Creative Reflection

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Read Part 1, Pages 1-37 from your text.

  • To achieve the best grade, please follow the attached rubric below!! This is how I will grade.

As you read, make notes about your reactions, assumptions, implications, arguments, questions (see prompts in instructions)
The idea of personal responses is to engage in thoughtful internal dialogue about the idea of global issues and education. You should attempt, in your understanding of the readings to get “underneath” what you read in order to understand the social, political, and cultural underpinnings of the issues.  Reading critically involves more than understanding the words or liking or disliking the texts; critical reading requires reflection.

Some prompts are helpful for how you should approach these assignments. As you consider your reflections, think about these questions: (a) what are the texts’ assumptions about the phenomena being discussed? (b) What are the implications of the assumptions and/or the arguments? (c) What is at stake in the text’s arguments for the authors and for you? (d) Who (or what) are the authors arguing for or against? (e) How do the authors construct and articulate their arguments? (f) How do the texts “fit” (or not fit) in relation to your own thought and practice? (g) What questions did you find yourself asking after doing the reading? Please do not simply summarize the readings.

Write your critical response connecting the content from the text with your responses to the prompts.

Your response should be written in a narrative form that is evident of engaging with the content and reflection.

Book: Who speaks for Justice by Joan Wynne, Carlos Gonzalez

Describe how natural learning opportunities or family routines are used to support the intervention activity

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Individualized Family Service Plan Development (IFSP) (25 points-small group project)
This project is an in-class group activity. Students will be given a case study about a family with a child who is eligible to receive early intervention services.
Part1: Students will complete a blank IFSP form with all relevant information. Students are required to determine the family’s resources, priorities, and concerns and then generate longterm outcomes (functional goals) and short-term goals for the IFSP.
• Based on the information students have about the family, they will list their resources,
priorities, and concerns related to enhancing the child’s development. (5 points)
8
• Students will write two long-term outcomes (functional goals) for the child and family.
This is a statement of what the family would like to see happen as a result of early
intervention services. The outcomes may be developmental goals for the child or be
related to the family’s ability to enhance the child’s development. The outcome must be functionally stated, in family terms and measurable. (5 points)
• For each long-term outcome, students will write three short-term goals. Short-term goals are building blocks that lead to the achievement of the long-term outcome. These goals should be written from the perspective of what the child should be able to accomplish, should represent an end result, and should be functional and measurable. (8 points)

Part 2: Students will collaboratively develop an intervention activity / strategy to support an IFSP goal to implement in the case study child’s natural environment. (7 points)
a. What IFSP goal is addressed?
b. Describe the activity / intervention
c. Describe how natural learning opportunities or family routines are used to support
the intervention activity
d. Describe how you know the child or family made progress.

The Individualized Family Service Plan (IFSP) and the Individualized Education Program (IEP)

Definition of the IFSP

A plan of services for infants and toddlers and their

families. Such a plan includes statements regarding the

child’s present developmental level, the family’s

strengths and needs, the major outcomes of the plan,

specific interventions and delivery systems to

accomplish outcomes, dates of initiation and duration of

services, and a plan for transition into

public schools.

Definition of the IEP

A program devised to satisfy IDEA’s requirement that

students with disabilities must receive an educational

program based on multidisciplinary assessment and

designed to meet their individual needs. The IEP must

include consideration of the student’s present level of

performance, annual goals, special education and related

services, time in general education,

timeline for special education services,

and an annual evaluation.

FIRST THING!!!!!
(before anything else)

  • PARENTAL CONSENT
  • Parents as partners
  • Cultural, ethnic, and linguistic differences
  • Family’s strengths and needs
  • Child’s strengths and needs

Process of the IFSP

SCREENING. Child Find,

established in the 1960s

(though not added to law

until 1986) as an effort to

find children with disabilities

and other special needs,

does a screening to find

those children. Those that

need further evaluation go

on to diagnostic testing.

Definition of a couple of terms …

  • VALIDITY: a test that measures what it purports to measure.
  • RELIABILITY: how accurate, de-pendable, and predictable a test is.
  • SENSITIVITY: ability of a screening tool to identify correctly children with disabilities.
  • SPECIFICITY: ability of a screening tool to correctly identify children who do NOT have a disability

Back to IFSP process

DETERMINING ELIGIBILITY. Eligibility for

special education and related services cannot be

made on a single test or assessment. The data

must be gleaned from several domains and

sources. Assessment tools must be in a child’s

native language. This does not mean a tool that

has been TRANSLATED – this screws with the

test’s validity and reliability.

IFSP process

PLANNING THE PROGRAM – to plan a

program that will benefit the family and the

child; the writing of the IFSP with all domains

considered and a part of the writing. IFSP

outlines what services will be delivered, how

they will be delivered, and what skills and areas

will be addressed.

End of IFSP process . . .

MONITORING PROGRESS and

EVALUATING THE PROGRAM: the IFSP

should be reevaluated at least once a year.

From these evaluations, the program may be

modified to better suit the

child’s strengths and needs.

TERMINOLOGY

  • Service coordinator: an interdisciplinary team member responsible for integrating services and keeping the family informed and involved.
  • Assistive technology: various kinds of equipment designed to facilitate learning and communication for children with disabilities.
  • Itinerant special education teacher: a consultant that travels between several classrooms for service delivery

TERMINOLOGY

  • AUDIOLOGIST: a specially certified professional who focuses on hearing testing and hearing impairments
  • DURATION MEASURES: how long an event or behavior lasts.
  • FREQUENCY COUNTS: keeping track of how often a behavior occurs
  • INTERDISCIPLINARY TEAM: several different professionals working together on a common problem
  • IQ TESTS: intelligence tests, norm-referenced

TERMINOLOGY

  • LEAST RESTRICTIVE ENVIRONMENT: most normalized environment in which the needs of a child with disabilities can be met appropriately.
  • MULTIDISCIPLINARY: involving members of various disciplines who work independently but exchange findings
  • NORM-REFERENCED ASSESSMENT: instrument that compares a child’s developmental level to a normative sample of same-age peers.

TERMINOLOGY

  • ORIENTATION AND MOBILITY SPECIALIST: therapist who works with children with visual impairments to teach awareness of their position in the environment, of significant objects, and how to move safely and efficiently in the environment.
  • PATHOLOGIST: professional who focuses on diseases or impairments.
  • PEDIATRIC OPHTHALMOLOGIST: physician who specializes in diseases and malfunctioning of the eyes in developmental years.

TERMINOLOGY

  • PORTFOLIO: a carefully selected collection of a child’s work that is used to document growth and development.
  • PSYCHOLINGUIST: one who studies and analyzes the acquisition and production of language
  • PSYCHOPATHOLOGIST: one who specializes in viewing mental disorders from a psychological perspective.
  • SECONDARY PREVENTION: providing adequate intervention services before the condition worsens or affects other areas of development.

TERMINOLOGY

    • SERVICE DELIVERY MODEL: a formal plan devised by the various agencies involved in providing services to a child and his/her family.
    • STANDARDIZED TESTS: assessment instruments that include precise directions for administering and scoring.
    • TRANSDISCIPLINARY TEAM: a team that shares the responsibilities for assessment, program planning, implementation, and evaluation across members.

 

TYPES OF TEACHER
OBSERVATIONAL ASSESSMENTS:

  • CHECKLISTS
  • FREQUENCY COUNTS
  • DURATION MEASURES
  • ANECDOTAL NOTES
  • RUNNING RECORDS
  • LOGS, JOURNALS, DIARIES
  • TIME SAMPLING
  • LANGUAGE SAMPLING
  • PORTFOLIO

TEACHERS SHOULD NOT:

  • MAKE A DIAGNOSIS!!!
  • Use LABELS to describe children
  • Raise parents’ ANXIETY
  • TELL parents what to do
  • JUMP TO CONCLUSIONS without adequate data

TEACHERS SHOULD:

  • Work well with families
  • Voice concerns to families
  • Listen carefully and respectfully
  • Be knowledgeable
  • Be culturally sensitive
  • Work collaboratively with parents
  • Remember that all children (and all parents) are different and unique.

PROCESS OF THE IEP

Same as for IFSP: screen,

diagnose, plan program,

monitor, and evaluate.

  • Should include
  • child’s present levels
  • Long term goals
  • Short term objectives
  • Specific services to be provided
  • Accountability
  • Where and when

WHO IS ON THE TEAM???

    • PARENTS
    • Child’s regular classroom teacher
    • Child’s special education teacher
    • Principal or vice-principal or program head (LEA representative)
    • A person who can interpret the data
    • Service coordinator or equivalent
    • School counselor or equivalent
    • Interpreter
    • Physical therapist
    • Occupational therapist

 

 

  • Psychologist
  • Medical Doctor
  • Speech-Language Pathologist
  • Community support person
  • Social Worker
  • Orientation and Mobility Specialist
  • Lawyers
  • Behavior specialists
  • Assistive technology specialist
  • Vision Specialist
  • ASL interpreter
  • Other interested or involved parties

Informal Assessment Measures

Checklist: a method

of documenting the

presence or absence of

skill or behavior in a

developmental

sequence.

~class activity

Frequency Count:

keeping track of how

often a behavior

occurs.

~watch how many times players in white shirts pass ball

http://viscog.beckman.uiuc.edu/grafs/demos/15.html

Informal Assessment Measures

Running Records:

detailed account of a

segment of time,

recording all behaviors

and quotes during that

time.

~write down EVERYTHING exactly

http://www.youtube.com/watch?v=-ulsq4a2SCg&feature=related

 

*

Informal Assessment Measures

Logs, Journals,

Diaries: a form of

observation technique

that involves making a

page of notes about

children’s behavior in a

cumulative journal.

Time sampling:

method of recording

where children are by

choice at a certain

time, measuring

attention span and

interests.

Informal Assessment Measures

Anecdotal Notes:

Factual narrative of an

incident

 

 

 

Portfolio: a carefully

selected collection of a

child’s work that is

used to document

growth and

development.

Informal Assessment Measures

Duration Measures:

How long an event or

behavior lasts

~ about 4 minutes

~ how many questions Will asks

~ how many letters in his answer?

 

~ how many times does he use the letter Q?

 

How is the​ teacher-centered learning theory different from​ child-centered theories described in Chapter 1 of the Tompkins & Rodgers text?

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https://www.pearsonhighered.com/assets/samplechapter/0/1/3/3/0133831469.pdf

Two discussion post. Minimum 500 words each.

1. How is the​ teacher-centered learning theory different from​ child-centered theories described in Chapter 1 of the Tompkins & Rodgers text? How do these different approaches to learning relate to how we teach reading and writing? (chapter 1)

2.  Prior to 1970, educators used the term “readiness” to describe a developmental point at which children should begin formal reading and writing instruction. The current perspective, emergent literacy, recognizes that very young children exhibit behaviors that show that literacy is already a part of their lives. What activities capitalize upon a young child’s motivation to read and write? What are ways in which teachers, parents, and guardians can support young learners at each stage of development (emergent, beginner, fluent)? (Chapter 2)

Rough Draft Review Process Evaluation

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Purpose: The primary goal of this weekly assignment is to enable you to understand the revision process and revise your paper with the help of a writing specialist.

Prepare:

Step 1: Prepare a shortened version of your Final Paper (at least four pages) by including the following:

  • Introduction paragraph and thesis statement you developed for your Week 3 Assignment.
  • Background information of the global societal issue you have chosen.
  • Brief argument supporting at least two solutions to the global societal issue.
  • Conclusion paragraph.
  • Must document any information used from at least five scholarly sources in APA style as outlined in the University of Arizona Global Campus Writing Center’s Citing Within Your Paper (Links to an external site.) Note that you will need at least eight scholarly sources for your Final Paper in Week 5.

Step 2: After you have completed a rough draft of your paper, submit that draft to the University of Arizona Global Campus Writing Center by using the instructions found in the Paper Review (Links to an external site.) page. Your paper will be returned within 24 hours, so give yourself enough time to complete and submit it prior to the due date.

Reflect: Carefully review the summary feedback found in the email from the tutor and the margin comments that you see on your returned paper. Consider each of the suggestions provided to help you to revise your paper.

Write:

What You Need to Submit to Waypoint:

  • Upload the document that contains the feedback from the Writing Center specialist.
  • Submit the journal assignment answering the following questions in at least 400 words:
    • Identify the top three issues your writing specialist focused on in your rough draft (e.g., paragraph structure, proper use of quotations, thesis statement, etc.).
      • In what ways were those issues surprising?
    • Describe what you learned from some of the feedback your writing specialist provided as explanations.
      • Was this feedback helpful?
    • Evaluate the usefulness of the paper review tool.
      • In what ways did this activity improve your academic writing skills?
      • Will you use the University of Arizona Global Campus Writing Center to review your work in the future? Why or why not?
    • Identify Writing Center Video Tutorials (Links to an external site.) that you find most useful and explain why. Also, identify tutorial(s) you found least useful and explain why.