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How can you collaborate with colleagues and families to make academic decisions for individuals with exceptionalities? How can you provide feedback and engage individuals with exceptionalities in working toward quality learning and performance?
please answer the question using at least 100 words. you will then give feedback to the following two classmates also using at least 100 words for each. please be helpful and insightful when responding.
Student 1:
Collaborating with colleagues and families is crucial when it comes to making the best academic decisions for students with exceptionalities. Regular communication between teachers, special education staff, and families helps ensure that all aspects of the student’s needs are considered. Everyone can support the student’s growth by sharing information and working together. To help students with exceptionalities succeed, providing clear, positive feedback is also very important. Focus on their strengths while also guiding them on areas for improvement. Setting individualized goals and checking progress regularly helps keep students on track. It’s also important to create an inclusive, supportive environment that encourages students to take part in their own learning. Involving them in setting their goals helps build independence and confidence. This approach motivates students to work towards their best performance and be active in their learning journey. “Collaboration ensures that students with disabilities receive the necessary support and accommodations to succeed academically and socially. Additionally, it promotes a collaborative culture within the school, fostering a sense of unity and shared responsibility for student success” (Wulczyn 2024).
Wulczyn, I. (2024, May 8). Strategies for effective collaboration between General and Special Education Teachers. Project Idea. https://project-idea.org/strategies-for-effective-collaboration-between-general-and-special-education-teachers/
Student 2:
Collaborating with colleagues and families can help make academic decisions for individuals with exceptionalities. One strategy is to have open lines of communication. For example, phone calls, emails, meetings, etc. When working together, these individuals can share insight and develop shared goals for the student to improve their specific skills. Supported by the text, “In addition, teachers can learn about the child’s routines and activities in the home, as well as in the community. Teachers can use all of this information to address the child’s needs, plan instruction, and help the child be more successful in the classroom.” (The Iris Center, 2015). Providing feedback and engaging individuals is also very crucial. One way is to provide positive reinforcement that is both verbal and written. This strategy will help students develop confidence in their learning. Another way is offering constructive feedback. When a student is able to fully understand their errors, they will learn and improve on these skills. In my future practice, I will include weekly newsletters with my phone number and email. With this information families/guardians will be aware of the material being taught in class that week. In addition, are able to contact me with any questions or concerns they may have.
Resources
The Iris Center. (2015). Dual language learners with disabilities: Supporting young children in the classroom. Retrieved from https://iris.peabody.vanderbilt.edu/module/dll/
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