What are the benefits of gathering parent feedback when developing the present l
What are the benefits of gathering parent feedback when developing the present level of academic achievement and functional performance section of an IEP? Describe strategies that can be used before andafter the IEP meeting to ensure parent input is gathered in a collaborative manner.
Please include intext citations and cite references
All special educators who teach secondary students will be required to create tr
All special educators who teach secondary students will be required to create transition plans that are meaningful and appropriate for the student. Transition plans go one step further than the IEP by adding specific goals and services that will help the student be successful after graduation in future education and training, in the community, and/or in the work force. Being able to write an effective transition plan is a legal requirement for high school special education teachers.
In addition, IDEA requires that IEP teams conduct ongoing, varying transition assessments to collect relevant, meaningful data on a student’s interests, preferences, skills, and abilities. These assessments help to write the students post-secondary goals that will inevitably drive the transition plan. One valuable assessment tool that can be used for students with mild or moderate disabilities is a student interview.
Allocate at least 2 hours in a special education/inclusive classroom with students Grades 6-12 to support this field experience.
Meet with a certified special education teacher in a secondary school (Grades 6-12) setting and collaborate with them to create a student interview that you could use at your school and within your special education department to work with students on transition.
The student interview should be a minimum of 12-15 questions, and must include questions related to, but not limited to:
Student interests and preferences – These questions should target both interests and preferences in the high school setting and outside of school. Consider questions that address their favorite classes, extracurricular involvement, social opportunities, and independent recreation time.
Student career choice – The question should allow for multiple career choices as well as explanations of why.
Any work or volunteer experience.
Independent living skills – Cooking, cleaning, hygiene, transportation.
Student’s environmental preferences – Do they have an indoor or outdoor preference, crowds of people, smell or sound sensitivities?
Technology use – Student’s ability and preferences when utilizing technology for socialization and daily living.
If possible, participate with the mentor teacher in implementing the survey interview with one student, a group of students, or a classroom of students. This may be done as practice or guided for an official assessment tool to assist the mentor in completing the transition component of the student’s IEP. Review the responses from one student and work with your mentor on how the responses align to that student’s transition plan. If you were not able to implement the survey, discuss with your mentor how possible responses may affect the development of a student’s transition plan.
Use any remaining field experience hours to assist the teacher in providing instruction and support to the class.
After completing your field experience, in 250-500 words, summarize and reflect on your experience implementing the survey. How did you tailor your interview questions to be appropriate for the grade you selected? How did you incorporate feedback from your mentor when developing your interview questions? Describe how the interview may be more insightful than other forms of assessments for creating the transition component of the IEP. How could you extend this interview into an instructional lesson? Furthermore, how could you help support the student to feel confident in sharing their transition goals in the IEP and why should this be a goal to help the student obtain?
Support your reflection with a minimum of one scholarly resource.
While APA format is not required for this assignment, solid academic writing is expected. Any in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite Technical Support Articles is located in Class Resources if you need assistance.
Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.
Submit the Clinical Field Experience Verification Form in the last topic. Directions for submitting can be found on the College of Education site in the Student Success Center.
Review the module resource Social Perspective Taking & The 5 Steps of Being with
Review the module resource Social Perspective Taking & The 5 Steps of Being with Others from the Winner and Crooke book entitled Socially Curious and Curiously Social (2021).
Describe how you might implement these steps with a student who has LBLD, monopolizes conversations, and is easily distracted by external events. Use the overview of Landmark School’s pragmatic curriculum to guide you in addressing some of the skills that the student needs to practice.
Directions: Use the information provided in the Kara’s Supports and Services doc
Directions: Use the information provided in the Kara’s Supports and Services document to complete the service and placement sections of the IEP template provided.
Course – Multiculturalism & the Exceptional Learner
After watching the videos in
Course – Multiculturalism & the Exceptional Learner
After watching the videos in this course as well as reading the book, spend some time thinking about what you have been exposed to and taken from this course. Then, write your personal philosophy paper, (3-5 pages) writing how/if your philosophy has changed based around materials presented in this class.
Sidenote – I am a teacher and a mother so you can write from that perspective). A humanitarian angle would also be appropriate.
Videos –
Book –
https://www.dropbox.com/scl/fi/ddxyapp7jtoi42rdcp2ej/00-The-Latinization-of-U.S.-Schools-Full-Text.pdf?rlkey=hk11wfm0sn8zlo3jz4eq5o83y&e=2&dl=0
Grading Rubric – It should include a logical argument, effectively reference the video, and a personal reflection.
Gathering information for a child study team meeting can come from a variety of
Gathering information for a child study team meeting can come from a variety of sources. Discuss the possible sources. Which stakeholders play a role in gathering the information?
Include intext citations and cite references
it needs to be special education related, this will be the base of what i make m
it needs to be special education related, this will be the base of what i make my final project on.
The following are the directions from the assignment: (in bold are my comments o
The following are the directions from the assignment: (in bold are my comments on the assignment, and below the directions are the resources to be used for this assignment.)
1. Pick one of the Formative Assessment Lessons to work with – this is the link for the lesson https://www.map.mathshell.org/lessons.php?unit=7220&collection=8
2. Become familiar with all of the resources and the lesson plan.
3. Complete the pre-assessment as if you were a student with a Learning Disability.
4. Create some Differentiations that you would make to the lesson to adjust for the learning difference in the pre-assessment.
5. Write a discussion post that; shows the pre-assessment, describes the steps of the lesson, and the accommodations you would make based on the pre-assessment.
6. Comment on at least two of your peers submissions. (i will add 2 peer posts below)
RESOURCES:
1. Read Chapter 1 of Styles and Strategies for Teaching High School Mathematics: 21 Techniques for Differentiating Instruction and Assessment. (PDF attached)
2. also, i have attached screen grabs from a video as a reference. Video title is Video: Math Problem-Solving Strategies
Peer posts are attached as a doc
Prompt:
As part of your work on the case study you chose at the beginning of thi
Prompt:
As part of your work on the case study you chose at the beginning of this course, you will be creating positive behavior supports that may increase the student’s ability to access/remain engaged in activities during a class. This project should be completed individually.
Instructions:
Assess possible issues with student engagement in activities using the case study information provided (i.e., identify a target behavior for your project).
Determine possible antecedents and consequences of student behavior using an ABC form (included on this page below).
Develop recommendations to address the target behavior (see project description page linked below for details).
Create a tool to support the suggested behavioral intervention(s). This might include a behavior monitoring chart, student behavior self-monitoring tool, behavior visuals, choice board, communication board, visual schedule, behavior reinforcement token board, etc.
Submit a paper, 2 pages in length, outlining information about your Positive Behavior Support plan.
**In summary, you will need to submit 3 items for this project: 1) an ABC form, 2) a tool, and 3) a short descriptive paper.
Side Note: I have chosen case study #2 (Bobby)
Students with disabilities are provided with specific provisions regarding disci
Students with disabilities are provided with specific provisions regarding discipline through the law. Special education teachers need to be aware of what the law has outlined for the discipline of students with disabilities, as they will be responsible for implementing these specific guidelines.
Review the following case scenario to inform the assignment that follows:
Charlie is a fifth grader who receives special education services for a learning disability. He is on grade level in math and two years below grade level in reading. He receives services in a resource setting for one hour each day. Charlie has no history of behavior problems.
Recently, Charlie was caught stealing software from the computer lab at his school. His teacher referred him to the assistant principal who issued a three-day suspension and required him to return the stolen materials.
The day of the incident, when Charlie returned to the classroom to gather his belongings, he confronted his teacher. He called her names, threatened to come back to school with a knife to “cut her,” and pretended to swing his fists toward her. Charlie’s teacher called the principal, who, in accordance with the student code of conduct at the school, issued an additional 10-day suspension for Charlie, bringing his total days of suspension to 13.
Note: Adapted from Key issues in discipline (Module 19). Building the legacy: IDEA 2004 training curriculum, by R. Bradley, R., 2007, Washington, DC: National Dissemination Center for Children with Disabilities.
In a 750-1,000 word essay, address the questions that follow. Support your answers with references to specific sections of IDEA where applicable.
What will the special education teacher need to do next because of Charlie’s 13-day suspension?
Who will need to be contacted regarding Charlie’s suspension?
What services, if any, need to be provided to Charlie during his removal to an interim alternative educational setting (IAES)? Who are the stakeholders involved in this discussion?
Assume a manifestation determination review is held for Charlie, and it is determined that his behavior was not a manifestation of his disability.
What disciplinary actions are permissible?
What, if any, services will be provided to Charlie for the duration of the disciplinary action?
What happens if Charlie’s parents appeal the manifestation determination?
Support your findings with a 2-3 scholarly resources in addition to IDEA.