Course Syllabus 2018-2019
Teacher: Todd Merritt
The primary focus of the learning support teacher is to provide assistance for students experiencing difficulties in learning within the regular education classes. It is imperative to ensure that all students with disabilities have available to them a free and appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for employment and independent living.
Each student has an Individual Education Plan (IEP) in place. The IEP is designed with team collaboration between teachers, parents, and administration and is updated yearly, or as needed. This document outlines a student’s strengths, needs, present academic levels, goals, transition goals, as well as specialized designed instruction. This is a working document that will meet the student’s needs throughout the year. This plan is to make sure that the students achieve to the best of their ability.
IEPs should, to the extent appropriate for each individual child, focus on providing instruction and experiences that enable the child to prepare them for later educational experiences and for post-school activities, including formal education, employment, and independent living. Many students with disabilities will obtain services through State vocational rehabilitation programs to ensure that their educational goals are effectively implemented in post-school activities. Services available through rehabilitation programs are consistent with the underlying purpose of IDEA.
Students are fully included in the regular education classes with support and modifications, which may include specially designed instruction. Passports of their specially designed instructions are given to the general education teachers so they can best meet the needs of the students, as well as enabling the students to achieve to the best of their abilities.
Key Course Questions with Academic Standards for Career Education and Work
13.1 Career Awareness and Preparation
- What skills do I need for a career? (13.1.11 – Analyze career options based on personal interests, abilities, aptitudes, achievements, and goals.)
- What opportunities do I have while in school for career awareness and preparation? (13.1.11 – Evaluate school-based opportunities for career awareness/preparation, such as but not limited to: career days, career portfolio, community service, cooperative education, graduation/senior project, internship, job shadowing, part-time employment, registered apprenticeship, and school-base
- What makes you the best fit for the job? (13.1.11 – Justify the selection of a career)
- What must you do to become employable for the position? (13.1.11 – Analyze the relationship between career choices and career preparation opportunities, such as, but not limited to: associate degree, baccalaureate degree, certificate/licensure, entrepreneurship, immediate part/full time employment, industry training, military training, professional degree, registered apprenticeship, tech prep, and vocational rehabilitation centers.)
13.2 Career Acquisition (Getting a Job)
- Why are language skills important in any job field? (13.2.11 – Apply effective speaking and listening skills used in a job interview)
- What is available to me to help me achieve my goals? (13.2.11 – Apply research skills in searching for a job. Career Links, Internet, networking, newspapers, professional associations, and resource books)
Availability of Teacher and Assistant
Learning Support teachers and teacher assistants are available during classroom periods throughout the school day. They provide support in the regular education class, testing room, and during support periods. Each learning support student is given a copy of the teacher’s schedule and they are able to contact Learning Support teachers during planning periods and before and after school. Learning Support teachers and assistants work with the general education instructors to help deliver instruction and make sure each student achieves the skills they need to learn.