Student: Special Education and Diagnostic/prescriptive/evaluative Teaching

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Diagnostic/Prescriptive/Evaluative Teaching

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Diagnostic/Prescriptive/Evaluative Teaching Study Guide

Diagnostic/Prescriptive/Evaluative Teaching Abstract

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The name of the school was Brenneham Elementary, which is a K-8 school and one of the many, Chicago Public Schools (CPS). The focus of my observation and interview was to discuss diagnosis, prescription, evaluation, and analyses of goal instruction, daily role, and implementation in the classroom. The researcher’s observations and interview consisted of the realization of the importance of an IEP and DEP, including related terms and processes. The teacher being observed and interviewed, informed me of the actual work that is asked of a special educator.

Diagnostic/Prescriptive/Evaluative Teaching Diagnostic/Prescriptive/Evaluative Teaching

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On the Northside of Chicago, I was allowed to interview and observe a special education class. The class consisted of seven special education students and out of the seven, four students was diagnosed with mental retardation. I could not specify or designate what grade level of the class but I did notice a difference in sizes of some students that looked older. One student, I thought, had a severe case of mental retardation; however, the instructor disagreed with me. The instructor, Chartina Harris, or the principal which authorized my visit, allowed me a half-a-day invite and in-turn I discussed educational options for their 7th and 8th graders in a traditional classroom. The name of the school was Brenneham Elementary, which is a K-8 school and one of the many, Chicago Public Schools (CPS). The focus of my observation and interview was to discuss diagnosis, prescription, evaluation, and analyses of goal instruction, daily role, and implementation in the classroom. The DPE and Analyses of Goal Instruction with a Teacher of Students with MR To begin with, the classroom was setup similar to any other classroom. There was a reading area, a play...
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