Assignment:
Discussion Explaining it Clearly
This discussion is your opportunity to demonstrate your understanding of the objective: Define relevant terms specific to academic and legal concepts for students with mild to moderate disabilities. The discussion represents your understanding of the Course Learning Outcome 1 and the MASE Program Learning Outcomes 1 and 6. In addition to reviewing the Required and Recommended Resources and Instructor Guidance for Week One, prepare for this discussion by considering the following scenario:
Imagine that you are walking into your very first classroom as a new special education teacher. You will be working closely with Mr. Franklin, the general educator who has been in the education field for over ten years. In your "co-teaching" environment, Mr. Franklin and you will be delivering instruction to the entire class, which is comprised of 28 students in the classroom with seven students identified as having specialized academic and/or behavioral needs. This type of classroom is considered an inclusive setting, where students of the same age are educated together with multiple types of differentiation of the instruction occurring based on the students' individualized needs. In an inclusive environment such as this, there will be some students who are formally identified as having specialized academic and/or behavioral challenges.
Some of these students may be falling behind in their academics. Others may not appear engaged in the classwork or homework activities. Yet others may appear to have a bad attitude. As co-teachers, you will both be responsible to collaboratively create and deliver instruction to meet the students' needs.
Before the school year officially begins, you meet with Mr. Franklin to discuss the each of your roles within the co-teaching environment. It was discussed that Mr. Franklin will be expert of the instructional content and your role as the specialist will be to help students access the information at their own levels.
During this meeting, Mr. Franklin admits that he has never been partnered with someone who understands students with special needs. He states he has not co-taught before and doesn't understand what is expected specific to the students with specialized learning needs. He asks you to explain some of the terms and acronyms he's heard before because he's not sure what they mean, including the Individuals with Disabilities Education Act (IDEA) and the Individualized Education Program (IEP).
As the special educator, part of your job is to explain each of these terms in a way that Mr. Franklin will understand along with providing authentic examples to support the definition you have provided.
Initial Post: Create an initial response that defines at least five terms specific to academic and legal concepts that apply when working with students with mild to moderate disabilities. With each definition provide an example that includes support from the readings and the Instructor Guidance from Week One. State specifically how the terms may impact the practice of your co-teaching work with Mr. Franklin.
Introduction
Welcome to ESE601: Students With Exceptionalities in the School Setting. We are excited that you have chosen this program and look forward to your success in each class. This program has been designed around key elements in the field of special education to prepare you for your role in the education of students with disabilities.
Each week before beginning your assignments and initial discussion board post, it is highly recommended that you review the Instructor Guidance, which serves to supplement the required and recommended readings, videos and multimedia web pages for each week of material. The Instructor Guidance begins with a theoretical foundation of the weekly learning outcomes, progresses to authentic examples, and then concludes with guidance for the discussion board prompt and completing the weekly assignment. The Instructor Guidance can be used to support your discussion posts, responses, and other required assignments.
A child's handprint next to Braille.
Reprinted from Morguefile, by DuBoix, 2012,
The entire Master of Arts, Special Education (MASE) program, beginning with this course is focused on the following assumptions:
1. all children can learn;
2. children have diverse learning styles;
3. and the teacher's belief in each child's abilities supports the child's success.
Therefore, it is imperative throughout each course in the MASE program you embrace the premise that, regardless of ability level, cultural background, or learning differences, in physically and emotionally safe environments, all children can learn. Take five minutes to watch Teach Special Education to hear from parents, teachers, and students about the value of becoming a special educator. Teachers explain how students add value to their lives; parents explain how teachers add value to their children's lives; and students explain how having adults who care make all the difference in their world.