PreschoolJose J. Aguirre

ESE 315Nancy Forbes

An approach to teaching grounded in the research on how young children develop and learn and in what is known about effective early education.

Its framework is designed to promote young children’s optimal learning and development.

DAP involves teachers meeting young children where they are (by stage of development), both as individuals and as part of a group

Developmentally Appropriate Practice (DAP)

PL 94-142 Education for All Handicapped Children Act (1975)

PL 100-407 Technology-Related Assistance for Individuals with Disabilities Act (1988)

PL 101-392 The Carl D. Perkins Vocational and Applied Technology Act (1990)

PL 101-476 Individuals with Disabilities Education Act (IDEA) (1990)

Law & Exceptional Students

This federal law, also known as EHA, required states to provide "a free, appropriate public education for every child between the ages of 3 and 21 (unless state law does not provide free, public education to children 3 to 5 or 18 to 21 years of age) regardless of how, or how seriously, he may be handicapped.

PL 94-142

This act, a.k.a "The Tech Act," recognizes that students with disabilities need special equipment to perform better and more independently (assistive technology). PL 100-407 also authorizes funding to allow states to create statewide systems of technological assistance to meet those needs.

PL 100-407

This law requires that vocational education for students with disabilities be provided, be in the least restrictive environment (LRE), and when appropriate, be a part of the individualized education program (IEP). PL 101-392 also requires that individuals with disabilities (who are not members of special populations) be provided equal access to vocational programs (i.e. recruitment, enrollment, and placement activities).

PL 101-392

This act, which is also known as the Education of the Handicapped Act Amendments of 1990, renamed the earlier EHA laws and their amendments (including PL 94-142 and PL 98-199). Their new name is the Individuals with Disabilities Education Acts.

More importantly, PL 101-476 replaced the word "handicapped" with the word "disabled" and therefore, expanded the services for these students. IDEA reaffirms PL 94-142's requirements of a free, appropriate public education (FAPE) through an individualized education program (IEP) with related services and due process procedures. This act also supports the amendments to PL 94-142 that expanded the entitlement in all states to ages 3 to 21, designated assistive technology as a related service in IEPs, strengthened the laws commitment to greater inclusion in community schools (least restrictive placement), provided funding for infant and toddler early intervention programs, and required that by age 16 every student have explicitly written in the IEP a plan for transition to employment or post secondary education.

PL 101-476

Grouping students by placing desk in small groups of 2-4 desk per group so that the students can have opportunities for cooperative learning, collaboration and discussion.

Providing centers that are appealing, accessible and open as well as the materials and manipulative must be appropriate and stored where all students can reach them.

Classroom Environment

Create one area of the classroom where students can get together to have discussions, develop social skills and participate in large group activities.

Classroom will be decorated in a way that does not create distraction and sensory overload.

I will ensure that adequate space is ensure for all students to move safely around the room.

Classroom Environment

Focus on the essentials Using explicit strategies Provide temporary support Having prime background knowledge Review for fluency and generalization Having assessments practices

Instruction Plan

It is a well known fact that those whose family takes an active role in their kid’s education have a high chance of succeeding.

Good communication between parents and teachers is needed to ensure the child’s needs are met in the classroom.

Parents and teachers must build a good relationship and understanding

Family Involvement

Family Involvement When teacher are

speaking to parents regarding their kids, one must always makes sure the parent understands what you are saying. Sometimes this means you may need to have an interprator.

I would choose differentiation as my first approach because it is the best way to adjust the lesson plan around the students rather than the other way around.

My second choice would be explicit instruction, because this is possibly the best way to approach it to my kids with disabilities. This approach supports the student’s learning ability through a series of scaffolds.

Instruction Approaches

My third choice would be the universal design for learning (UDL). I like this approach to teaching because like differentiation, it is not “a one size fits all” type of approach. It emphasizes the need for individual students and adjusts the instruction accordingly. UDL is based on the concept of universal design in architecture, which strives to make structures accessible to people with disabilities.

Instruction Approaches

Gifted Students

Eredicts, N. (2014). Arranging a Classroom to Create an Inclusive Learning Environment. http://nichcy.org/arranging-a-classroom-to-create-an-inclusive-learning-environment

NAEYC. (2014). Developmentally Appropriate Practice (DAP). https://www.naeyc.org/DAP

Powell, S. R. & Driver, M. K.  (2013).  Working with exceptional students: An introduction to special education.  San Diego, CA: Bridgepoint Education, Inc.

UNC. (1998). Law and Exceptional Students. http://www.unc.edu/~ahowell/exceplaw.html

Reference