我相信没有两个学生的学习方式是相同的。对一个人有用的东西对另一个人可能就没用了。满足每个学生的个人需求是学校全体成员的责任。发展学生的潜能和自尊对学生的全面发展也很重要。我也相信所有的学生都有学习的潜力。作为特殊教育教育者,我们有责任发掘这种潜力,教给这些学生成功所需要的东西。特殊教育教师的主要角色是为有特殊需要的学生提供指导和支持。在课堂上,是教育者的角色帮助创造和实施学生的IEPs(“个性化教育计划”2019)。观察、测试和评估是发现有特殊需要的学生能力水平的关键。在整个学年里,与学生的父母保持联系可以帮助缓解许多家庭在试图处理他们没有预料到的诊断时所感受到的压力。特殊教育教师也应与服务特殊需要学生的普通教育教师合作,在必要时提供适当的修改和调整。据我所知,接纳有特殊需要的学生是一种积极的策略。有特殊需要的学生有权在限制最少的环境中接受教育。许多阳性反应可能来自纳入环境。同辈人互相学习。这时,同行建模开始发挥作用,并被证明是有效的。根据弗兰德斯(2013)的观点,全纳特殊教育理论指的是“所有学生,包括有最严重残疾的学生,都被欢迎进入他们所在社区学校的普通教育班。”“包容不仅意味着学生身前在场,还意味着他们和其他学生一样,被包括在课堂的活动和内部工作中,而且还能得到支持。”Flanders(2013),支持在通识教育中教导同情的学生,让这些学生帮助残疾儿童的活动或课程。包容不仅是关于残疾学生的学习,它也是关于普通教育学生学习对那些有特殊需要的人的同情甚至宽容。

澳洲悉尼教育学作业代写 学习方式

It is my belief that no two students have an identical learning style. Something that may work for one may not work at all for another. Meeting each students’ individual needs is a responsibility for all members of a school. Growing a students potential and self-esteem are also important in the students over-all development. It is also my belief that all students have the potential to learn. It is our responsibility as special education educators to unlock that potential and teach these students what they need to be successful. A special education teacher’s primary role is to provide instruction and support to those students with special needs. In the classroom is it the educators role to help create and put into effect the students IEPs (“Individualized Education Programs” 2019). Observation, testing and evaluation are key to discovering the level of abilities that a student with special needs may hold. Maintaining contact with parents of students throughout the school year can help alleviate stress that many families can feel when attempting to handle a diagnosis they were not expecting. It is also the position of the special education teacher to collaborate with general education teachers who also serve the special needs student to deliver the appropriate modifications and accommodations if needed.It is my knowledge that inclusion for special needs students is a positive strategy. Students with special needs have the right to an education in the least restrictive environment. Many positives can come from an inclusion setting. Peers learn from peers. This is when peer-modeling kicks in and proves to work. Inclusive special education theory according to Flanders (2013), is when “all students, including students with the most significant disabilities, are welcomed into a general education class in their neighborhood school.” Inclusion does not only mean that the students are physically present, it means they are included in the activities and inner working of the classroom, the same as other students, but with the availability of support. Flanders (2013), supports the argument of teaching compassion to those students in general education when allowing those students to help children with disabilities with the activity or lesson. Inclusion is not only about the students with disabilities learning, it is also about the general education students learning compassion and even tolerance for those with special needs.

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