Module 1 Analysis CL5103.docx - MODULE 1 ANALYSIS1 Module 1 Analysis CL5103 Jessica Todd American College of Education Module 1 Analysis2 Module 1

Module 1 Analysis CL5103.docx - MODULE 1 ANALYSIS1 Module 1...

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MODULE 1 ANALYSIS1 Module 1 Analysis CL5103 Jessica Todd American College of Education
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Module 1 Analysis2 Module 1 Analysis CL5103 My current position at Gilmer ISD at the Intermediate campus (5th/6th grade), is as the special education english language arts teacher. As the teacher for that population I am aware of the challenges that these students face in trying to be successful in school. Many of my students come to me reading many levels below grade level, and with few if any mechanisms to decode or comprehend grade level text. According to the Texas Education Agency’s 2018-2019 Gilmer intermediate had a population of 8% of students who have been identified with disabilities. On a campus with only two grade levels that is a significant number of students though it falls short of the state average. On the Intermediate campus as well as the district the students are 70.2 percent economically disadvantaged, and so many qualify for free or reduced lunch that the district was able to secure a grant that provides free lunch for all students pre k through 7th grade. To further the struggles for the student population, we also have a percentage of English Language learners. For the purpose of this paper we will focus on the students who have been identified with a disability and the struggles related to those students. Challenges “The Individuals with Disabilities Education Act, (IDEA) originally passed in 1975, has ensured that no child will be excluded from receiving an appropriate education, regardless of their disability. This act states that children with disabilities need to be educated with their peers who do not have disabilities in a general education classroom. The IDEA also mandates that students with disabilities be taught in the least restrictive environment (LRE) as much as possible with their peers who do not have disabilities. This assures that each student with a disability receives an education that is appropriate for his/her individual needs given support and modifications in a general education classroom.” (McMillan, 2008) In the years since IDEA was enacted we have seen limitless benefits for special education students being educated with their
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Module 1 Analysis3 peers, however, I feel that inclusivity is still one of the greatest challenges for these students.
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