy away from taking a career leading to teaching in special schools. The following processes and procedures would be followed after the identifying Jeffre’s special needs.
Since Jeffre is qualified for special education, the team must build up an IEP, and put it into practice as soon as possible. Consequently, the IEP ought to be reviewed and restructured as necessary.
Collaboration and Assessment ought to precede the actual documenting of an IEP .An Assessment for learning will be carried out that will provide information that will help in directing further instruction. It will also monitor Jeffre’s achievements.
The various forms of assessment will include observation, Interviewing, reviewing past data, and formal and informal testing (Glatthorn & Tripp, 2000). Assessment will consider Jeffre’s present level of learning Style, performance, technique used to deliver instructions, features of the learning setting as well as the suitability of the program of study for Jeffre.
Teachers at college at community college will improve Jeffry’ assessment results and access to the set of courses and provide accommodation for various learning styles. They will evaluate the best learning style, for instance whether Jeffre learns best by seeing, listening or by doing.
Understanding Jeffre needs will be informed by reading various records with both Historical and current information:
- Special services files and enduring record files
- School credentials and discipline records
- Teacher records/marks
- Performance logs
The approach that will be used to assist Jeffre achieve the objective sand goals ought to be incorporated in the IEP. The strategy segment will indicate: the resources or approach to be used, how often, where on what days and time the activity will take place and the staff assistant who will work with Jeffre
Design class-based activities that build self-confidence in a student. For example, if a Jeffre likes scientific studies where exploration and construction of ideas using objects is integral, then students with Jeffre should be given priority to extensively utilize their time on such.
The teacher should have class-activities that are clearly organized in order of priority, with numbers assigned to each activity. This will prevent ambiguity in instructions.
The teacher can use teaching aids like visual and audios in form of diagrams, pictures, symbols and audio tapes. These supplements long learning lessons with dictations. In this perspective, the teacher should reduce dictation lessons.
The teacher should devise a learning methodology where a Jeffre is rewarded for an accomplishment. The teacher should make Jeffre understand that the assignment do not require speed, but final accomplishment with rewards.
Once objectives goals and strategies have been acknowledged, the next step is to plan for suitable observation and performance criterion for Jeffre so that the efficiency of plan can be determined calculated and reported. Examples of tools that will be used for evaluation include:
- Portfolio set of work
- Checklists of Jeffre or behavior or performance
- Rating and rubrics scales
- Jeffre self-assessments
- Planning
Reference
Glatthorn, A. A. & Tripp, C. M. (2000). Standards based learning for students with special needs. Larchmont, NY: Eye on Education.
