It is a difficult to gain the necessary distance from the course so soon after it finished (yesterday). Therefore, my comments will probably be premature and ‘half-baked.’ Nor at the moment, do I have the interest or energy to dig out the course syllabus and studiously critique which things seemed redundant as well as where more could have been added. I will, however, repeat some of my comments that I put on the evaluation.
This course carries an interesting burden of presenting some material that is new and some that so much common sense that it seems redundant. Considering that so many of the disorders and behaviours result in similar modifications, at times it seemed pointless to try to extricate them and treat them independently of one another.
The homework load in this class was fairly heavy and this is not a simple, lazy request for less work. The problem with too much homework is that we, as students, have a tendency to switch gears into ‘just going through the motions’ and not making the work meaningful. Retention goes down and frustration goes up when we feel that we are doing busywork. Off the top of my head I cannot think of which assignments felt like busywork, but I know that some of it did.
If I could give one piece of advice it would be to consider which information and resources need only to be presented and gone through in a perfunctory manner only so that we know where to find information in the future when faced with a specific issue/ disorder or condition. This would free up time and mental focus to absorb and value other parts of the course that require deliberate thought and attention.
I may add to this at a later date- as I stated above, it is simply too soon after the course to reflect thoroughly and critically. As I read this over, I realize that it mostly sounds negative, which is unfair considering that by in large I found the class to be a positive experience. Again, this is a drawback of: too soon, too close.
Thursday, February 14, 2008
Monday, February 4, 2008
Assignment #6 & 7: Web Activity
i) What are the roles and responsibilities for all teachers in a classroom?
All teachers must ensure a safe and supportive school/ classroom/ learning environment for students. Teachers must teach students the Alberta curriculum. Teachers must foster, guide and encourage learning in all students.
ii) What are the roles and responsibilities for teachers of students with exceptional needs?
Teachers must provide an equivalent educational experience to students of exceptional needs. Teachers must adjust and tailor their lessons and strategies to meet students at the student’s level (be that above, below or unique to the main group level).
1) Please outline in a few sentences how you would describe an inclusive setting to someone who is not an educator {for example, a parent}.
The concept of inclusion is the concept of belonging. In a classroom setting it is the premise that all children are truly welcome and belong in a mixed classroom and that all children are entitled to the same opportunities to learn and grow.
2)Record your information in bullets or as a chain of events.
Identification- monitor student development and achievement
Assessment- Teacher begins to assess and document atypical development
Create a team of concerned parties (parents, teacher, specialists as per necessary)
Create an IPP
Have appropriate PD sessions for the teacher
Have a teacher in charge of the IPP team
Be sure that parent must involved in all stages of the IPP
3) What is the meaning of each of the four terms (see the upper section of each page)? What does this mean for you as a teacher?
Access
Students with special education needs are entitled to have access in a school year to an education program in accordance with the School Act. Students with special education needs receive adapted or modified programming that enables and improves learning.
• As a teacher, this means that I recognize that all students have equal access to equal education and it is my job to accommodate them.
Appropriateness
Educational programming and services are designed around the assessed needs of students and are provided by qualified staff who are knowledgeable and skilled.
• Educational adjustments must be tailored to address the needs of the student.
Accountability
Accountability is the obligation to answer for the execution of one’s assigned responsibilities.
• As the teacher I am legally bound to teach the agreed upon methods and material.
Appeals
Timely, fair and open processes protect the rights of students and parents and address differences of opinion about the education of students with special education needs.
• As a teacher I recognize that parents have the right to challenge any part of their child’s IPP, including assessment, methods and material.
4)a. Please list the top 4 categories (grades 1-12) and note 2 categories that have decreased over the past few years. Referring back to the Coding Criteria – briefly define each of these (6) exceptionalities.
Top Four Categories:
Mild Cognitive Disability (code 51) - A demonstrated delay in most academic subjects and social behaviours as compared to his or her same-age peers.
Learning Disability (code 54) - These disorders delay learning in individuals who otherwise demonstrate at least average abilities essential for thinking and/or reasoning. As such, learning disabilities are distinct from global intellectual deficiency.
Severe Emotional/ Behavior Disability (code 42) - A student/child who displays chronic, extreme and pervasive behaviours (potentially violent and/ or self injurous), requires intensive support services in order to function in an educational setting.
Severe Medical or Physical Disability (code 44) - A student/child with a severe physical, medical or neurological disability who has a medical diagnosis of a physical disability, specific neurological disorder or medical condition which creates a significant impact on the student’s/ECS child’s ability to function in the school environment
Decreased:
Communication Disability (code 57) - Student communicates ineffectively with peers and adults because of a diagnosed mild to moderate disability in: expressive and/or receptive language, and/or articulation, phonology, voice and/or fluency.
Gifted and Talented (code 80) Student exhibits exceptional potential and/or performance across a wide range of abilities.
4)b. Briefly note your prediction as to why there has been an increase in some areas of exceptionality and a decrease in other areas.
Many of the conditions/ disabilities that have always existed were misunderstood and diagnosed as emotional/ behavioural disorders or disabilities when in fact they are medical (physiological, chemical, neurological) disorders/ disabilities. This accounts for a drop in emotional/ behaviour disabilities and a rise in medical disabilities. Today there is also a trend to diagnose all atypical behaviours, signs and symptoms. This has lead to an overall increase in numbers of diagnoses.
6) List these twelve essential items within your blog
• assessment data (diagnostic assessment data used to determine special education programming and services)
• current level of performance and achievement
• identification of strengths and areas of need
• measurable goals and objectives
• procedures for evaluating student progress
• identification of coordinated support services
• relevant medical information
• required classroom accommodations
• transition plans
• formal review of progress at regularly scheduled reporting periods
• year-end summary
• parent signature to indicate informed consent.
7) Give your own example of a strength, an area of need and a measurable goal based on the reading and examples provided.
My student is well liked and enjoys group work. He is talkative and has well developed social skills. His area of need is that he has trouble focusing and staying on task while working independently. His measurable goal is to solve five math story problems in 25 minutes.
Give one example of an accommodation strategy.
I will accommodate this goal by letting the student work in a breakout room, away from peers and distractions. I will also reward successful completion with extra time for group games.
9) Find a chapter that you find most relevant. Give one example of a strategy you feel is most salient to you.
Chapter 2: Encouraging Parent Involvement
Strategy: Acknowledge parents’ role and contribution to the team. It’s important that parents hear that their expertise and contributions are valued.
All teachers must ensure a safe and supportive school/ classroom/ learning environment for students. Teachers must teach students the Alberta curriculum. Teachers must foster, guide and encourage learning in all students.
ii) What are the roles and responsibilities for teachers of students with exceptional needs?
Teachers must provide an equivalent educational experience to students of exceptional needs. Teachers must adjust and tailor their lessons and strategies to meet students at the student’s level (be that above, below or unique to the main group level).
1) Please outline in a few sentences how you would describe an inclusive setting to someone who is not an educator {for example, a parent}.
The concept of inclusion is the concept of belonging. In a classroom setting it is the premise that all children are truly welcome and belong in a mixed classroom and that all children are entitled to the same opportunities to learn and grow.
2)Record your information in bullets or as a chain of events.
Identification- monitor student development and achievement
Assessment- Teacher begins to assess and document atypical development
Create a team of concerned parties (parents, teacher, specialists as per necessary)
Create an IPP
Have appropriate PD sessions for the teacher
Have a teacher in charge of the IPP team
Be sure that parent must involved in all stages of the IPP
3) What is the meaning of each of the four terms (see the upper section of each page)? What does this mean for you as a teacher?
Access
Students with special education needs are entitled to have access in a school year to an education program in accordance with the School Act. Students with special education needs receive adapted or modified programming that enables and improves learning.
• As a teacher, this means that I recognize that all students have equal access to equal education and it is my job to accommodate them.
Appropriateness
Educational programming and services are designed around the assessed needs of students and are provided by qualified staff who are knowledgeable and skilled.
• Educational adjustments must be tailored to address the needs of the student.
Accountability
Accountability is the obligation to answer for the execution of one’s assigned responsibilities.
• As the teacher I am legally bound to teach the agreed upon methods and material.
Appeals
Timely, fair and open processes protect the rights of students and parents and address differences of opinion about the education of students with special education needs.
• As a teacher I recognize that parents have the right to challenge any part of their child’s IPP, including assessment, methods and material.
4)a. Please list the top 4 categories (grades 1-12) and note 2 categories that have decreased over the past few years. Referring back to the Coding Criteria – briefly define each of these (6) exceptionalities.
Top Four Categories:
Mild Cognitive Disability (code 51) - A demonstrated delay in most academic subjects and social behaviours as compared to his or her same-age peers.
Learning Disability (code 54) - These disorders delay learning in individuals who otherwise demonstrate at least average abilities essential for thinking and/or reasoning. As such, learning disabilities are distinct from global intellectual deficiency.
Severe Emotional/ Behavior Disability (code 42) - A student/child who displays chronic, extreme and pervasive behaviours (potentially violent and/ or self injurous), requires intensive support services in order to function in an educational setting.
Severe Medical or Physical Disability (code 44) - A student/child with a severe physical, medical or neurological disability who has a medical diagnosis of a physical disability, specific neurological disorder or medical condition which creates a significant impact on the student’s/ECS child’s ability to function in the school environment
Decreased:
Communication Disability (code 57) - Student communicates ineffectively with peers and adults because of a diagnosed mild to moderate disability in: expressive and/or receptive language, and/or articulation, phonology, voice and/or fluency.
Gifted and Talented (code 80) Student exhibits exceptional potential and/or performance across a wide range of abilities.
4)b. Briefly note your prediction as to why there has been an increase in some areas of exceptionality and a decrease in other areas.
Many of the conditions/ disabilities that have always existed were misunderstood and diagnosed as emotional/ behavioural disorders or disabilities when in fact they are medical (physiological, chemical, neurological) disorders/ disabilities. This accounts for a drop in emotional/ behaviour disabilities and a rise in medical disabilities. Today there is also a trend to diagnose all atypical behaviours, signs and symptoms. This has lead to an overall increase in numbers of diagnoses.
6) List these twelve essential items within your blog
• assessment data (diagnostic assessment data used to determine special education programming and services)
• current level of performance and achievement
• identification of strengths and areas of need
• measurable goals and objectives
• procedures for evaluating student progress
• identification of coordinated support services
• relevant medical information
• required classroom accommodations
• transition plans
• formal review of progress at regularly scheduled reporting periods
• year-end summary
• parent signature to indicate informed consent.
7) Give your own example of a strength, an area of need and a measurable goal based on the reading and examples provided.
My student is well liked and enjoys group work. He is talkative and has well developed social skills. His area of need is that he has trouble focusing and staying on task while working independently. His measurable goal is to solve five math story problems in 25 minutes.
Give one example of an accommodation strategy.
I will accommodate this goal by letting the student work in a breakout room, away from peers and distractions. I will also reward successful completion with extra time for group games.
9) Find a chapter that you find most relevant. Give one example of a strategy you feel is most salient to you.
Chapter 2: Encouraging Parent Involvement
Strategy: Acknowledge parents’ role and contribution to the team. It’s important that parents hear that their expertise and contributions are valued.
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