Exceptional Children
Exceptional Children Lester Bandy March 29, 2010
The Exceptional Students in our classrooms are those whom I refer to as the least of these. While some may see them as children left behind, it doesn’t have to be the case. We have the resources to get and to keep every child on task toward receiving a general education. One such strategy gathered from the reading, was the Behavioral Intervention Plan (BIP) developed primarily by an Individualized Education Program (IEP). It was interesting to note that while the program consists of concern educators, social workers and professionals parental input is a part of every decision involving child interventions.
Another resource, known as the Procedural Safeguards: Handbook on Parents’ Rights, a document replacing the 2004 Handbook on Parents’ Rights. This document outlines 13 rights of children with disabilities. While some of the key components of this plan are: changing the environment, recognizing, and modifying behavioral triggers, and convincing the child to work with the adults implementing the plan suggesting a need to establish trust between adult-child, highlights parental rights. The free services outlined in the Procedural Safe document, such as rights to a mediator, Family Support Network of North Carolina, and Exceptional Children’s Assistance Center (ECAC) seem like icing on the cake for parents of EC. The chain of these resources continues, for instance, North Carolina Working Together for Children: A Guide for Parents and Teacher.
A major component of this document, known precisely as, TIERS of Problem-Solving, which in my opinion cannot be overstated, is documentation. All intervention related to students must always be documented. It is also important to keep track of the difference instructional plan are making in student performance. The information must be collected and documented, constantly. As mentioned earlier, this document also keep parents, not only informed, but
The Exceptional Students in our classrooms are those whom I refer to as the least of these. While some may see them as children left behind, it doesn’t have to be the case. We have the resources to get and to keep every child on task toward receiving a general education. One such strategy gathered from the reading, was the Behavioral Intervention Plan (BIP) developed primarily by an Individualized Education Program (IEP). It was interesting to note that while the program consists of concern educators, social workers and professionals parental input is a part of every decision involving child interventions.
Another resource, known as the Procedural Safeguards: Handbook on Parents’ Rights, a document replacing the 2004 Handbook on Parents’ Rights. This document outlines 13 rights of children with disabilities. While some of the key components of this plan are: changing the environment, recognizing, and modifying behavioral triggers, and convincing the child to work with the adults implementing the plan suggesting a need to establish trust between adult-child, highlights parental rights. The free services outlined in the Procedural Safe document, such as rights to a mediator, Family Support Network of North Carolina, and Exceptional Children’s Assistance Center (ECAC) seem like icing on the cake for parents of EC. The chain of these resources continues, for instance, North Carolina Working Together for Children: A Guide for Parents and Teacher.
A major component of this document, known precisely as, TIERS of Problem-Solving, which in my opinion cannot be overstated, is documentation. All intervention related to students must always be documented. It is also important to keep track of the difference instructional plan are making in student performance. The information must be collected and documented, constantly. As mentioned earlier, this document also keep parents, not only informed, but