and less stress among crowded students? I'm having difficulty imagining much success in this situation since I have had this setup previously and it was definitely NOT a success then! I'm trying to make the best of a bad situation, but I need ideas to avoid the pitfalls of the past. Thanks!
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I am teaching a lesson about money and my students are at all different levels. Would it be helpful for the students to work with each other in small groups on identifying the coins and bills? Also how would I check for their understanding so that they stay engaged throughout the whole lesson?
I have parents who are very concerned about the fact that I am teaching grade appropriate content and modifying it to meet the needs of each student.
Is this incorrect? I am not a certified special education teacher, but rather a gen. ed teacher so, what I thought was correct may not be!
Should I be teaching grade appropriate content with modifications or should I be going back to 1st-3rd grade for my middle/high school students and teaching them that content? I'm very confused and very frustrated and I can't seem to get answers from anyone I actually work with! All of my answers seem to come in the form of parental demands and I'm just not allowing that anymore.
LizIt's a therapeutic education setting. I work with a non-profit and we teamed up with the school district to service students who have extreme classroom needs outside of what they can do in the typical setting. All of our students have an IEP, whether it is for behavior goals, academic goals, or both.
You do need to try and get some answer from the powers that be. Are you responsible for these students achieving standards beyond their IEP goals? If so, which ones?
As SPED teachers we often debate whether we should be more focused on teaching/exposing students to grade level content/standards or working on more basic skills where the student has significant deficits. The closer a student is to grade level, I usually will try and get them to pass grade level standards with accommodations. With students closer to the moderate to severe end of the spectrum I would generally focus more on basic skills (time, money vs. linear equations, increasing reading comprehension vs. specific subject area vocabulary).
I do take parental input into account since they are supposed to be members of the IEP team. I also have to be very aware of what kind of graduation plan the student is on. If they are on a regular graduation plan, they need to be earning credits. If they are on an IEP graduation plan then there is a lot more flexibility and I would work with the parents to find a compromise between what they want/expect, and what I feel is educationally indicated.
Much of this may or may not apply to your situation but you need to try and get answers about the big picture before you can make informed decisions about the curriculum, lesson plans, strategies, etc.
hahaSounds viable. I often write goals as will demonstrate increased/improved skills, abilities, etc as as measured by by self-inventory, teacher reports etc, so basing it on a Soc. Emotional rubric would seem to be a useful and legitimate use of data.