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Evolving Themes & Special Concern

The document discusses current best practices for teachers in the 21st century and challenges in merging regular and special education. It provides 10 teaching practices for 21st century teachers, including maintaining good communication, engaging students, using humor, acting instead of reacting, giving clear instructions, allowing for individualized learning, providing positive feedback, involving students in decision making, using peer learning, and loving one's subject. It also defines regular education as the educational experience of typically developing children and special education as providing accommodations to address a student's specific needs.

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Micah M Amaro
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3K views

Evolving Themes & Special Concern

The document discusses current best practices for teachers in the 21st century and challenges in merging regular and special education. It provides 10 teaching practices for 21st century teachers, including maintaining good communication, engaging students, using humor, acting instead of reacting, giving clear instructions, allowing for individualized learning, providing positive feedback, involving students in decision making, using peer learning, and loving one's subject. It also defines regular education as the educational experience of typically developing children and special education as providing accommodations to address a student's specific needs.

Uploaded by

Micah M Amaro
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
You are on page 1/ 26

EVOLVING THEMES & SPECIAL

CONCERN
Prepared by:
Micah Ella M. Amaro
Abby Barairo
SERVICE DELIVERY MODEL-
Students may leave the
general education classroom and come into the
resource room for a period of time, or they may
receive supports through the resource teacher in
the general education classroom. ... These decisions
are made on an individual basis according to student
need.
Service delivery can be defined as any contact
with the public administration during which
customers citizens, residents or enterprises
seek or provide data, handle their affairs or
fulfill their duties. These services should
be delivered in an effective, predictable,
reliable and customer-friendly manner.
School-Based Service Delivery in
Speech-Language Pathology
his resource is designed to provide information about the range
of service delivery models in schools, considerations for
providing these services, and relevant resources. Information
included will assist speech-language pathologists (SLPs) in
meeting the tenets of the Individuals with Disabilities Education
Act (IDEA; 2004) by delivering a free and appropriate public
education program (FAPE) in the least restrictive
environment (LRE) for students with communication disabilities in
schools.  
Service delivery is a dynamic process whereby changes are made
to: 
*treatment setting (classroom, therapy room, job site and other
school environments);
*format (individual, small group);
*intensity (the amount of time spent in each treatment session);
*frequency (the number of treatment sessions over a set period
of time); and
*duration (the length of treatment received).
According to Part C of IDEA, services to children from birth to age 3 are to be
family centered and provided in natural environments, such as the child's
home and community settings, to the greatest extent appropriate to meet the
individual needs of the child. For more information and resources on birth to
age 3, see ASHA's Early Intervention resource. 
Similar provisions are provided under Part B of IDEA for preschool and school-
age students (ages 3–21 years). These provisions require that children with
disabilities be provided with a FAPE and be educated in the least
restrictive environment. LRE means being educated with children who do not
have disabilities "to the maximum extent appropriate" to meet the specific
educational needs of the student. 
Approaches to Service Delivery 
Selecting the most appropriate service delivery model is a fluid
process. While no single model is appropriate for all students, one
must understand the range of service delivery models as well
as the advantages and limitations of each model (Nippold, 2012).
Student outcomes may be improved if a flexible approach to
scheduling and service delivery is adopted. The frequency,
location, duration, and intensity of services should
be reviewed and revised based on various factors, including:   
*Student progress and changing needs throughout the school
year
*Access to the general curriculum and state standards
*Promotion of skills that allow the student to
improve their academic, social, and emotional functioning
*Demands of the classroom, community, and family
*Cultural considerations (see ASHA's Practice Portal page on 
Bilingual Service Delivery and Cultural Competence)
*Team-based decision making (see ASHA's Interprofessional
 Education/Interprofessional Practice [IPE/IPP] resource)
Determining which model to use within the
general education classroom is based on student
need and collaboration with the teacher. A variety
of in-class models are in use (Cook &
Friend, 1995): 
Supportive teaching—a combination of pullout services
and direct teaching within the classroom.
Complementary teaching—the classroom teacher
presents the curriculum content as primary
instructor, and the SLP assists specific students with
work completion.
Station teaching—instructional material is divided into
parts, with the SLP and the classroom teacher(s) each
taking a group of students. Students rotate to each
station, or learning center, for instruction.
Parallel teaching—the students are divided, and the classroom
teacher and the SLP each instruct a designated group of students
simultaneously, with the SLP taking the group of students that
needs more modification of content or slower pacing in order to
master the educational content.
Team teaching—the SLP and the classroom teacher teach the
academic content together, allowing each professional to
provide his or her expertise.
Supplemental teaching—one person (usually the
teacher) presents the lesson in a standard format while the
other person (usually the SLP) adapts the lesson.
Current Best Practices
What are the
Current Educational Best
Practices?
10 teaching Practices for the
21 Century Teacher
st
1- Maintain good communication skills
A successful  teacher is one that is able to build a rapport with his /her
students, one that can easily connect with his learners and feel their needs as
individuals. Open and clear communication is the key to develop a healthy
friendly learning atmosphere inside your class.

2- Getting students engagement


There is nothing as challenging as getting students engaged. Today's students
are multitasked and can hardly maintain a long concentration. They can easily
get bored and therefore disconnected. There are many ways you can fight off
this problem : Use interesting educational games and activities, use technology
and multimedia resources and finally make your teaching student-centred and
try your maximum to relate what you teach to students immediate
environment.
3- Use Humour 
Relevant doses of humour to spice up your teaching are highly recommended.
Forget about the authoritative and coercive style of teaching , for experience
proved that it only disheartens learners and kills their motivation.  Use humour
at appropriate times; this can lead to students engagement and build up their
confidence.

4- Act don't react


Students are very smart and it is part of their  juvenile nature to try to get you.
 Sometimes ignoring a disruptive  behaviour is way better than reacting to it
and in case it becomes repetitive or serious then make sure to talk it out with
the student involved alone and not in front of the whole class.
5- Be clear and precise in your instructions
Remember you are teaching digitally focused students with short attention
span. Several of the problems some teachers face are due to ambiguous and
unclear instructions. Cut off on the clutter and be to the point. Show them the
red lines and explain to them classroom ethics and what you can tolerate.

6- Give room to individualized learning


Not all students are equal in their comprehensive power. Students learn in
different ways, some students  are slow learners and others are quick, some
kinaesthetic ( learn by experience or doing ) others are auditory or visual. Keep
these considerations in your mind and do your best to tend to every kind of
learner you might have in your class.
7- Positive feedback
" good job, excellent,..ect" are simple words that might not mean anything to
you but they mean the whole world to students. Think back to the days when
you were a student and how a positive feedback from your teacher would
make both your and your parents whole day. Publicly praise
positive behaviour and show your students that you are celebrating their
achievements as well.

8- Involve students in decision making


Students tend to do great when they feel they are trusted and  that they are
real parts in the learning / teaching operation. Use voting and polling to
investigate about a certain topic or classroom assignment. Try from time to
time to give them the wheel and let them lead.
9- Use peer  learning
Peer learning is a form of 'cooperative learning that enhances the
value of student-student interaction and results in various
advantageous learning outcomes
10- Love your subject/ job
The best way to get students interested in your subject is to love
it so much that your passion for the field shows in your attitude.
Students positively respond to authenticity. And as Abraham
Lincoln once said " Love the job you do and you will never have to
work a day ".
References:
https://
www.educatorstechnology.com/2012/06/10-teaching-practices-
every-21st.html

https://www.garrettcountyschools.org/special-
education/programs-and-services/service-delivery-models-
“Challenges in merging
regular education and
special education”
WHAT IS REGULAR
EDUCATION?

is the term often used to describe


the educational experience of typically
developing children. ... This is the Free
and Appropriate Public Education against
which the program of a student who
receives special education is evaluated.
WHAT IS SPECIAL
EDUCATION?

is the practice of educating students


in a way that provides
accommodations that address their
individual differences, disabilities,
and special needs.
is the practice of educating students
in a way that provides
accommodations that address their
individual differences, disabilities,
and special needs.

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