Question
Assessment Description: Resource Teacher Know How
A special education teacher in a resource setting has a very difficult job, meeting the needs of a variety of students and covering a multitude of subject matters in a single class period. Being able to properly structure your class and effectively manage class time will help you meet the needs of all students and not become overwhelmed. Adding a number of strategies and accommodations to your teaching repertoire will also increase your efficacy in the classroom.
For this assignment, take on the role of a first-year special education teacher who has been assigned to the resource room to work with students who are working at the ninth grade level for both English and math. You have about 10 students during this class period and an aide to assist you. Students meet with you for 50 minutes each day to get help with homework, finish their classwork, study for tests, and get extra support in each subject area. You will need to structure the class so that student needs in both subject areas will have time to be addressed.
Use the “Class Profile” to obtain specific information about the needs of your students.
Part 1: Teacher Inquiries
In 250-500 words compose a response for the following:
- Questions you would have about your teaching assignment before it begins, including any requests for additional information.
- Questions you would have for fellow teachers and administration.
- Information you would like to have before the end of the first week of school.
Provide a rationale for each inquiry. Cite both the “Class Profile” and an additional minimum of two outside scholarly resources in your responses.
Part 2: Classroom Environment
In 500-750 words compose a response for the following:
- Provide a minimum of three possible ways to structure the classroom setting.
- Provide a minimum of two possible ways to structure a class period.
- Provide a minimum of three instructional strategies, to include accommodations and/or assistive technology, to meet the curricular content needs of your students in both the English language arts and math classes.
- Provide two collaboration strategies to use when working with the classroom aide assisting you in meeting the needs of the students in the resource room setting.
Provide support for your responses, citing both the “Class Profile” and an additional minimum of two outside scholarly resources.
While APA format is not required for the body of the assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the Style Guide, located in the Student Success Center
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
Attachments
Class Profile
| Student Name | English Language Learner | Socioeconomic Status | Ethnicity | Gender | IEP | Service Need of IEP | Year in School | Reading Performance Level | Math Performance Level |
| Andy | No | Low SES | White | Male | Academic | Reading Comprehension | 10 | Two years below grade level | One year below grade level |
| Beth | No | Mid SES | White | Female | Behavior/Emotional | Task Completion/ Executive Functioning Disorder | 9 | One year above grade level | Two years below grade level |
| Christy | No | Mid SES | White | Female | Emotional Disturbance | Social Anxiety | 10 | At grade level | Two years below grade level |
| Drew | No | Low SES | White | Male | Academic | Dyscalculia | 10 | At grade level | Three years below grade level |
| Ella | No | Mid SES | White | Female | Academic/Behavior | Calculations/ODD | 10 | Grade level | Two years below grade level |
| Emma | Yes | Low SES | White | Female | Emotional Disturbance | Depression | 9 | At grade level | Two years below grade level |
| Lebron | No | Mid SES | African American | Male | Academic | Dyslexia | 10 | Two years below grade level | One year below grade level |
| Manuel | Yes | Low SES | Hispanic | Male | Academic | Computation | 10 | One year below grade level | Two years below grade level |
| Sarah | No | Mid SES | White | Female | Academic/Behavior | Nonverbal learning disability | 9 | Two years below grade level | Two years below grade level |
| Thomas | ELL | Low SES | Hispanic | Male | Academic/Behavior | ASD/Communication | 10 | Two years below grade level | Two years below grade level |
Solution
Resource Teacher Know How
As a first-year special educator assigned to help ninth-graders with English and Math. Even though there is an aide to help me in this assignment, there are several ideas to consider and questions to address in order to enhance the outcomes. Besides having ensured that there are appropriate resources, helping these students will require a good preparation, a classroom structure, and instructional strategies that meet the needs of individual students.
Part One: Teacher Inquiries
There are various questions a resource teacher should address before starting the teaching assignment in order to help these students effectively. Which resources are available in the resource room? Who is my aide? What are the strengths and weaknesses of each individual student? What interventions should I prioritize on? Addressing these questions before starting working with these ninth graders will offer essential information that will help in preparing the lesson to meet the needs of every individual student. For instance, regarding the reading performance level of Lebron and Andy, they are two years below their grade level; thus, understanding this will help address their difficulties in reading (GCU, n.d.). Also, understanding the struggles that may be caused by their disabilities, more specific interventions such as lower-level reading books can be applied to help improve their weak areas (Lemons et al., 2016) ……………for help with this assignment contact us via email Address: consulttutor10@gmail.com
Part Two: Classroom Environment
While structuring the classroom environment and dividing the class period, it is important to consider various ways to accommodate the students. Regarding structuring the classroom environment, there are three potential ways. At first, students can be divided into groups according to their reading and Math levels. Also, the students can be divided so that the students who are not below grade level in a given subject partner together for peer tutoring while the rest work with the teacher. As Bateman and Cline (2016) suggest, the students can also be divided according to the subject areas, English and Math. These ways of structuring the classroom environment are the best because, with an aide, each can teach one subject area, while when one is helping students who are below grade level, the other can guide the peer tutoring……………for help with this assignment contact us via email Address: consulttutor10@gmail.com