Course Reflection
Friend, M. & Bursuck, W. D. (2019). Including students with special needs: A practical g Module 1: Foundation for Educating Students with Disabilities
uide for classroom teachers (8th ed.). Pearson. ISBN: 978-0-13-480167-4
Long-term Assignment: UDL Lesson Plan Assignment
Long-term Assignment: Disability Grid Assignment
· Long-term Assignment: Inclusion: Collaborative Interview, Assessment and Improvement Plan Assignment
· Long-term Assignment: IEP Analysis Project
· Long-term Assignment: Field Experience Observation and Reflection Assignment
· Module 1 Discussion: Personal Introduction & Baseline
· Module 1: IRIS Module “What Do You See?”
·
Module 2: IEP Process, Assessment, and Collaboration
· Module 2 Overview & Outcomes
Web Page
· Module 2: Activities & Assignments
Web Page
· Module 2 Discussion: IEP Meeting Participation
Module 3: Students with High Incident – Speech and Language Impairment (SLI) & Emotional Disability (ED)
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Due Oct 16, 2022 11:59 PM
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List of Topics and Sub-Modules for Module 3: Students with High Incident – Speech and Language Impairment (SLI) & Emotional Disability (ED)
· Module 3 Discussion: Speech or Language Impairment
Discussion: Speech or Language Impairment
Module 3 Assignment: Emotional Disability
Module 4: Students with High Incident – Specific Learning Disability (SLD)
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List of Topics and Sub-Modules for Module 4: Students with High Incident – Specific Learning Disability (SLD)
· Module 4: Specific Learning Disability
Module 5: Students with Low Incidence Disability
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· Module 5 Discussion: Special Education/Disability Resources
Sometimes there are so many resources available in special education. You just need to be aware they exist. Pick ONE of the following resources that you are not familiar with and write a post to your classmates about it. Include any personal connections you may have or comparisons to other programs or resources that may be similar or helpful for school and families.
· A Voice of Reason https://www.vor.net
· The Arc https://thearc.org
· TASH https://tash.org
· NADS National Association for Down Syndrome https://www.nads.org
· Elwyn https://www.elwyn.org
· Best Buddies https://www.bestbuddies.org
· American Association on Intellectual and Developmental Disabilities http://www.aamr.org
Cite your resources. Reply to at least two peers.
Your initial response must be submitted by Thursday at midnight in order to allow others an opportunity to reasonably interact with it.
· Module 5: Understanding Autism & Intellectual Disability
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Part I: After viewing the presentation Understanding Autism: Strategies for Classroom Success and Effective Use of Teacher Supports https://csesa.fpg.unc.edu/sites/csesa.fpg.unc.edu/files/imce/other/Presentation%202%20(Strategies%20for%20Classroom%20Success%20and%20Effective%20Use%20of%20Teacher%20Supports)(2).pdf, address the following prompts:
2. Describe 2 supports that you noticed in the classroom you observed on slides 11 and 12.
2. Identify 2-3 elements of a well-structured classroom.
2. Describe the strategy of Priming with students with autism.
2. Describe the use of visual supports in the classroom.
2. What is Reinforcement? How will you use this strategy in your classroom?
2. What is Home Base? What are your thoughts?
2. How do these strategies support all students? What do you plan to incorporate into your own classroom?
Part II: Intellectual disabilities are often identified using more than IQ scores. Usually, the three areas of concern for students with intellectual disabilities; cognition, adaptive skills, and the need for supports. Summarize each area of concern and include suggestions for supports.
Module 6: Teaching & Supporting All Learners
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List of Topics and Sub-Modules for Module 6: Teaching & Supporting All Learners
· Module 6 Assignment: Planning Adjustments in the Instructional Environment
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Due February 25 at 11:59 PM
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Module 6 Assignment: Planning Adjustments in the Instructional Environment
Consider the following two scenarios and respond to the questions:
· Verna is a student with a learning disability in Ms. Chang’s fourth-grade class. Ms. Chang uses whole-group instruction in math. This method is sometimes hard for Verna, who is behind her peers in math. Verna is slow to remember math facts, has trouble keeping numbers straight in columns, and sometimes forgets a step or two when she is computing a problem that requires several steps.
· Mr. Howard teaches U.S. history. About half of the students in his fourth-hour class struggle in reading; four students receive special education services for learning disabilities. Mr. Howard has been assigned a special education teacher, Ms. Riley, to co-teach the class with him. Mr. Howard and Ms. Riley think the class can benefit from learning the following textbook-reading strategy (Bartelt, Marchio, & Reynolds, 1994): R Review headings and subheadings. E Examine boldface words. A Ask “What do I expect to learn?” D Do it: Read! S Summarize in your own words. Questions: 1. Identify the demands in Ms. Chang’s class that are likely to be challenging for Verna. 2. Describe how Ms. Chang can use the steps in the INCLUDE strategy to help Verna succeed in the large group. 3. Can Mr. Howard and Ms. Riley use the approaches for co-teaching you learned about in Chapter 3 to teach the reading strategy and still cover the history content required by the state? Explain. 4. How can they use scaffolding to teach the READS strategy?
Module 7: Diversity, Equity, and Inclusion
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List of Topics and Sub-Modules for Module 7: Diversity, Equity, and Inclusion
· Module 7 Discussion: Racial and Ethnic Disparities in Special Education
· Module 7: Explaining 504 Plans & ADHD to Parents
Assignment
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Explaining 504 Plan & ADHD to Parents
When thinking about diverse learners, educators need to identify the needs and provide appropriate supports in the following areas: academic instruction, behavioral interventions, and classroom accommodations.
Depending on the needs of the students they may qualify for an IEP or a 504 plan. How would you explain the difference and benefits of both an IEP and a 504 plan to parents or guardians? Now think about a student with ADHD. How would you explain to a parent(s) or guardian(s) what ADHD is and the characteristics students with ADHD may have and how it impacts them in the classroom? How you will support they child in the classroom? Specifically, your explanation should include: Ways in which ADHD can impact academic performance and social skills, and the accommodations and modifications that may be made as a result of their child’s disability.
· Module 7: Self-Promoting Cultural Competence: A Self-
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Promoting Cultural Diversity And Cultural Competency
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List of Topics and Sub-Modules for Module 8: Universal Design for Learning
· Module 8 Discussion UDL in 3 – 6 Words
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· Module 8: Universal Design for Learning IRIS Module
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Complete the Universal Design for Learning IRIS Module: https://iris.peabody.vanderbilt.edu/module/udl/. Submit your responses for the following.
· Briefly describe Universal Design for Learning. Make sure to include the three principles of UDL.
· How does using Evidence Based Practices align with UDL?
· How would the concept of UDL fit into elementary, early childhood or special education?
· How do the principles of UDL support equity, diversity and inclusion?
· How do the principles of UDL address racism in the classroom?
· How do you plan to implement UDL in your classroom?
Module 9: Evaluating Students with Special Needs
List of Topics and Sub-Modules for Module 9: Evaluating Students with Special Nee
Module 9: Adjustments When Evaluating Students with Special Needs
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