"A Pedagogical Approach to Teaching Students with Special Needs"

1.) One important thing teachers can do is to speak with professionals and staff in the special education program at their school. It is important for teachers to get a background and be aware of information relevant to students. Teachers can also be a part of the teem by interacting and communicating with the special education program. It is important to also communicate with the students and parents effectively. By working with the special ed program and being aware of the students needs it can be possible to find an effective communication method that works best. One way that teachers can be more educated is through attending IEP and 504 meetings

2.) Both IEP and 504 plans have the same intention to help students with disabilities in achieve their academic goals. Although both plans are similar in structure, there is some flexibility and states and schools have the option to make adjustments to the plan. with the IEP plan students with disabilities have assistants to help them complete tasks and their progress is monitored. The 504 plan is for students who have a disability, but it is not severe enough to warrant the extra assistance included in the IEP plan. 

3.) One way teachers can accommodate students with disabilities is by giving them an extended amount of time in class to complete assignments. The teacher can also provide things such as study guides to give extra assistance in helping the student learn the information. An extra set of books at the students home may also be helpful. Sometimes it is important that the teacher can quickly and easily assist the special needs student so preferential seating may be a good option. If the student is close to the teacher it is easier to help resolve any issues and assist the student. 

4.) As a teacher in a music classroom, I could implement preferential seating by placing the student in a section in the ensemble that is close by. This may be necessary for students with behavioral or physical challenges. 

5.) I'm currently working on an engagement project where I'm observing and interacting with a special needs student who is blind and is confined to a wheelchair. it's in an inclusive environment in a general music class. There is a professional assistant to help the student play the instruments and participate in the class activities. With assistance, the student was able to play the recorder and the other students in the class were accepting and supportive. There were some activities that were designed so it was more difficult for the special needs student to participate. 

what are ways that other students can be more inclusive of a special needs student and what can the teacher do to encourage that? 

How can the teacher change the framework of an inclusive class to set reasonable goals for special needs students but still challenge the other students?