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Field Experience

Student's Name

Institution Name

Instructor's Name

Course Name

Date
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Field Experience

1. Discuss the similarities and differences among students with and without

disabilities.

IEPs are necessary because students with disabilities learn in a different way than their

typically developing peers. Individuals with disabilities may require a modified curriculum,

classroom adjustments, or one-on-one teaching. Children with the same impairment may have

contrasting behaviors but are likely to have many of the same interests in playthings and media.

2. Describe the characteristics of various disabilities and their educational implications

for students at your school.

Students with impairments tend to have lower IQs than their peers. The kids' learning will

naturally slow as a result. Students with intellectual impairments have a certain amount of

academic potential before they reach a point of no return (Azlan et al., 2020). Students with

dyslexia read and write more slowly than their peers. This will prompt educators to teach more

direct reading to pupils who need it.

3. Explain the effects disabilities can have on students' academic and social

development, attitudes, interests, and values.

Students with disabilities, depending on the nature of their impairment, may need

specialized instruction to succeed in the classroom. Some of the numerous ways in which people

with disabilities struggle can be seen in how readily they lose patience or focus. The cumulative

effect of these factors might slow a learner down enough to lead them to lag behind their
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classmates. The impact on their social maturation is minimal since they are still young; often,

they are oblivious to the distinctions between people and behave accordingly.

4. Describe how cultural diversity and human issues affect students with disabilities.

There is no universal method through which disabled people are recognized across

cultures. Many societies would understand that despite the child's condition, it is still essential to

provide them with an education (Rodrigues et al., 2019). Parental participation, and its effect on

the child, vary widely across cultural contexts. Yet, we highly recommend that parents and

guardians participate in their children's education, particularly at home.

5. Explain how you address the unique learning needs of students with disabilities in

the classroom, including those with culturally and linguistically diverse

backgrounds.

I closely monitor my student's progress and where they stand relative to the rest of the

class. I'll put them in classes with kids of similar abilities, so they can encourage one another and

not feel left out if their class performs better.

6. Explain strategies you use when collaborating and co-teaching with general

education teachers. Discuss why it is essential to avoid becoming a silo, behavior

enforcer, or aid in the classroom rather than a co-teacher.

Co-teaching may be done in a variety of ways. The opportunity to collaborate with a

classroom educator allows for fruitful idea-sharing. It's vital to reassure them that you're a

teacher in your own right, just like their regular school instructor, and that you're there to help
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them succeed academically. Co-taught classes aim to provide the same level of instruction to

both sets of students. Still, it can be challenging for general education teachers to relinquish

authority to exceptional education instructors when it is most urgent.

7. Describe how you use various types of technology to support students with

disabilities in the unique and regular education classroom.

Students who have trouble reading might benefit from text-to-speech software. Students

can stay on track by having examinations and other work read aloud. This equipment is helpful

in both regular and special education classrooms.

8. Describe the legal responsibilities you have to protect the rights and privacy of

students with disabilities. Include a discussion of IDEA, procedural safeguards,

FERPA, HIPAA, etc. Include examples of some dilemmas associated with upholding

these standards.

I must safeguard my students' personal information in and out of the classroom as a

teacher, not simply a special education teacher. For the student's privacy, strict regulations must

be followed, and only specific personnel may view the papers (Hobbs et al., 2019). Before

entering meetings, we must remind and educate general education instructors about the

regulations and rules about special education, as they may be unaware of them.

9. Discuss how you collaborate with general education teachers to communicate,

create, and store student documentation.

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The regular and special education instructors should talk to one another regularly.

Eduphoria is a tool that allows us to all keep tabs on how the child is doing in school. Both

instructors can stay apprised of developments thanks to the constant exchange of copies of the

relevant paperwork.

10. Describe one or two of your favorite co-teaching strategies.

While giving pupils individual exams, I find the help of my co-teachers to be invaluable.

Teachers who have built rapport with their students and have a firm grasp on how their pupils

express themselves may be invaluable resources during the assessment.

Reflection

Interviews like this one and others throughout the course have helped me appreciate how

modern technology may improve our lives. This conversation enlightened me about the value of

electronic documentation and communication tools for inclusive classrooms and for instructors

of both typically developing and special needs students. Taryn explained to me throughout our

conversation how they utilize Google Classroom and Drive to facilitate group work and

discussion. They can collaborate on lesson ideas and exchange supplemental materials using this

platform. Information that must be kept private is stored in closed and encrypted software. The

overall impact that technology has had on their work as instructors, both before and after

COVID, was eye-opening.

This also highlighted the need to be familiar with and abide by all relevant legal

provisions while working together and exchanging data. Taryn offered helpful advice, including

taking a step back to assess the circumstances and the content of what was said, learning the

names of everyone involved in a child's support network, and keeping detailed records.
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Remember the significance of these laws and the reasons for their enforcement, as she stressed

again because violating them might cause a significant inconvenience.

It was great that Taryn's class had an agreement called the buddy room, a great example

of cooperative learning in action. I think this is a great idea and would benefit both students and

instructors by encouraging collaboration during stressful situations.

Overall, I took away from all the interviews just how crucial teamwork is. Co-teaching

and collaboration benefit both students and teachers, as all of the present educators reaffirmed.

My interviews gave me an understanding of the challenges and the development of new

methods. In the end, I got it: teaching is hard work, and it takes a lot of different skills, including

competence, communication, honesty, respect, and enthusiasm.

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References

Azlan, C. A., Wong, J. H. D., Tan, L. K., Huri, M. S. N. A., Ung, N. M., Pallath, V., ... & Ng, K.

H. (2020). Teaching and learning of postgraduate medical physics using Internet-based e-

learning during the COVID-19 pandemic–A case study from Malaysia. Physica

Medica, 80, 10-16.

Hobbs, L., Stevens, C., Hartley, J., Ashby, M., Jackson, B. W., Bowden, L., ... & Bentley, S.

(2019). Science Hunters: teaching environmental science concepts in schools using

Minecraft. Action Research and Innovation in Science Education, 2(2), 13-21.

Rodrigues, H., Almeida, F., Figueiredo, V., & Lopes, S. L. (2019). Tracking e-learning through

published papers: A systematic review. Computers & Education, 136, 87-98.