ESE 315 Week 1 DQ 1 Inclusion
Inclusion. In Chapter 2 of your text, the concept of inclusion is discussed. As Powell and Driver (2013) state, “In an inclusion setting, students with disabilities are instructed alongside peers without disabilities for some or all of the school day” (Section 2.1). Complete the Inclusion Chart (available in your online course) and view the article, “Regular Educators on the IEP Team.”
Imagine you are a teacher getting ready for your first IEP/504 meeting for one of your students who has a mild hearing disability (you can choose any age range from the Inclusion Chart you completed).
As an integral part of the IEP/504 team, how will you prepare yourself for this meeting?
What are three important items to consider about this student before making any recommendations to the committee (e.g., what needs might this child have)?
What are two accommodations that might be beneficial for this student and why (see table 2.1 in your course text)?
What is one modification that might help this student and why?
Lastly, what are the differences between accommodations and modifications?
Please also include your completed Inclusion Chart as an attachment.
c. What information is important to know about a mild hearing disability and how will that information affect performance/learning/behavior in the classroom?
ESE 315 Week 1 DQ 2 Teaching Approaches Debate
Teaching Approaches Debate. According to the text, when students with disabilities are placed in the general education classroom, there are three widely used teaching approaches that provide a starting point for helping students participate in the general curriculum (Section 2.2). While there are many other approaches, the three most widely used teaching approaches are: explicit instruction, differentiation, and universal design for learning (UDL). For this post, you will provide support for one of these approaches outlined below and explain why it is a valuable approach and should be used in the teaching of students with disabilities.
Find your assigned debate group below (by first letter of last name):
A-H: Explicit Instruction
I-Q: Differentiation
R-Z: Universal Design for Learning (UDL)
Develop a cohesive and research-based argument for the position you have been assigned. Be sure to include the principles that guide each approach and set it apart from the others, as well as in-text research that supports this approach.
ESE 315 Week 1 Journal Reflection and Preparation
Reflection and Preparation.
Part One: EAHCA Reflection. The Education of All Handicapped Children Act (EAHCA or EHA), or PL 94- 142, “was the first to mandate that schools provide education to students with disabilities” (Powell & Driver, 2013, Section 1.3). Reflect on how key aspects of this law such as FAPE, LRE, IEP, and due process will specifically impact you as a teacher or caregiver. What is your role in ensuring that each portion of this law is upheld in your classroom? What concerns do you have regarding your role and why?
Part Two: Interview Preparation. In preparation for the Week Two assignment, you will need to identify, reach out to, and confirm the contact information for the person you will interview.
Research early childhood education programs in your area and/or online.
Contact a professional at a preschool, Head Start, or Early Head Start program via email or phone, and inquire about the possibility of setting up an interview.
Confirm a date and a time for the interview. The actual interview needs to be completed by the end of Week Two.
Include the contact information of the person you will interview and the date and the time of the interview at the bottom of your Journal.
ESE 315 Week 2 DQ 1 Response to Intervention
Response to Intervention. Mary Quest, an early childhood teacher of 15 years, has shared two narratives of her experiences with response to intervention (RTI). After reading Chapter 3, Chapter 4, and the two case narratives below, describe what you see as both the strengths and challenges of RTI. How do you see children getting the support and services they may need through RTI? As you read the following case studies what would you like to learn more about? If RTI is new to you, what have you learned? If you have experience with RTI, what can you share about your experience with RTI?
ESE 315 Week 2 DQ 2 Environment
Environment. Read the article on creating supportive environments, “Including Children With Special Needs: Are You and Your Early Childhood Program Ready?”
Often in early childhood programs, the environment is seen as the third teacher as it guides and invites children to interact in various ways. As you reflect on this idea of the environment supporting children’s play, list and describe in your discussion three ideas that you would implement from the reading into your classroom that will support all children (e.g., smooth and predictable transitions).
ESE 315 Week 2 Journal Choice Topic
Choice Topic. Choose one of the following topics to write about:
When creating appropriate, individualized curriculum, it is important to remember that “fair” and “equal” are not the same thing. In other words, if all children are given the same thing, it might be fair, but when children are given what they need, it is fair. For example, if a child is unable to sit at circle time, that child has the option to move outside the group and do something that will not disturb the group, or perhaps use a fidget toy during meeting time. In thinking about this, what does the idea of fair not being the same as equal mean in a classroom? Generate an example of a fairness issue and explain how you might resolve it.
Write about the first time you met a person with learning differences. As you think back to this experience, what did the adults say to you? What was implied and not spoken? What was spoken? How did their comments or actions affect how you saw or understood that person? How might your own biases and possible fears of people with differences been shaped by some of these early experiences? What are some of your current fears or possible biases? What are some ways you can work to overcome these biases and fears? What is important for adults in classrooms to think about as they support all children in their classrooms?
It is important to think about how we frame or view all children. Therefore the idea of naming the person first and the difference second affects how we view children. For example, instead of saying “challenging children,” we move to the idea of “children whose behaviors challenge our skills.” This shifts from the idea that children need to change to how we support each child and engage in a process with them. As you think about this, how do you see this idea affecting your work with children? If you are in a classroom, talk about how this idea might help to support a child with whom you are currently working?
ESE 315 Week 2 Interview
Interview. Parent involvement and the relationship parents have with their child’s teacher/school are important for all children. This is especially true for children with disabilities. For this assignment, you will be asked to contact a local preschool, Head Start, or Early Head Start program. You will interview a director, teacher, or parent coordinator to find out how they collaborate and communicate with families who have children with learning differences. Be sure to describe the type of program you gathered information from and the role of the practitioner that you interviewed. Find out the following information:
How do families get information at the time of enrollment? Is there a handbook for the center? What resources does the center offer to families?
What services are available to families in their community and do families get information about these services from the program or school?
How does the center communicate on a day to day basis? For example, is there a family notebook that goes to school and home each day for teachers to touch base? Do they use email? Newsletters?
How does the practitioner view the effectiveness of these communication techniques? What does he/she feel works well? What does not work well?
ESE 315 Week 3 DQ 1 ADHD
ADHD. “Researchers have not identified a primary cause of ADHD. They believe that it is probably related to a combination of biology, genetics, and the student’s environment” (Powell & Driver, 2013, Section 5.4). While you may encounter very young children who exhibit behaviors similar to the characteristics of ADHD, it is unlikely that they will be specifically diagnosed with ADHD. However, when working with school-aged children, it is more likely that you will encounter students who have been diagnosed with ADHD because “ADHD affects approximately 3-10% of school-age students” (Powell & Driver, 2013, Section 5.1). For this reason, it is important to understand this condition in order to have a plan of action should you or a parent suspectADHD,andtoknowhowtosupportthosechildrenwhodo. Forthisdiscussionpost,youwillcreatean information sheet that can be given to a new teacher explaining ADHD in the classroom. It can include pictures, but it must include information regarding:
All three types of ADHD
The possible causes (you must include information regarding each possible cause: biology, genetics and
environment)
The importance of a medical diagnosis and why
Possible signs and symptoms
The IDEA category it fits under
How IEP or 504 plans can help a child with ADHD in the classroom
§ To show this, provide an example of a student diagnosed with ADHD along with the proposed solution. This can be an actual child you know (just be sure to exclude the child’s real name) or it can be a hypothetical child
ESE 315 Week 3 DQ 2 Speech & Language Impairments
Speech & Language Impairments. As Chapter 6 states, “students with SLI should receive speech and language services from trained professionals. The role of the classroom teacher is supportive and collaborative” (Powell & Driver, 2013, Section 6.7). As a classroom teacher, explain how you can support students with speech and language impairments by including each of the following:
Identify which special education law(s) impacts students with SLI.
Explain how you will collaborate with the child’s speech and language pathologist (SLP) and why this collaboration is important.
Provide strategies you will need to incorporate into your daily routine to assist these children in your classroom. Strategies such as seating arrangement, instructional tips to support the student, as well as how you will help this child’s interactions with peers should be included.
Lastly, explain how you will handle a situation where a parent of a child with SLI in your classroom has come to you concerned because their child is being teased by classmates. What will you say to the parent and how will you address this in class?
ESE 315 Week 3 Journal Talking With Parents
Talking With Parents. Talking with parents about the struggles their child is having in class can be a difficult task for teachers and childcare professionals. According to Powell and Driver (2013), “teachers and school staff can talk with parents about the possibility of their child needing to undergo an evaluation for ADHD, but the official diagnosis must come from a medical professional or clinician (i.e., medical doctor, psychiatrist, or psychologist)” (Section 5.5). Reflect on what this statement means to you. How can you talk with parents about this subject without sounding as if you are diagnosing? What advice can you provide to parents who come to you with concerns about their child without implying that a disability is present?
ESE 315 Week 3 ADHD Presentation
ADHD Presentation. Using what you have learned so far about ADHD and inclusion, you will create a PowerPoint presentation that addresses the following scenario:
You have been asked by your administrator or director to give a 10-minute presentation to the school board regarding inclusion and ADHD. The board wants to know specifically how this ever-increasing population of students is assisted and supported in an inclusive setting in your school or center.
Your administrator has asked that the following be included:
An explanation of the steps to follow when a parent of a child without an ADHD diagnosis is seeking a diagnosis (e.g. describe the checklist or rating scale you will use alongside the parent and physician).
An explanation of the federal laws associated with an ADHD diagnosis.
A discussion of how parents can be kept involved in their child’s learning once the child has been diagnosed by a physician, psychologist, or neuropsychologist.
An explanation of how students are specifically accommodated through the functional organization of the classroom.
§ How students are supported through organization of classroom space and assignments. § How students are supported in the delivery of instruction.
A discussion of the importance of a schedule (including how you provide breaks for a child with ADHD).
A description of the brain regions, neurotransmitters, and physiological symptoms associated with ADHD.
A discussion of how children with ADHD are encouraged to participate in lessons.
A sample of how children are assisted with self-monitoring (e.g. a behavior checklist).
A specific example of how a child is supported by using Elian (figure 5.x) as the model. Summarize this child’s support.
A specific example of a brain-based learning strategy that can be used in the classroom.
A discussion of information that is used to help students at home (e.g. assignment agenda).
ESE 315 Week 4 DQ 1 Gifted Students
Gifted Students. Chapter 7 of our text discusses the characteristics of gifted children and a variety of effective instructional methods. Imagine you spent the day observing either a preschool, elementary, or secondary classroom. During your observation, one child exhibits behaviors typical of gifted children. Write a vignette that describes the child and explains why you believe this child may be gifted. Your vignette should include:
The child’s name, age, and grade level
A brief description of the learning environment
c. At least three academic and/or and social characteristics the child displayed during your observation that makes you believe he/she may be gifted. Be sure to support your description with information from the “Characteristics of Gifted and Talented” section of Chapter 7.
ESE 315 Week 4 DQ 2 Intellectual Disabilities
Intellectual Disabilities. An important part of your job when working with children with intellectual disabilities is the ability to modify instruction in order to best meet their educational needs. Chapter 8 of our textbook offers many teaching ideas and strategies for meeting the academic and social needs of students with a variety of intellectual disabilities. For this discussion you will have the opportunity to put those ideas into practice.
ESE 315 Week 4 Journal Course Reflection
Course Reflection. Write a one- to two-page reflection that addresses the following:
How has your own image of children with learning disabilities been affected during this class?
What new understandings have you considered in terms of knowledge about learning differences?
How do you see this class affecting how you will plan and implement curricula for young children?
What is one topic you might like to research and gain new information on based on your learning in class?
ESE 315 Week 5 DQ 1 Autism Spectrum Disorder (ASD)
Autism Spectrum Disorder (ASD). As Chapter 9 of your text states “the number of students identified with ASD has increase dover the last few decades. Some people even call ASDan‘epidemic’” (Powell & Driver, 2013, Chapter 9 Introduction). This increase specifically affects you in the classroom or daycare center because it shows a high likelihood of your encountering children with ASD. Therefore you must understand the disorder as well as the strategies that will support children with ASD in the classroom or center. For this discussion, imagine you are new teacher just learning about ASD
ESE 315 Week 5 DQ 2 IFSP and Early Intervention
IFSP and Early Intervention. You have just taken a position as a teacher in an Early Head Start program. A 6-month-old child has been referred to a doctor for strabismus. In the toddler room, the director and head teacher are talking to a parent about their observations of a 2-year-old, who does not attend or make eye contact when his name is called, and is cognitively and socially assessed at the 12-month-old level. This is a 12-month delay for a 24-month-old child. You have heard them talking about early intervention and a possible individual family service plan (IFSP). Since these terms are new to you, find out what these are and find out how children in your community would be able to access early intervention services. In your discussion post, discuss five to six services all children can receive from early intervention and how an IFSP works in your community. What are the ages that children can receive services in your community and then who might provide those services? You can access this information via the web by looking up early intervention in your state or community or by talking to a local provider in your area
ESE 315 Week 5 Journal Position Statement
Position Statement. In a joint position statement, the Division of Early Childhood and The National Association for the Education of Young Children released this position statement on inclusion and inclusive practice for young children:
Early childhood inclusion embodies the values, policies, and practices that support the right of every infant and young child and his or her family, regardless of ability, to participate in a broad range of activities and contexts as full members of families, communities, and society. The desired results of inclusive experiences for children with and without disabilities and their families include a sense of belonging and membership, positive social relationships and friendships, and development and learning to reach their full potential. The defining features of inclusion that can be used to identify high quality early childhood programs and services are access, participation, and supports (Division for Early Childhood of the Council for Exceptional Children & National Association for the Education of Young Children, 2009).
ESE 315 Week 5 Final Project
For this Final Project, you will be given the opportunity to pull together everything you have learned these past five weeks
into a cohesive classroom plan for a three- to five- year-old preschool program. The following is the make-up of your classroom.
You have 12 students total:
Eight students are typically developing.
One student has an Autism Spectrum Disorder.
One student exhibits the following behaviors but has not been diagnosed with any particular learning need or
disability.
Limited language
Jumps from activity to activity
Engages only in parallel play
One student who has a Sensory Processing Disorder (e.g. she is sensitive to light, sound, smells, and textures such as paint, sand, glue, and clothing and she avoids physical proximity to people).
One student who is both cognitively and linguistically advanced.
For this classroom plan, you must show your administration or director that you have the necessary strategies in place to effectively instruct each of your 12 students based on their individual needs. You will present this in the form of a PowerPoint presentation. The presentation will be 14 to 16 slides (not including title and reference slides), one slide for each of the following elements:
A title slide
A reference slide
Create a mission statement regarding developmentally appropriate practices with three- to five-year-olds (i.e.
what is DAP and how does it apply to your teaching of these children?)
An outline of the laws governing exceptional children that impact your instruction
A description of the classroom environment you will provide for these 12 children
A discussion of how you will communicate with the families of your students in order to meet the individual
needs of each child
A description of two to three specific instructional approaches you will utilize in your instruction, as well as why
you feel your chosen approaches will be effective
An explanation of your instructional techniques/plans for the eight typically developing students
A description of your instructional plan, including accommodations, modifications, and services available to your student who has an Autism Spectrum Disorder
A discussion of your instructional plan, including accommodations, modifications and services available to your student who exhibits certain behaviors but has not been diagnosed
An explanation of your instructional plan, including accommodations, modifications and services available to your student who has a Sensory Processing Disorder
A description of your instructional plan, including modifications/extensions for your student who is cognitively and linguistically advanced
Create a sample lesson plan (use the lesson plan template) showing how you will meet the needs of all learners for your chosen lesson (remember, the lesson you choose must be developmentally appropriate)
An explanation of why you feel you have a comprehensive plan for meeting the needs of all of your students
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