Alex And Paulo Case Scenarios: Community-Based Instruction

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Based on the Alex and Paulo scenarios and using evidence-based practices, plan an appropriate community-based instructional experience they can successfully participate in together.

The selected community-based instructional experience should be differentiated to meet the needs of both Alex and Paulo and aligned to their individual goals. The chosen community-based instructional experience should focus on teaching community and participation skills in one of the following areas:

  1. Restaurant ordering, dining and payment skills
  2. Grocery shopping skills
  3. Finance skills (such as making a purchase)
  4. Community integration across multiple skills (e.g., taking public transportation and attending a community event).

Compose a 500-750-word summary that discusses where the community-based instructional experience will take place, an agenda and itinerary for the experience, specific community skills that are being practiced by Alex and Paulo, and how the skills directly align to goals set in Topic 3. Be sure to rationalize your choices, citing a minimum of three scholarly resources.

Special Education Help

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***This assignment is due within 30 hours****

*****The desired learning disability is autism spectrum disorder****

***Desired grade level is 9th *****

**** Information should be USA based*****

 

 

As educators, it is important to remember that parents/guardians may not have prior knowledge about learning disabilities, their risk factors, or early intervention strategies for exceptionalities in children of various ages. Additionally, parents/guardians may not understand how specific learning disabilities affect students in educational settings as well as everyday life. As educators, we can communicate and collaborate with parents/guardians to provide information and resources that help them understand learning disabilities, define the roles of the state, school, and the parents/guardians in accessing and providing intervention services, and navigate the acquisition of information and support agencies and services provided to students with disabilities.

Consider students in the grade level that is the focus of your field of study. Select a specific disability category (intellectual disability, specific learning disability, emotional behavior disorders, autism spectrum disorder, traumatic brain injury, or orthopedic impairment).

Create a 250-500 word digital brochure that could be given to families and provide information about services and supports for individuals with disabilities.

The brochure should include the following:

Short rationale explaining how you will use the brochure to communicate with parents/guardians and establish mutual expectations to help you work collaboratively to support child development and achievement.

Short definition and explanation of the disability category including the developmental and individual differences typically associated with the disability category.

Three developmentally appropriate, specially designed instructional strategies that can be used to address the educational needs of students with this disability.

Three intervention strategies families can implement at home to promote communication skills, social skills, and literacy skills in their children affected by the chosen disability.

Three communication/collaboration strategies that can be employed by the state, school, service providers, and parents/guardians to implement intervention services to support student achievement and development.

Recommend local organizations families could use to learn more about the disability and community services that might be available to them. Provide contact information for the organizations and services.

Support the assignment with a minimum of three scholarly resources.

 

While APA format is not required for the body of this assignment, solid academic writing is expected, and 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

Constructivist Classroom Scenario Essay

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The main activity in a constructivist classroom is hands-on problem-solving. Students use inquiry methods to ask questions, investigate a topic, and use a variety of resources to find solutions and answers. As students explore the topic, they draw conclusions, and, as exploration continues, they revisit those conclusions. Exploration of questions leads to more questions.

Read the following classroom scenario:

Students complete a diagram of the Solar System by cutting out the provided photos of each planet and pasting them onto a large sheet of paper. Students label each planet with the correct name and write one fact about each planet. The learning target for the lesson is for the students to understand that the solar system consists of the sun and the nine planets that orbit around it.

With the information given in the scenario, write a 500-750 word essay describing how this activity can be revised to incorporate constructivism, inquiry-based problem solving, adjustments for differentiation, and the assessment you would use to ensure the target of the assignment was met. Include an explanation of why the constructivist approach is useful for teaching science and health.

Support your ideas with two to three scholarly sources.

510 SPD Benchmark Due Process

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Review the “Case Study: Stephen.”

In an essay of 1,000-1,250 words, address the following:

Detail the next steps to take regarding stakeholders that need to be involved in reviewing Stephen’s current LRE placement. Provide who specifically will be involved and describe their legal responsibility in the special education process.

  • Rationalize how your foundational knowledge of the special education process and issues within the case study led you to decide upon these next steps.
  • Identify and describe the ethical dilemma in providing Stephen an education that allows him to flourish, based on his case study. Discuss why moving LRE placements is not an option at this time due to the standard special education process.
  • Discuss how quality data and the lack of additional support in the classroom both play a factor in this decision.
  • Cite the “CEC Ethical Principles and Professional Practice Standards.”
  • Discuss how additional support in the classroom should be considered before a LRE placement is changed.
  • Discuss the possible involvement of paraeducators, tutors, volunteers, or related service providers. If paraeducators, tutors, or volunteers were brought into the classroom to assist Stephen, what guidance and direction would you provide to those stakeholders?
  • Discuss the legal, ethical, and quality requirements related to the management of confidential student information when working with paraeducators, tutors, or volunteers.

Support your findings citing the “CEC Ethical Principles and Professional Practice Standards” and an additional 3-5 scholarly resource.

Case Study

Stephen is a seven-year-old boy with autism who receives most of his education in aninclusive first grade classroom. He speaks in one-and two-word utterances and can say “book,” “food,” “more,” “hi,” and “drink.” However, his main mode of communication is a picture-exchange system. Although Stephen has demonstrated that he really enjoys group activities, he has lately begun biting his fellow students. In addition, he has begun pinching his teacher during one-on-one instruction. After he engages in one of these behaviors, he yells, “It hurts!” and starts laughing.A behavior analyst has conducted a structured interview as part of a functional behavior assessment for Stephen. The teacher and parents’ responses indicate that the function of Stephen’s aggressive behaviors is to seek attention. Keeping this information in mind, theanalyst needs to directly assess Stephen’s behavior.Stephen’s general education teacher, Ms. Gonzales, has recorded data regarding the frequency of his behaviors, but with inconsistency as she is the only adult in the classroom.  The special education teacher, Mr. Kuchar, has not been able to spend muchtime in the inclusion classroom to support Stephen and Ms. Gonzales and to observe Stephen’s behavior. Ms. Gonzales has requested a meeting with the Child Study Team to discuss the possibility of changing Stephen’s placement.Ms. Gonzales frequently communicates with Stephen’s parents and has mentioned apossible placement change to them.  Stephen’s parents do not want him to be pulled out of the inclusion classroom even though other students are being hurt. Currently, there are five other students in the inclusion classroom who receive special education services for behavior issues.  Stephen’s behaviors are the most severe.  Ms. Gonzales does not feel she can effectively meet Stephen’s needs with regards to his behaviors and keep the otherstudents from being hurt. Mr. Kuchar agrees that Stephen needs to be placed in a different classroom to better fit his needs; however, he has realized that there is inconsistent data collected thus far tosupport this need. The school principal also agrees with the suggestion of a placement change and has asked Mr. Kuchar to set up a meeting to discuss this with Stephen’s parents.