This document discusses the importance of support systems for children with special needs and their families. It outlines several key support structures:
1) Early intervention programs are highly beneficial and should be delivered to empower families as early as possible for optimal child development outcomes.
2) General education teachers play a major role in assessing children's individual needs and determining appropriate supports and accommodations within mainstream classrooms.
3) Special education teachers gather information, provide resources to other teachers and parents, develop IEPs, and act as liaisons between home and school to ensure consistency for children.
4) Ultimately, supporting both the child's and entire family's well-being requires a collaborative approach that educates, empow
This document discusses the importance of support systems for children with special needs and their families. It outlines several key support structures:
1) Early intervention programs are highly beneficial and should be delivered to empower families as early as possible for optimal child development outcomes.
2) General education teachers play a major role in assessing children's individual needs and determining appropriate supports and accommodations within mainstream classrooms.
3) Special education teachers gather information, provide resources to other teachers and parents, develop IEPs, and act as liaisons between home and school to ensure consistency for children.
4) Ultimately, supporting both the child's and entire family's well-being requires a collaborative approach that educates, empow
This document discusses the importance of support systems for children with special needs and their families. It outlines several key support structures:
1) Early intervention programs are highly beneficial and should be delivered to empower families as early as possible for optimal child development outcomes.
2) General education teachers play a major role in assessing children's individual needs and determining appropriate supports and accommodations within mainstream classrooms.
3) Special education teachers gather information, provide resources to other teachers and parents, develop IEPs, and act as liaisons between home and school to ensure consistency for children.
4) Ultimately, supporting both the child's and entire family's well-being requires a collaborative approach that educates, empow
This document discusses the importance of support systems for children with special needs and their families. It outlines several key support structures:
1) Early intervention programs are highly beneficial and should be delivered to empower families as early as possible for optimal child development outcomes.
2) General education teachers play a major role in assessing children's individual needs and determining appropriate supports and accommodations within mainstream classrooms.
3) Special education teachers gather information, provide resources to other teachers and parents, develop IEPs, and act as liaisons between home and school to ensure consistency for children.
4) Ultimately, supporting both the child's and entire family's well-being requires a collaborative approach that educates, empow
Session 10 Jordyn Aldrich EDU-2010 SLCC September 16, 2015
Running head: SESSION 10
Many factors play into the life of a child with special needs; environment and surroundings are key factors in the success of the child. There is need for support from every area in his or her life and laws targeting the childs education, while beneficial, are not enough. Children with disabilities arent the only ones impacted, the familys needs are also effected. It is just as important to meet the needs of the children as it is the family. One of the resources to aid in the lives of the entire family is called the Early Intervention Programs and Services. The sooner the intervention takes place in the childs life the more beneficial it will be for the childs health and development as well as more cost effective for the family. All early intervention services must be designed and delivered within the framework of informing and empowering family members (Hardman, Drew, & Egan, 2014). The highly beneficial intervention program is set up with a wide variety of services and contacts creating a peace of mind for the families facing disabilities. As the child gets older and begins their education there are more hands at work. A major component in this aspect is the general education teacher. Considering that 95 percent of all general education teachers are currently working directly with students with disabilities in their classroom, (Hardman, Drew, & Egan, 2014) the general education teachers have a big role to play. They assess the childs individual needs to see what can be done in a general education class, what areas are more limited and need attention, and the needs that might not be met in the general education setting. This might not seem vital but without the general education teachers opinion the child may not receive the opportunities most fitting for his or her education. The gathered information from the general education teacher is given to the special education teacher who, amongst other duties, serves as a recourse to general educators and
Running head: SESSION 10
parents on effective instructional practices for students with disabilities (Hardman, Drew, & Egan, 2014).Not only does the special education teacher then provide the general education teacher with the tools to meet the childs needs, but the parents as well. The special education teacher also takes on the role of developing and implementing the IEP, then acting as the liaison between the school and the parents so the childs home life can reflect whats being implemented in the class. Ultimately, the childs wellbeing is whats most important, and that means taking a look at the bigger picture. Educating the family, providing teaching tools, as well as establishing communication and support to create a home environment that empowers the family will create every advantage for the child. All parties involved in this development play an equally important role and come with great responsibility.
Running head: SESSION 10
References Hardman, M., Drew, C., and Egan, C. (2014). Human Exceptionality School, Community, and Family. 11th ed. UNITED STATES: Cengage.