«Иностранный язык (английский)»

ДЕПАРТАМЕНТ ОБРАЗОВАНИЯ И НАУКИ ТЮМЕНСКОЙ ОБЛАСТИ ГОСУДАРСТВЕННОЕ АВТОНОМНОЕ ПРОФЕССИОНАЛЬНОЕ ОБРАЗОВАТЕЛЬНОЕ УЧРЕЖДЕНИЕ ТЮМЕНСКОЙ ОБЛАСТИ

«КОЛЛЕДЖ ЦИФРОВЫХ И ПЕДАГОГИЧЕСКИХ ТЕХНОЛОГИЙ»

Сборник упражнений по дисциплине «Иностранный язык (английский)» для специальности 44.02.05 Коррекционная педагогика в начальном образовании

Тюмень 2018

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Печатается в соответствии с решением методического совета ГАПОУ ТО «Колледж цифровых и педагогических технологий» от «13» июня 2018г., протокол № 4

Рецензент – Вторушина Ю.А., преподаватель иностранных языков ГАПОУ ТО «Колледж цифровых и педагогических технологий»

Сборник упражнений по дисциплине «Иностранный язык в профессиональной деятельности» для специальности 44.02.05 Коррекционная педагогика в начальном образовании / Сост. С.В. Калугина. – Тюмень: ГАПОУ ТО «Колледж цифровых и педагогических технологий», 2018. – 20с.

Сборник упражнений предназначен для выполнения аудиторной и внеаудиторной работы студентов специальности 44.02.05 Коррекционная педагогика в начальном образовании по теме «Профессиональная деятельность». Сборник содержит аутентичные тексты профессиональной направленности и практические задания.

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Содержание Введение …………………………………………………………..

Exercise 1……………………….…………..………………………

Exercise 2………………………….…………..……………….…..

Exercise 3.……………………….…………..……………………..

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Exercise 7….…………………….…………..……………………..

Exercise 8…………….………….…………..……………………..

Exercise 9………………….…….…………..……………………..

Exercise 10…………………………………..…………………….. Литература …………………………………………………………

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Введение УВАЖАЕМЫЙ СТУДЕНТ! Сборник упражнений создан Вам в помощь для работы на занятиях и подготовки к промежуточной аттестации по теме «Профессиональная деятельность». Сборник включает различные упражнения на материале аутентичных текстов по указанной теме. Предложенные упражнения представляют основу для расширения словарного запаса (например, заполнить пропуски, найти и/или перевести соответствующее слово или словосочетание) и развития навыков и умений основных видов речевой деятельности (ответить на вопросы, обсудить содержание текста и т. д.). Упражнения можно выполнять последовательно или в зависимости от темы

уроков:

«Инклюзивное

образование»,

«Компенсирующее

и

коррекционно-развивающее образование», «Особенности обучения детей с ОВЗ», «Типы специализированных школ», «Профессия учитель начальных классов компенсирующего и коррекционно-развивающего образования». Данные упражнения помогут эффективно освоить изучаемые лексические единицы, а также осуществлять коммуникацию с помощью простых высказываний о себе и о своей профессиональной деятельности. Внимание! Если в процессе подготовки к промежуточной аттестации у Вас возникают вопросы, разрешить которые самостоятельно не удается, необходимо обратиться к преподавателю для получения разъяснений или указаний в дни проведения дополнительных занятий. Время

проведения

дополнительных

занятий

преподавателя или посмотреть на двери его кабинета.

Желаем Вам успехов!!!

4

можно

узнать

у

1. a) Read the text and order its paragraphs: Special Education a) Common special needs include learning disabilities (such as dyslexia), communication disorders, emotional and behavioral disorders(such as ADHD and ADD), physical disabilities (such as Brittle Bone Disease, Cerebral Palsy, Muscular Dystrophy, Spinal Bifida, and Frederich's Ataxia), and developmental disabilities (such as autism spectrum disorders and intellectual disability). Students with these kinds of special needs are likely to benefit from additional educational services such as different approaches to teaching, the use of technology, a specifically adapted teaching area, or a resource room. b) Special Educational Needs (SEN) in the UK refers to children with disabilities or learning difficulties that make it more difficult for them to learn or access education than other children. This can include problems with schoolwork, expressing themselves, behaviour, organizing themselves, relating to adults, making friends or sensory or physical needs. Children with special educational needs are generally integrated into mainstream state schools as long as the schools have the right resources with which to look after them. This means adequate equipment and enough teachers with the skills to give them the education that will help these students achieve their potential. If their disabilities are so severe that they cannot be looked after adequately at a mainstream school, it is the responsibility of the local authority to provide funds for that child to go to a special school or be educated at home. c) Special education (also known as special needs education, aided education, exceptional education or Special Ed) is the practice of educating students with special educational needs in a way that addresses their individual differences and needs. Ideally, this process involves the individually planned and systematically monitored arrangement of teaching procedures, adapted equipment and materials, and accessible settings. These interventions are designed to help individuals with special needs achieve a higher level of personal self-sufficiency and success in school and in their community that may not be available if the student were only given access to a typical classroom education. d) In most developed countries, educators modify teaching methods and environments so that the maximum number of students are served in general education environments. Therefore, special education in developed countries is often regarded as a service rather than a place. Integration can reduce social stigmas and improve academic achievement for many students. The opposite of special education is general education. General education is the standard curriculum presented without special teaching methods or supports. e) Intellectual giftedness is a difference in learning and can also benefit from specialized teaching techniques or different educational programs, but the 5

term "special education" is generally used to specifically indicate instruction of students with disabilities. Gifted education is handled separately. b) Match the headings with the paragraphs of the text. o The Definition of SE o Common special needs o Intellectual Giftedness o SE in the world o SEN in the UK c) Answer the questions.

1) What is SE? 2) What do common special needs include?

3) What is intellectual giftedness?

4) What is SE often regarded as in most developed countries?

5) What does SEN refer to in the UK? 2. Read and retell the text using the following.

I’ve learnt that …

I’ve found out that …

The thing is that …

Special Education Process Explained The purpose of special education is to provide equal access to education for children ages birth through 21 by providing specialized services that will lead to school success in the general curriculum. If your child’s health care provider, teacher, other interested party or you suspect that your child may be eligible for special education services, it is helpful to know what to expect and where to begin.

The following information is an outline of the special education process and brief descriptions of its elements.

The First Step: Identifying a Need When, Where and How are Disabilities Diagnosed?

Children may be diagnosed with a disability by a medical provider or by the school district. However, one must understand that being simply diagnosed with a disability is not a guarantee of services under the Individuals with Disabilities Education Act (IDEA). Having a disability is the first question when determining if a student qualifies.

The evaluation team must also answer two additional questions:  Does the disability impact the child’s educational progress?  Does the child need specially designed instruction (which is the IDEA definition of special education)?

Students who have physical disabilities or developmental delays are often identified early by a pediatrician or other medical provider. These students may have a wide range of academic difficulties depending on the severity of the delay, 6

and some may have no difficulties at all. Fortunately, because they are often diagnosed before entering the school system, most children with physical disabilities or developmental delays enter school with special education structures in place. If your child has been diagnosed with a developmental delay or disability by his or her pediatrician, ask your medical provider for a list of local resources. Regional centers, state programs and public schools all provide early identification, called Child Find, and early intervention services. The earlier your child receives these services, the better.

Students with learning disabilities often face a different scenario. They may struggle through the first years of their education before their disabilities are identified. Part of the reason for this is the local school district’s dependence upon the discrepancy method for identification. (This is explained in The Importance of the Assessment Process.) In addition, students with learning disabilities often lack the physical or social differences that identify students with physical impairments or developmental delays; that is, they look and act just like their peers without disabilities. Also, much of the instruction delivered in the lowest grade levels is skills-based. This means that your child is learning skills such as reading, writing and basic arithmetic. If he or she can read a word or solve a basic math problem, he or she will have relatively few problems in these grades. Starting around the third grade, however, students are expected to apply those skills to learn more information, and those with previously undetected disabilities may begin to struggle.

Regardless of his or her ability or diagnosed disability, your student will find that school becomes much more difficult once he or she needs to build upon previously mastered skills to gather new information. This is especially true if your child was not able to master some of the foundational skills. For instance, your child may have been a B student in reading throughout first and second grade, earning an average of 80 percent on reading and spelling tests. However, if he or she is only able to read 80 percent of the words taught in first and second grade, how is he or she supposed to read and comprehend a textbook written at a fourth grade level? It is next to impossible and your child will continue to fall behind in all subjects. This is referred to as a “widening gap”: the gap between what a child with a disability knows and what his or her peers know only widens as he or she advances to higher grades.

Step Two: Formal Assessment If your child has not responded to intensive interventions, it may be time to evaluate for a learning disability or other delay. More detailed information regarding assessments and referral for services can be found in The Importance of the Assessment Process and The IEP Process: Explained, but to begin, there are a few basic things you should know before your child undergoes academic, behavioral and/or cognitive assessments. (See the previous paragraph about the discrepancy method for identifying specific learning disability).

Assessments are diagnostic tools; they do not contain answers or solutions. These tests are designed to provide an overview of your child’s academic performance, 7

basic cognitive functioning and/or his or her current strengths or weaknesses; they can also test hearing and vision. Assessment are not able to predict your child’s future performance, nor his or her ability. That said, they are excellent tools because they break your child’s academic performance down into subsets, such as reading comprehension, spelling and basic arithmetic. They can also rule out simple problems, such as hearing or vision impairments, which may be affecting learning. This information is invaluable because it guides the educational process.

Teachers can write goals for your child and you can request services based on information found within these assessments.

It is important to remember that not every child who struggles academically will qualify for special education services. Assessments might show that your child does not have a learning disability or other impairment that qualifies him or her for these services; however, that does not mean that your child is lazy, stupid or not trying. If your child is struggling but does not qualify for special education, it is imperative that you keep looking for solutions. Work with you child’s teacher and other school service providers to draft an action plan that will address your child’s individual needs.

Step Three: The Individualized Education Program and Meeting If your child is diagnosed with a learning disability or other qualifying impairment, the next step is to draft an individualized education program (IEP) for him or her. The Individuals with Disabilities Education Act (IDEA) gives the school district 30 days from the documentation of the disability to complete an IEP. Parents must give permission for placement as a part of the initial IEP. A guide to IEPs can be found in The IEP Process: Explained but here is some general information regarding IEPs to get you started.

Once your child’s learning disability is identified, you will attend an IEP meeting every year until he or she graduates or stops receiving special education. It is imperative that you attend these meetings. It is here that the team will review your child’s academic progress, write new academic goals, and discuss placement and transition plans, as well as accommodations and modifications. It is a forum for exchanging ideas and the IEP team members can offer you invaluable support. If you cannot attend these meetings in person, find a way to participate.

IEP teams are eager to consider options, such as your attendance via speaker phone or Skype. You are the one who knows your child the best; the IEP team members need your input.

Do not be surprised by how many people attend IEP meetings. The law requires that five positions are represented at each IEP team meeting. Those five positions that need representation are the parent, the special education teacher, the general education teacher, a person who can interpret test information, and a district representative. That does not always mean five different people will attend the meeting; in some cases one person can play two roles. For example the special education teacher often is qualified to interpret test data. You may also consider encouraging your child to attend and be an active member of the team. After all, it is his or her education that the team is discussing. At age 16 and older, each 8

student is required to participate in the process. Students are invited to attend the meetings; if they do not or cannot, then the team will find another way to allow participation, usually by going over the document prior to the meeting.

Step Four: Placement, Accommodations and Specialized Services During the very first IEP meeting, and during all that follow, your child’s placement will be discussed. This means that the team will determine the most appropriate environment for your child. Remember that your child is entitled to receive services in an environment that is as close to the general education setting as possible.

It is important that you know why the team recommends one placement over another. Remember that the IEP team should be able to use data such as test scores, work samples and behavioral charts to support any placement recommendations. If the team is recommending a change of placement, arrange a tour of the new classroom. If you are ever uncomfortable with a placement recommendation, try to work with the IEP team to come up with a better alternative. The team makes decisions about every part of the IEP, including placement by what the law calls consensus, which means that a strong majority of the team members must agree.

While parents have considerable influence, they do not have the right of veto. If the majority of a team agrees to something and the parents disagree, their options are to change their minds or work through conflict resolution solutions. Some educators believe that the parent signature is required on all IEPs before the document can be implemented, but this is not true in most states (California does require a parent signature for new goals and services). The only time a parent signature is required is for the initial placement; starting with the second IEP, consensus is the method used.

The IEP team will also discuss classroom accommodations and specialized services, such as speech therapy, occupational therapy and adaptive physical education. It is important to understand your child’s needs so that you can help the team make informed decisions that continue to help your child. For example, if an academic test indicates that your child struggles with reading comprehension, you can use that data to request speech and language support or classroom accommodations, such as extra time to complete reading and writing tasks.

Step Five: Annual and Triennial Reviews and Progress Monitoring After the initial IEP meeting, you will meet with your child’s IEP team on an annual basis to review your child’s progress and modify the plan as needed. You can also request an IEP meeting at any time throughout the school year if you feel there is an issue that must be resolved by the IEP team.

Every three years, your child will undergo a new round of assessments to determine his or her continuing eligibility for special education services. You will be presented with this information at the triennial meeting. Often there is enough existing data, thus allowing the team to simply review that data and determine that eligibility should continue.

In addition to formal meetings, you should also be in constant communication with your child’s special education teacher. He or she should be monitoring your child’s 9

progress on academic and other goals, and be prepared to present you with updates regularly.

3. Read the text and choose the most suitable sentence from the list (A-D) for each gap. There is one extra sentence which you do not need to use.

A. The organization of special educational provision is a matter for local authorities working in collaboration with schools and other agencies.

B. The law assumes that pupils with special educational needs will be educated in mainstream schools.

C. Special education differs from the regular type of education through the format and the delivery of the knowledge that are both designed in such a way that suits the particular needs of the student that is involved in the process.

D. The National Curriculum has been reviewed and the new National Curriculum was introduced in September 2014.

Current provision Under the terms of the Education Act 2002, all pupils at state-funded schools have a right of access to a broad and balanced curriculum and all local authority schools (including special schools) are required to deliver the National Curriculum, which is sufficiently flexible to accommodate different paces and styles of learning.

While there are procedures for head teachers of local authority schools to make temporary exceptions from the National Curriculum for pupils, this option is rare, largely on account of the flexibility in the National Curriculum’s application.

1)_____________________________________________________As part of the review, the National Curriculum inclusion statement has been revised to reaffirm schools’ duties under equalities legislation. It sets out that teachers must determine the support and teaching interventions their pupils need to participate fully in all parts of the school curriculum, including the National Curriculum. The statement also gives teachers and teaching staff the freedom to teach the National Curriculum in line with pupils’ specific and individual needs and make reasonable adjustments where necessary. Timetables can also be adjusted under the Equality Act 2010 to allow for the inclusion of children with disabilities.

2)_____________________________________________________However, if this is not suitable to meet their needs, provision is available in ‘resourced’ schools (schools which can guarantee resources and staff expertise to meet the needs of pupils with special educational needs – usually in a particular ‘category’ of need and regarded as an area resource). About one percent of the school population is educated in special schools, though the proportion varies according to the particular local authority. Children with Education, Health and Care plans can be dually placed in both mainstream and special schools.

3)_____________________________________________________There are a number of examples of where mainstream and special schools have been colocated to promote contact between the mainstream and special school sectors and 10

to promote the inclusion of children with disabilities and those with SEN. (See the legislation on disability discrimination under Legal system.)

The Achievement for All programme works with parents, carers, teachers, leaders and professionals from education, health, voluntary, public and private sectors to support vulnerable and disadvantaged young people and their families and raise aspirations, access and achievement.

4. a) Read the text and find English equivalents for the following: обеспечивать, декларация, государственная школа, частная школа, общеобразовательная школа, бюджетная школа, взаимодействие, познавательная способность, помощник, получать поддержку, дополнительные специалисты, обращаться, оборудование, быть приспособленным, достижение.

Special schools in the UK Special schools are those that provide an education for children with a special educational need or disability.

Currently, about two per cent of school-age children attend a special school, and the vast majority have a statement or EHC plan. An education, health and care (EHC) plan is for children and young people who need more support than is available through SEN Support: for example, the involvement of external professionals.

Children who are educated in special schools have been identified as having a learning difficulty or disability which calls for special educational provision to be made for them.

The type of special school available varies from area to area. Some are maintained state schools; some are academies; some are independent. Some schools admit children from three to 19 years of age (or even up to 25), while others are primary or secondary. The government lists four broad types of special schools, according to their specialism:  Communication and interaction  Cognition and learning  Social, emotional and mental health  Sensory and physical needs One of the biggest differences between special and mainstream schools is that special schools have a higher staff ratio, due to the additional needs of the pupils. Most teachers within a special school are specialists in their area, and there tends to be a high number of teaching assistants or care assistants, who support teachers in meeting children’s learning, health and care needs. This doesn’t, however, necessarily mean that children receive one-to-one support.

Special schools provide a range of interventions to meet pupils’ needs. These might include speech and language therapists, physiotherapists, school nurses, specialist swimming teachers, and staff who’ve been trained to use interventions 11

like Picture Exchange Communication System (PECS), Makaton and Rebound Therapy. The Picture Exchange Communication System, or PECS, allows people with little or no communication abilities to communicate using pictures. People using PECS are taught to approach another person and give them a picture of a desired item in exchange for that item. By doing so, the person is able to initiate communication. Makaton is a language programme designed to provide a means of communication to individuals who cannot communicate efficiently by speaking.

Rebound Therapy is the therapeutic use of a trampoline to develop and promote motor skills, body awareness, balance, co-ordination and communication. Many schools also have specialist resources and equipment that are rarely available in mainstream schools, such as therapy pools, sensory rooms, and adapted outdoor play equipment.

Classes in special schools are usually smaller, and teaching is geared to the pupils’ individual needs and abilities. Children’s progress is closely monitored in all areas, not just educational attainment, and staff generally have an excellent understanding – gained through qualifications or experience – of pupils’ needs.

All maintained schools – that is, those controlled by the local authority – have to follow the National Curriculum, and that includes special schools. Non-maintained schools such as academies, free schools and independent schools, don’t have to follow the National Curriculum, and can devise their own curriculum. b) Make up the outline of the text. o Classes in Special Schools o Maintained and Non-maintained Schools o Special and Mainstream Schools o The Definition of Special Schools o The Statement o The Types of Special Schools o What Special Schools Provide c) Answer the questions.

1. What is a special school?

2. What is EHC plan?

3. What types of special school are there in the UK? 4. What types of special school does the government list according to their educational provision?

5. What is the biggest difference between special and mainstream schools?

6. What do special schools do to meet pupils’ needs?

7. What are the classes like in special schools?

5. Read the text and choose the correct answer: Inclusive Education 12

Inclusive education happens when children with and without disabilities participate and learn together in the same/some classes. Research shows that when a child with disabilities attends classes alongside peers who do not have disabilities, good things happen.

For a long time, children with disabilities were educated in separate classes or in separate schools. People got used to the idea that special education meant different/separate education. But we now know that when children are educated together, positive academic and social outcomes occur for all the children involved.

We also know that simply placing children with and without disabilities together does not produce positive outcomes/opportunities. Inclusive education occurs when there is ongoing advocacy, planning, support and commitment.

These are the principles that guide quality inclusive education:  All children belong.

Inclusive education is based on the simple idea that every child and family is valued/assessed equally and deserves the same opportunities and experiences.

Inclusive education is about children with disabilities – whether the disability is mild or severe, hidden or obvious – participating in everyday activities, just like they would if their disability were not present. It’s about building friendships, membership and having opportunities just like everyone else.  All children learn in different ways.

Inclusion is about providing the help children need to learn and participate in meaningful ways. Sometimes, help from friends or teachers works most/best.

Other times, specially designed materials or technology can help. The key is to give only as much help as needed.  It is every child’s right to be included.

Inclusive education is a child’s right, not a privilege. The Individuals with Disabilities Education Act clearly states that all children with disabilities should be educated with non-disabled children their own age and have access to the general education curriculum.

6. Read the text and match the headings with its paragraphs. a) All children learn by being together. b) Children develop a positive understanding of themselves and others. c) Children learn important academic skills. d) Families’ visions of a typical life for their children can come true. e) Friendships develop.

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The Benefits of Inclusive Education Here are key findings about the benefits of inclusion for children and families: 1)_________________________________ All parents want their children to be accepted by their peers, have friends and lead “regular� lives. Inclusive settings can make this vision a reality for many children with disabilities.

2)_________________________________ When children attend classes that reflect the similarities and differences of people in the real world, they learn to appreciate diversity. Respect and understanding grow when children of differing abilities and cultures play and learn together.

3)_________________________________ Schools are important places for children to develop friendships and learn social skills. Children with and without disabilities learn with and from each other in inclusive classes.

4)_________________________________ In inclusive classrooms, children with and without disabilities are expected to learn to read, write and do math. With higher expectations and good instruction children with disabilities learn academic skills.

5)_________________________________ Because the philosophy of inclusive education is aimed at helping all children learn, everyone in the class benefits. Children learn at their own pace and style within a nurturing learning environment.

Inclusion is not just about learners with special needs. It is an attitude and approach that embraces diversity and learner differences and promotes equal opportunities for all learners in Alberta. Alberta’s education system is built on a values-based approach to accepting responsibility for all children and students.

7. a) Fill in the gaps using the following: disabilities, educated, efficient, likewise, local, no longer, opportunity, provide, provision, standards Developing inclusion The government wants there to be a range of 1)_____to meet the needs of children with special educational needs, including provision in mainstream schools, in units or resourced provision attached to mainstream schools and in special schools.

Schools and local authorities have duties to plan to increase access for pupils with 2)______to school premises and to the curriculum. Schools must ensure that curriculum arrangements, such as policies for homework and school trips, do not 14

discriminate against pupils with disabilities, whether or not they currently have these pupils on roll. 3)______, accessibility plans must allow for the accommodation of such pupils whether or not there is currently a need for environmental amendments.

Under the Children and Families Act 2014, children and young people without Education, Health and Care plans must be 4)_________in mainstream provision, other than in exceptional circumstances, for example being admitted to a special school for the purposes of an assessment. 5)_______authorities must also arrange mainstream education for children and young people with EHC plans unless that is incompatible with the wishes of the child’s parent or of the young person or with the 6)_______education of other children or young people.

Special schools can be generic – providing for a range of children with, for example, severe learning difficulties or physical disabilities – or they can 7)________for children with one particular type of need, such as autism. Special schools, alongside mainstream schools, have been given the right to become academies, which means they are 8)______under the control of a local authority and they have more freedom about what is taught in the curriculum and the rates they pay teachers. Parents, community organisations and others have also been given the right to set up free schools, including special free schools. Special schools, along with mainstream schools, have also been given the 9)______to become ‘teaching schools’. Teaching schools are outstanding schools that work with others to provide high-quality training and development to new and experienced school staff. They are part of the government’s plan to give schools a central role in raising 10)________ by developing a self-improving and sustainable school-led system. b) Ask five questions to the text.

8. Read the text and decide if these sentences are true or false.

1) Special education is directed towards students with special needs or with disabilities such as: communication challenges, learning challenges, physical disabilities, emotional or mental disorders, behavioural disorders or intellectual giftedness.

2) Children with special educational needs are generally integrated into mainstream state schools to give them the education that will help these students achieve their potential.

3) In recent times, places available in special schools are declining as more children with special needs are educated in mainstream schools.

4) All special schools are run by LEAs. 5) To meet the needs of gifted children, a special approach is adopted.

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Special Education in the UK Special education is provided for children with moderate or severe learning difficulties (e.g. a hearing, speech, or sight impediment, a physical disability or autism) or a behavioural problem, which prevents or hinders them from attending a mainstream school for their age group.

However, whenever possible, children with special education needs (SEN) are educated in mainstream schools, in order to give them the same education as other children. There are around 2,000 SEN schools in the UK (day and boarding schools), most of which are state schools, operated and financed by LEAs. There are, however, too few special schools and it’s estimated that around a third of pupils with special education needs are educated in mainstream schools (although there are often educational and social reasons for this). Some special schools are run privately by voluntary bodies, which may receive a grant from central government for capital expenditure and equipment.

Day-to-day running costs are met by the LEAs for pupils placed in voluntary schools. Some private schools provide education wholly or mainly for children with special education needs. Most LEAs provide an educational psychological service for children with behavioural problems.

Some LEAs provide special teaching and facilities for gifted children (those with very high IQs), although there’s little provision for young geniuses. In the past, the only avenue open to most parents was to pay for private tuition or apply for a private school scholarship.

9. Complete the sentences using the text below.

The IEP is often described as …

The school can evaluate the child …

The evaluation will … … an equal member of the child’s team and play a very important role. … “Special education is not a place. It’s a service.”

What is an Individualized Education Program (IEP)?

The IEP is often described as the cornerstone of special education. That’s because this legally binding document details a student’s annual learning goals as well as the special services and supports the school will provide to help him meet those goals.

Before your child can receive special education services, you and the school must complete several steps. Here’s how the process generally works: 16

1. Referral for evaluation: When your child is struggling and a learning or attention issue is suspected, you or the school can ask for an evaluation. Your request may be accepted or denied. Either way, the school must explain its decision to you. The school can’t evaluate your child unless you give written permission.

2. Evaluation: If the school agrees to evaluate your child, the school psychologist and other specialists will give your child various tests. They also may observe him in the classroom. The evaluation will identify whether your child has one of the 13 disabilities covered by the IDEA. The evaluation will also provide information about his educational needs.

Medical conditions such as ADHD are diagnosed by a physician or another medical professional. However, federal law doesn’t necessarily require a medical evaluation to identify a child as having ADHD.[2] Some school districts have policies that allow school psychologists to diagnose ADHD as part of the special education evaluation. School psychologists need to have appropriate training to do this.

3. Determination of eligibility: After the evaluation, a special team from the school meets with you to discuss whether your child has a disability and if it affects his ability to learn. (If your child doesn’t meet the requirements for an IEP, he may qualify for a 504 plan, which can provide many of the same accommodations and services.)

4. Developing the IEP: If your child is eligible for special education, his IEP team creates a plan to meet his needs. You are an equal member of this team and play a very important role. You know and understand your child better than anyone else on the team. Your insights can help ensure that your child receives the services and supports he needs to succeed in school.

There’s a common saying in public schools: “Special education is not a place. It’s a service.” Take advantage of the resources that are available to your child. And remember that many of these resources are available to your child in a general education classroom.

If you’re debating whether to have your child evaluated for special education, thinking through some key questions could help you make up your mind. If you decide to go for it, Understood can help you prepare for the evaluation and develop the IEP. And if you choose not to get an evaluation, or if your child is denied special education services, this site has other suggestions for how you can help your child.

10. a) Read the text and find English equivalents for the following: Коррекционный педагог, восприимчивый, требовать отдачи всех сил, выматывающий, давать задания, фиксирование успешной деятельности 17

учащихся, частичная/полная неспособность, дети-инвалиды, с ограниченными возможностями, разрабатывать уроки, индивидуальные учебные программы, взаимодействие, из всех социальных слоев, требовать, прежде всего, будущий учитель.

Special Education Teacher Career Guide A special education teacher works with children of different ages, promoting and managing their growth in conjunction with their special needs. The type of children a special education teacher works with will generally have cognitive, emotional, or physical disabilities. A special education teacher will modify the general education curriculum to make sure each student’s special individual needs are met. Special education jobs require a teacher to be patient, accepting, and understanding.

1) _______________________________________ Being a teacher of children with special needs can be challenging, but also extremely satisfying. While it can be physically and emotionally draining to help students with mental and physical disabilities, it is also rewarding to help them progress and succeed. Similar to teachers of other subjects, special education teachers plan lessons, instruct children, and assign activities to children, grading assignments and tests, tracking students’ progress, and meeting with parents to discuss overall progress. They may teach at the elementary, middle, or secondary school level at a public or private school, and their students may range from having mild to severe learning and/or behavioral disabilities. Some have their own classroom, where they teach a group of special needs students, and others work in a general classroom on an individual or small group basis, where disabled children learn alongside other students.

2) _______________________________________ The job of a special education teacher includes assisting general education teachers in identifying children who have disabilities or special needs. They adjust lessons to fit the needs of each individual child as part of Individualized Education Programs (IEPs). Since they will be responsible for instructing students with a broad range of disabilities, developing IEPs is important for these teachers.

Special education teachers need to be patient, calm, organized, inspiring, and accepting. The job requires interactions with special needs children who are very different and come from all types of backgrounds. Special education students have various needs that require special attention and understanding to fulfill.

Good communication skills are critical in a special education career, since special needs children may have communication disabilities. These teachers also must communicate with an entire of team, including parents, other teachers, and counselors, who all work together to ensure and measure success.

3) ______________________________________ Special education requirements in all states call for a teacher to be licensed in order to teach at a public school. Some employers require a master’s degree for special needs teachers, though others only require a bachelor’s degree. While private schools usually require a bachelor’s degree, they do not always require 18

certification, and they may or may not require a master’s degree. Whether at the bachelor’s or master’s level, a focused special education degree is usually expected.

4) _______________________________________ First and foremost, teachers of special needs children should be patient and kindhearted. They need to have a passion for helping these children succeed.

Organizational skills, excellent communication and presentation skills, and sound decision-making skills are important for any prospective teacher.

Teachers with prior experience in teaching, especially of children with disabilities, will stand out from others. b) Answer the following questions.

1) What do special education teachers do?

2) What does it mean to be a special education teacher?

3) Where do special education teachers work?

4) What are they responsible for?

5) What personal qualities do special education teachers need to have?

6) What are special education teachers’ requirements?

7) Why is it important to have good communication skills?

8) What other skills do special education teachers need to have? c) Tell of the job of a special education teacher using the following:

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Литература: 1) Tim Falla, Paul A Davis. Solutions Intermediate, Second Edition. Oxford University Press, 2014 – 136c.

2) Gillie Cunningham. Language To Go Pre-Intermediate. Longman, 2012 – 129c.

3) https://en.wikipedia.org/wiki/Special_education#Special_schools 4) https://www.european-agency.org/country-information/united-kingdomengland/national-overview/special-needs-education-within-the-educationsystem 5) http://www.mastersportal.eu/study-options/268927073/special-educationunited-kingdom.html

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