The increasing needs of today’s special students in the classroom have paved the way for the creation of a new program that seeks to underline the relevance of these children’s education and how it can be actively administered and facilitated. By allowing these ideas to become manifested in the classroom, it can allow special students to recognize their potential and skills and at the same time become an avenue for teachers to become accountable and responsible in addressing their needs.
The readings and discussions provided showcased a new and dynamic approach in enhancing special education within the classroom. Under this process which is guided by the Individuals with Disabilities Act, the creation of the IEP transforms the role of education towards a collaborative setup wherein there is a shared responsibility in the child’s growth (Wilson, 2004).
Moreover, there are also parameters of interaction and dialogue wherein the planning takes place. Such incentive then allows the (1) identification, (2) planning, and (3) evaluation process to happen to actively designate which students can be involved in the IEP program (Kieth, 2009).
What is striking and important about the documents and articles reviewed was that it opened my eyes to the diversity of education. At first, I thought that by simple facilitation alone using different models can be the solution to the challenges of 21st century education. However, there are still complex issues that need to be addressed before we can say that a student is capable, learning and developing using the methods employed. That is why, there are tools and mechanisms available which can actively gauge the ability of each one to decipher and comprehend information.
These multiple differences can present enormous challenges to the teacher where discipline is concerned. This paper discusses five classroom management strategies, which group of students these strategies might work well with and how these strategies can promote critical thinking in the students, explained by providing brief examples. The five strategies include Morrish’s Real discipline, Wong’s ...
Looking at its application within the classroom, it can be argued that teachers must recognize and be inclusive of special students. Though there is a separate program for them to accomplish, the classroom environment must still be administrative to their cognitive and emotional needs. At the same time, there must be continuous communication that can cultivate the areas for improvement and point out justifiable areas of concern.
Seeking to do this can not only increase collaboration towards education, at the same time will adhere to the policies and mandates provided by the district and tenets of the IDEA. Such actions therefore can be considered adaptive and accountable to each special student’s needs.
Kieth, M. (2009) Understanding the IEP Process. Retrieved May 23, 2009 from,
Wilson, T.K. (2004) Understanding the Individualized Education Plan. Retrieved May 23, 2009