Student: Special Education and Diagnostic/prescriptive/evaluative Teaching

The name of the school was Brenneham Elementary, which is a K-8 school and one of the many, Chicago Public Schools (CPS). The focus of my observation and interview was to discuss diagnosis, prescription, evaluation, and analyses of goal instruction, daily role, and implementation in the classroom.

The researcher’s observations and interview consisted of the realization of the importance of an IEP and DEP, including related terms and processes. The teacher being observed and interviewed, informed me of the actual work that is asked of a special educator.

Diagnostic/Prescriptive/Evaluative Teaching Diagnostic/Prescriptive/Evaluative Teaching 3 On the Northside of Chicago, I was allowed to interview and observe a special education class. The class consisted of seven special education students and out of the seven, four students was diagnosed with mental retardation. I could not specify or designate what grade level of the class but I did notice a difference in sizes of some students that looked older. One student, I thought, had a severe case of mental retardation; however, the instructor disagreed with me.

Get quality help now

Doctor Jennifer

Verified writer

Proficient in: Special education

5 (893)

“ Thank you so much for accepting my assignment the night before it was due. I look forward to working with you moving forward ”

+84 relevant experts are online

Hire writer

The instructor, Chartina Harris, or the principal which authorized my visit, allowed me a half-a-day invite and in-turn I discussed educational options for their 7th and 8th graders in a traditional classroom. The name of the school was Brenneham Elementary, which is a K-8 school and one of the many, Chicago Public Schools (CPS). The focus of my observation and interview was to discuss diagnosis, prescription, evaluation, and analyses of goal instruction, daily role, and implementation in the classroom.

The DPE and Analyses of Goal Instruction with a Teacher of Students with MR To begin with, the classroom was setup similar to any other classroom. There was a reading area, a play area, but the class had less of everything. There were only three tables for the students to work on and the teacher had one assistant. Our discussion was during normal class time so we could talk and I could observe the classroom. Before I asked any questions to the teacher, I asked her to define what the DPE methodology means to her. She would not specifically answer me so. She wanted to know was I looking for a book answer or a real answer.

I answered, I wanted a real answer. She stated that the diagnosis procedures conducted in her class is directly related to the IEP. She stated that each student has its own set of goals and that they work on them daily. The lessons I noticed being taught consisted of learning the alphabet and counting numbers, sitting down in class, learning to walk in a straight line, Diagnostic/Prescriptive/Evaluative Teaching attempting to be respectful to others, and learning arithmetic. I did not feel the students were learning too much, any core lessons which I didn’t know if they could at all.

I was not able to look at any student’s IEP. However, the students did not pay too much attention to me in the classroom. They were very attentive to the teacher. It was as if they did not notice me. I was very bewilder and confused about how the class was being conducted, in the beginning. Next, I discussed the term prescription and the methods used to reach certain goals established by the IEP. She stated that each student is different; however, she feels she is only 4 babysitting for some students. Out of the seven students, she believes she is actually helping five of them. I asked her to expand on the babysitting comment.

She explained that whatever she teaches at school is not reinforced at home which makes it difficult to achieve any goal. I asked about the family involvement. She stated that most of the parents work one or two jobs and try their best to be an intricate part of their child’s life but they have to work. However, pertaining to life skills such as eating, the class eats at a separate table in the lunchroom with the traditional students. I was able to observe lunchtime and the traditional students were respectful to their fellow classmates with disabilities. I was impressed by the attitude of the student body and the school.

The evaluation aspect of the observation and interview with the special education teacher was productive. She stated that more funds are needed in the school. She, also, stated that the IEP team is consistently working together and preparing productive means of obtaining specific goals and achievement. I mentioned to her in the beginning of the class I was confused on her methods of instruction. She stated that it’s the student’s time to find their niche in the classroom and get settled. I didn’t think about it in that manner because when I was in grade school the teacher allowed us five minutes to settle down.

I understood different methods the teacher used Diagnostic/Prescriptive/Evaluative Teaching to manage and control the classroom. It was incredible the methods used, yet, I didn’t notice 5 some of them. It is one thing to talk or read about special education but to be in the midst of it is a different story. The Daily Role of the DPE Method and Observation of Implementation of DPE The teacher use goal instruction analysis (GIA) consistently. She explained all of the procedures that I witnessed consisted of plans, methods that have been discussed by the IEP team, administrators and implemented in the classroom.

The examples she used was the students eating in the lunch room and the five minutes before class to settle down. She further explained about one student that would start the day off by walking around the class. Now, the student comes in and gets a book and attempts to read. I told her that was outstanding. She warned me about judging special education classes before you understand the methods and strategies of the instructor. At this point, the strategy was becoming clear. The teacher is just one component for each student. I never met with the principal, professionals, specialist about the IEP process or how the school conducted their special education agenda.

The teacher, which the literature states is the most important component for a students with disabilities. Each child did receive different training lessons pertaining to their level of comprehension. However, as I was looking from the outside in, I thought it was chaotic and confusing but the teacher had also found her niche. The teacher found a means to instruct the entire class, effectively. In conclusion, my observations and interview assisted me to realize the importance of an IEP and DEP, including related terms and processes.

The teacher informed me of the actual work that is asked of a special educator. The dedication and level of reliability is equal to a newborn needed a mother, educationally! I appreciate my time and the observation served me Diagnostic/Prescriptive/Evaluative Teaching well. It was funny! The first topic I mentioned to the 7th and 8th graders was about college and the second topic was the special education field. 6 Diagnostic/Prescriptive/Evaluative Teaching References Brenneham Elementary School. Located on the Northside of Chicago, Illinois, 60640. One of the many Chicago Public Schools (CPS). 1.