I am proud of you for being a Special Ed Teacher . My situation is similar to yours in that I have peer models and students on IEP's. I follow the Focus Program where students are accessed through observation by following the Quicklooks and Portfolios.
I simply follow the rubrics and be honest with my observations.
I do many short transitional circles and main group circle. My circle times are mostly fun, music and movement, nursery rhymes and opportunities for the students to move. Most of these kids cannot sit for a minute, For the first six weeks of school these fun circle times allow the students to develop social/emotional, cognitive and physical skills.
I have small group time where I present lessons to the students who are ready for more pre academic activities.
I do come from a Montessori background which is so in tune to what the PED wants in terms of more respect for each child individual growth and more movement within the centers.
Thanks
Sahadri Khalsa
------------------------------
Sahadri Khalsa
Los Ninos Kingergarten Ctr
Santa Cruz NM
------------------------------
Original Message:
Sent: 09-26-2017 12:20 PM
From: Kathryn Badger
Subject: Preschool Students with Disabilities – Self-Efficacy & Child Outcomes
I currently teach 3 year old children with development delays in an elementary school setting. I have some typical peer role models in my classes and find it very helpful and effective. My ratio right now in my am class is 2 typical peers/5 students with DD / 2 students with SP (9 total) and my PM class is currently 3 typical peers/3 students with DD (6 total). My classes grow throughout the year as children with disabilities turn 3 and join one of my classes. It is important to screen the typically developing students to make sure they are good role models (in the past, some have had more behavior/focus issues than the students with IEPs) but I think it has been a great help to me not only because they set a good example but it helps me to have a clearer perspective of what is age appropriate speech, behavior, adaptive skills etc. I have worked both with and without typical students in my classes and I tended to rate children higher than they should be on assessments when I had no typical peer comparison.
------------------------------
Kathryn Badger
P.L. Dunbar Elementary
Laurel DE
Original Message:
Sent: 09-09-2017 10:00 PM
From: LuAnna Bellairs Salemi
Subject: Preschool Students with Disabilities – Self-Efficacy & Child Outcomes
In preparation for conducting my doctoral research, I interviewed administrators about teachers working with 3-5-year-old children with disabilities in preschool settings. The administrators reported that many teachers expressed positive attitudes regarding inclusion but decreased self-efficacy regarding their ability to instruct children with disabilities. I am currently developing a participant pool as I formally investigate the relationship between child outcomes upon exit from preschool and teachers' self-efficacy and attitudes toward inclusion. Thanks in advance for any feedback or interest you have in this project.
------------------------------
LuAnna Bellairs Salemi
EdD Candidate - Special Education
Walden University
Hampstead NC
------------------------------