Year Round Special Education

Paper Summary:

This work explores the provisions in relation to time scheduling in education that is directly focused toward students with disabilities. This study asks the question of whether or not year-round schools (YRS) commonly referred to as extended school-year (ESY) or Year-round education (YRE) benefits specifically the student with disabilities in learning and if the students' retention is enhanced through shorter breaks at closer intervals as compared to longer breaks such as summer vacation. Research has been performed both through a case study and through a review of all relevant, available literature. Findings in the study include those that demonstrate that the student's learning as well as retention is enhanced through year-round education provisions avoiding the one-month period of time at the beginning of each new school year that is spent in review of the material learned before summer vacation.

Table of Contents
Cover Page
Abstract
Table of Contents
Overview, Background and History
Introduction
Objective
Methodology
Rationale of the Study
Significance of the Study
Literature Review
Findings of the Study
Recommendations of the Study
Definition in the Study
Definitions in relation to the Study
References

From the Paper:

"A teacher that prepares to teach special education students, an area in which there is a critical shortage of teachers, must complete a master's degree. Special education teachers work with children and youth with various disabling conditions most of which are mild to moderate disabilities. The teacher must be able to use the general education curriculum and through modification of it meet the individual needs of the child. The various disabilities that qualify students for special education programs are those which include specific learning disabilities, speech or language impairments, mental retardation, emotional disturbance, multiple disabilities, hearing impairments, orthopedic impairments, visual impairments, autism, deaf-blindness, traumatic brain injury, and other health impairments.
Students are classified under one of the categories, and special education teachers are prepared to work with specific groups. It is a vitally important aspect of the special education teacher's job to make identification of a child with special needs since early intervention is essential in educating children with disabilities. Various techniques are employed by Special education teachers to promote learning. Depending on the disability, teaching methods can include individualized instruction, problem-solving assignments, and small group work. Teachers must see to it that when students need special accommodations for test-taking, the appropriate ones are provided which may include such actions as reading the questions aloud of allowing extra time to take the test. Special education teachers help to develop an Individualized Education Program (IEP) for each special education student. Personalized goals are set in the IEPs and are individually tailored to a student's learning style and ability. Inclusive is a transition plan, which outlines specific steps in preparation of the special educational students for middle school or high school, or in the case of older students, a job or postsecondary study."

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• Narrative Essay # 150003 : "My Personal Philosophy of Special Education"
• Essay # 62412 : "Year Round Schools"

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