In 100‐200 words, summarize the psychological report. Include specific data and observation information that will help guide Scott’s educational goals.

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Read “Writing a Comprehensive Report in Special Education,” located on the National Association of Special Education Teachers website.

URL:http://www.naset.org/fileadmin/user_upload/Power%20Point/Writing_a_comprehensive_report_in_special_education_01.ppt

After formal assessments for determining eligibility under IDEA’s 13 disability categories are completed, school‐based specialists are charged with summarizing the results to aid team decision making. In turn, specific recommendations are made to ensure school staff and family members fully understand how programming and supports should be implemented to address documented student needs. It is vital that teachers understand how to review assessment results and be an active team member in collaborating with families around the specific recommendations to be implemented. Teachers must be able to advocate for necessary programming and supports while still addressing the questions/needs of family members.

Review the “Report of Psychological Assessment: Scott Smith” to inform the assignment.

As the special education teacher, you have been tasked with summarizing Scott’s psychological report and creating a plan to help him improve his social skills and make better behavior choices in the general education setting.

Using the “Scott Smith Assessment and Recommendations Template” create a plan for Scott.

Include the following:

  • Summary: In 100‐200 words, summarize the psychological report. Include specific data and observation information that will help guide Scott’s educational goals.
  • Goals: Write one behavioral goal related to classroom behavior and one social/emotional goal related to peer interaction. Goals must be measurable and include how to address the target behaviors with a replacement behavior.
  • Assessments: In 150‐250 words, identify one informal or formal assessment method for measuring Scott’s progress with his behavioral and social/emotional goals. Briefly explain why the assessment is appropriate for progress monitoring, including how bias is minimized.
  • Recommendations: Based on information and assessment results in the study, in 100‐250 words, include 3‐4 total, specific recommendations to manage Scott’s behavior for the school, teachers, and parent, keeping information about Scott and his best interest in mind and in guiding educational decisions.
  • Rationale: In 150‐250 words, justify your choices as an advocate for Scott. Make sure to explain how your summary, goals, assessment methods, and recommendations minimize bias and advocate for Scott’s needs. Support your choices with 2‐3 scholarly resources.
  • Parents Collaboration and Conference Plan: Compose a 250‐500 word plan explaining the Summary, Goals, Assessments, and Recommendations sections to Scott’s parents in easy‐to‐understand language. Support your explanations with data analyses, sharing how assessment information led to educational decisions with colleagues, and collaborating with his parents to promote student success. In addition, anticipate possible concerns his parents may have, addressing each with applicable strategies. Conclude your plan with recommendations to meet again with his parents to assess and discuss Scott’s progress.
  • Take Home Activity: In addition, create a 125‐250 word take home activity for Scott’s parents, consistent with your recommendations. Using encouraging, supportive language, outline a minimum of two engaging at‐home strategies for student behavior and social/emotional improvement, considering historical and family backgrounds.

APA format is not required, but solid academic writing is expected.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

College of Education (COE) program competencies assessed:

  • COE 4.2: Select and use technically sound formal and informal assessments that minimize bias. [CEC 4.1, ICSI.4.K1, ICSI.4.K2, ICSI.4.K4. ICSI.4.S1, ICSI.4.S5, ICSI.4.S2, ICSI.4.S8, IGC.4.K1, IGC.4.K3, IGC.4.S1, IGC.4.S2, IGC.4.S3, IGC.4.S4; InTASC 6(a), 6(b), 6(h), 6(j), 6(k); GCU Mission Critical 2, 3, 5]
  • COE 4.3: Use knowledge of measurement principles and practices to interpret assessment results and guide educational decisions for individuals with exceptionalities. [CEC 4.2, ICSI.4.K1, ICSI.4.K2, ICSI.4.K3, ICSI.4.K4, ICSI.4.S1, ICSI.4.S5, ICSI.4.S6, ICSI.4.S8, IGC.4.K1; InTASC 6(c), 6(k), 7(l), 7(q); GCU Mission Critical 2 and 5]
  • COE 4.4: In collaboration with colleagues and families, use multiple types of assessment information in making decisions about individuals with exceptionalities. [CEC 4.3, ICSI.4.K1, ICSI.4.K2, ICSI.4.S4, ICSI.4.S1, ICSI.4.S6, ICSI.6.K4, ICSI.7.K2, ICSI.7.K3, ICSI.7.K4, ICSI.7.S2, ICSI.7.S3, ICSI.7.S4, ICSI.7.S5, ICSI.7.S3, ICSI.7.S10, IGC.4.K1, IGC.4.K2, IGC.4.K3, IGC.7.K2, IGC.7.S2; InTASC 6(g), 6(i), 6(o), 6(t), 6(v), 9(c), 9(l) 10(a); GCU Mission Critical 1, 2, 3, 4, 5]
  • COE 5.6: Advance the profession by engaging in activities such as advocacy and mentoring. [CEC 6.5, ICSI.6.K2, IGC.6.K4, ICSI.6.K6, ICSI.6.S1, ICSI.6.S2, ICSI.6.S4, ICSI.6.S5, ICSI.6.S6, IGC.6.K5, IGC.6.S2; InTASC 10(j); GCU Mission Critical 1, 3, 4]

 Do you see themes emerging? In your response to the two learners below, comment on how their postings fit in with any themes you are noticing. Please ask an open ended question in connection to your response.

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Do you see themes emerging? In your response to the two learners below, comment on how their postings fit in with any themes you are noticing. Please ask an open ended question in connection to your response.

Alison post

While conducting my interview and reviewing reading I learned that there are a few evaluation methods for school psychologists to use to identify students that have exceptional needs. While the IQ test was used for many years, parents and school staff have become more in favor of the RTI method of evaluation. This form of evaluation involves gathering data from multiple sources regarding the child’s behavior in various situations, as well as direct observations and interactions.

Concern to identify a child with exceptional needs is important to due quickly. For some, children missing milestones such as conversation, walking, and eating solid foods can raise red flags. While it is great to be concerned and to discuss these issues with your doctor, they do not equal a child being exceptional. When children enter school and begin to interact with their peers, then concerns and exceptionality become more apparent. Missing milestones in early education is defiantly time to be concerned and begin discussion about an evaluation.

During my interview, the mother was extremely resistant to her child being tested until she entered the first grade. Her struggles with testing her daughter early was the perceptions schools would have upon admitting her daughter. While schools are inclusive environments for exceptional children, are there better ways for them to appear more inclusive to those not yet involved in the school?

Nicole post

By speaking with the school psychologist, I learned a lot about identifying exceptional students. Our psychologist is very accommodating for both the teachers and students and always provides us with such valuable information. When discussing with her about identifying students who may have exceptional needs, she said that I should be concerned when the child seems withdrawn from the tasks as well as their peers, are throwing fits over small things, can’t regulate their emotions, act out in class, and often talk over the teacher or talk while she is talking. She said that not all students are going to exhibit the same behaviors but she said that any of these on their own could be concerning.

Once the teacher sees some of these signs and realizes through their own observations that the student does not seem to be making the same progress as their peers (either socially or academically), then they can refer the student to the “Educational Support Team (EST)” that we have at our school. Once the student is referred and the paperwork is filled out explaining the concerns, the EST will meet together and discuss what we can do to help the students. Often times, testing is required. Many students are picked up for IEP’s or services through this process. If no services are required, the team will come up with some accommodations for the student and the team will continue to meet every couple of months to discuss progress and to see if they can support the student in any other ways

Discuss how cultural values regarding play fit within Bronfenbrenner’s ecological model (Figure 1.3 in the text) and how it influences child development and play. Include at least one evidenced-based and developmentally appropriate strategy that can be used in the classroom to explain your thinking.

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  • Remember to look at the resources included in the recommended resources section of the course as well as further resources within our library.
  • Think about the diversity of the children you work with or will be working with.  Utilize an example here that will apply to your future work with children.
  • Think about in what ways the information from chapters three and four can be combined and integrated into a classroom or center.  Again, make your strategy and explanation meaningful to the diversity around you.
  • This is going to take knowledge of the various cultures of the children in your care. How ca you can that information?  Then, how will you incorporate your knowledge as a leader?
  • This is an open ended question because it is important that the conclusions you draw are meaningful to your career and future as a leader in the field.

Classroom Images and Play

“One of the most common elements of childhood across cultures is play” (Rettig, 1995, p.1). Have you ever wondered how can you incorporate meaningful play into yourwork with children that encompasses the different cultural backgrounds of your students? In this discussion, we will look at play around the world and discuss how we can encompass a global view of play in our work with young children. To begin, view the photo story below that shares some beautiful images of children around the world playing.

Play Around the World (Links to an external site.)

Next, choose one of the articles below to read:

  • Option 1: Perspectives of play in three nations: A comparative study in Japan, the United States, and Sweden (Links to an external site.)
  • Option 2: Play in the kindergarten: the case of Norway, Sweden, New Zealand and Japan
  • Option 3: Child and Mother Play in Three U.S. Cultural Groups: Comparisons and Associations

Initial Post: Based on your textbook, photo story, and article (from the table above), address the following:

  • Synthesize your view of play around the world using at least two scholarly sources.
  • Examine how different cultures view the role that play should have when it comes to the early childhood classroom by providing at least one example.
  • Discuss how cultural values regarding play fit within Bronfenbrenner’s ecological model (Figure 1.3 in the text) and how it influences child development and play. Include at least one evidenced-based and developmentally appropriate strategy that can be used in the classroom to explain your thinking.
  • Analyze how family involvement in play differs by culture and explain how can you support these differences as a leader in the field of early childhood education.
  • Explain at least two conclusions can you draw about the influences of culture and family support on children’s play.

References:

 

Cote, L. R., & Bornstein, M. H. (2009). Child and mother play in three U.S. cultural groups: Comparisons and associations (Links to an external site.). Journal Of Family Psychology, 23(3), 355-363. doi:10.1037/a0015399

· This article investigated child and mother play among South American Latino immigrants, Japanese immigrants, and European Americans in the United States

· Izumi-Taylor, S., Samuelsson, I. P., & Rogers, C. S. (2010). Perspectives of play in three nations: A comparative study in Japan, the United States, and Sweden (Links to an external site.). Early Childhood Research & Practice, 12(1). Retrieved from http://files.eric.ed.gov/fulltext/EJ889717.pdf

· This article discusses findings about differences and similarities in perspectives on play among early childhood educators in Japan, the United States, and Sweden

· Synodi, E. (2010). Play in the kindergarten: the case of Norway, Sweden, New Zealand and Japan. International Journal Of Early Years Education, 18(3), 185-200. doi:10.1080/09669760.2010.521299

This paper discusses the kindergarten curricula of Norway, Sweden, Japan and New Zealand in terms of whether they recommend or suggest teachers unify play and pedagogy by employing a pedagogy of play.

Rettig, M. (1995). Play and cultural diversity (Links to an external site.). The Journal of Educational Issue of Language Minority Students, 15. Retrieved from http://www.ncela.us/files/rcd/BE020476/Play_and_Cultural_Diversity.pdf

· This article looks at the relationship between play and cultural diversity

· Vandermaas-Peeler, M. (n.d.). Cultural variations in parental support of children’s play (Links to an external site.). Retrieved from www.wwu.edu/culture/Vandermaas-Peeler.htmnsertArticleCitationHere

· This article looks at the differences in how parents support play in different cultures

Describe the strategies you will utilize to transition from the interactive book reading (done in the video) to centers.

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  • The video is just here for an example of a lesson to get your minds thinking.  Don’t focus so much on the lesson itself, but rather what you will do to transition to an activity after reading a book to the class, or after singing a song, etc.  Again, the video is just an example lesson.
  • Chapter seven of the course text has some great strategies.  Also, check out the recommended resources in the course, because they too have some great strategies!
  • You can use examples that you have experienced or even ones that you anticipate could happen if you are not currently working with children. Again, chapter seven lists several.
  • The NAEYC article Planning Transitions to Prevent Challenging Behavior (Links to an external site.) is a useful resource for all sections of this discussion.

Transitions and Disruptions

Within a busy classroom there is a lot happening throughout the day. To accommodate the hustle and bustle, it is important that early childhood teachers plan effectively. While many teachers understand the importance of lesson planning, an often forgot about aspect of planning is the need to plan for transitions and disruptions. “Transitions are worth thinking about and managing well so that children can move as smoothly as possible from one activity to the next” (Weissman & Hendrick, 2014, p. 183).

For this discussion you will reflect on the video, Front Loading for English Language Learners (Links to an external site.) and discuss the possible disruptions and issues related to transitions that can occur as a result of this fun and engaging lesson. You will then develop a plan for how you will manage the transition between activities, as well as possible disruptions.

Initial Post: For this discussion, be sure to include the following:

  • Watch the video, Front Loading for English Language Learners (Links to an external site.). Imagine that after this interactive book reading, you need to transition your students into center-time.
  • Describe the strategies you will utilize to transition from the interactive book reading (done in the video) to centers.
    • What are at least three things you will need to take into consideration (i.e. behavioral concerns, classroom environment, children with special needs, etc,)?
    • What strategies will you use to ensure you have the children’s attention?
    • How will you incorporate movement into your transition plan?
  • Discuss some behavioral challenges or disruptions that might occur during transitions and your plan for dealing with those challenges.
  • What strategies will you utilize to effectively manage these challenges?
    • In what ways do your strategies support the notion of developmentally appropriate practice and the developmental needs of all children?
    • Support this portion of your plan with your text or one scholarly resource.

Resources:

Teaching Channel. (n.d.). Front loading for English language learners (Links to an external site.) [Video file]. Retrieved from https://www.teachingchannel.org/videos/vocabulary-english-language-learners

  • This video models a short English Language Learner lesson and is required for use in the
  • Please click here for a written transcript (Links to an external site.) to the video above.
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Feldman, J. R. (n.d.). Transition time tricks (Links to an external site.). Earlychildhood NEWS. Retrieved from http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=309

  • This article provides some strategies that teachers can use to aide in transitioning from lesson to lesson, and is suggested.