All in all I have found this class to be both beneficial and enjoyable. I have enjoyed that there has been much time in class for group discussions, and sharing of ideas and experiences, although I sometimes found that too much time was given for the discussions. That is to say that at times I was a part of a group that was not entirely sure if we were doing an activity correctly, and would do what we thought the intention was (not sure if it was right or not) and then move on to random discussions. I understand that the point was to have us work together to create solutions, but it was sometimes frustrating to find out that the solution we had come to was quite diverged from what it should have been. Maybe a few more examples done as a whole class would have been helpful, prior to seperating into groups.
I feel that this class has benefitted me in gaining a deeper and truer understanding of the wide spectrum of learning disabilities, and how I can work towards creating an inclusive classroom setting, aiming to meet the needs of all students, at all levels of learning abilities. Having had the opportunity to learn more and view videos of differentiated classroom settings has offered great insight towards my future teaching strategies and methods. While some of these ideas seemed overwhelming at first, I appreciate that it is not expected to happen over night, but through small steps we can all work towards a safe, community orientated classroom, where studnets needs and goals are being made at their according academic levels.
I think it would be beneficial for future students to be given more class time to work on the wiki assignment, especially as it is worth such a large portion of the overall mark. As well, there should have been some class time for the organization of groups to take place for the second set of chapter reviews. I think that the fact that so many people submitted them late is a reflection of the fact that with no class time given to discuss and organize for this jigsaw activity, as well as orientation day to prepare and head out to, the reviews fell to the wayside, as even the creating of groups had been rather random. While I understand that class time is precious, I still feel that some portions of it should be designated for projects to atleast get organized and underway.
I will finish this blog the way I began and repeat that all in all I feel that this class has been both beneficial and enjoyable. I have gained a greater awareness of exeptionalities, and strategies for teaching these children within an open-minded and inclusive classroom setting. I have had to question and expand my own prior paradigms of soem of these ideas, and think th atthis has all been for the better. Thank-you Maurice for your time and expertise.
Tuesday, February 12, 2008
Monday, February 4, 2008
Blog # 6 & 7: Exceptional Learner Web Activity
This activity was done by myself and Allison Cavers
i) Prior to beginning your quest – please respond to these 2 questions quickly (3 – 6 sentences each) in your reflection blog:
What are the roles and responsibilities for all teachers in a classroom?
What are the roles and responsibilities for teachers of students with exceptional needs?
As a teacher, my responsibilities are to create lessons that will attempt to motivate learning and facilitate students varying needs. I also need to create a safe and caring community in which students can feel free to express their needs and wants of their own education. I also have a responsibility to collaborate and work co-operatively with other teachers.
As a teacher of exceptional learners it is my responsibility to adapt the curriculum to suit the specific needs of the learners and this starts with a pre-assessment in which I would be able to see those specific needs. It is also my responsibility to model appropriate behavior towards these students within the class community, not to make them stand out as being “different” but to make it clear that they are equal important within the classroom as all other students.
1) What is inclusion? Inclusion means that everyone belongs but it is often used only in the context of educational settings, or including students with exceptional needs into a “regular” classroom. A question that often arises is; what are the benefits of inclusionary settings?
· Please outline in a few sentences how you would describe an inclusive setting to someone who is not an educator {for example, a parent}.
An inclusive classroom is a place where students with varying learning levels and needs are included in all activities. The idea is that every student, no matter what level of social or intellectual development deserves to be in the same classroom setting and enjoy the same social benefits and opportunities. Teachers work to meet the needs of students where they are at in an inclusive setting.
2) Identification of students with exceptional needs in Alberta. In order to determine whether a learner requires the services of special education, what decision-making would be undertaken at the school level? Please skim the Alberta Education document Special Education Standards to note what steps would need to be taken.
Record your information in bullets or as a chain of events.
Develop an IPP, provided relevant PD for teacher, identify a teacher to be in charge of IPPs, ensure there is a learning team to provide programming for students with special learning needs, involve parents from informing to evaluation to feedback
3) Four key areas are defined within the Special Education Standards document: access, appropriateness, accountability, and appeals.
· What is the meaning of each of the four terms (see the upper section of each page)?
· What does this mean for you as a teacher?
Access: student with special learning needs are entitled to modified curriculum that has been adapted to enable and improve their learning
Appropriateness: Educational programming and services are designed around the assessed needs of students and are provided by qualified staff who are knowledgeable
and skilled.
Accountability: Accountability is the obligation to answer for the execution of one’s assigned responsibilities.
Appeals: Timely, fair and open processes protect the rights of students and parents and
address differences of opinion about the education of students with special
education needs.
As a teacher this means that I am responsible and accountable to modify curriculum based on assessment to meet student’s needs and make sure this is done appropriately so as to protect student and parent needs (including a difference in opinion of teaching methods). This also means extra time on the part of the teacher to ensure the best possible education opportunity is provided to all students.
4) Who are the children who are considered to be students with special needs in Alberta schools? You may be surprised with how some of the statistics “cluster” around particular categories of exceptionalities.
· Please list the top 4 categories (grades 1-12) and note 2 categories that have decreased over the past few years. Referring back to the Coding Criteria – briefly define each of these (6) exceptionalities.
· Briefly note your prediction as to why there has been an increase in some areas of exceptionality and a decrease in other areas (2-3 sentences).
Top 4:
Learning disability (code 54)
"Learning Disabilities" refer to a number of disorders which may affect the acquisition, organization, retention, understanding or use of verbal or nonverbal information. These disorders affect learning in individuals who otherwise demonstrate at least average abilities essential for thinking and/or reasoning.
Severe emotional/behavioral disability (code 42)
Displays chronic, extreme and pervasive behaviours and requires close and constant adult supervision, high levels of structure, and other intensive support services in order to function in an educational setting. The behaviours significantly interfere with both the learning and safety of the student and other students.
Mild Cognitive disability (code 51)
Show delay in most academic and social behaviors as compared to peers
Severe medical or physical disability (code 44)
A student/child with a severe physical, medical or neurological disability, including autism, is one who:
· has a medical diagnosis of a physical disability, specific neurological disorder or medical condition which creates a significant impact on the student’s/ECS child’s ability to function in the school environment (note: some physical or medical disabilities have little or no impact upon the student’s/ECS child’s ability to function in the school environment)
· Requires extensive adult assistance and modifications to the learning environment in order to benefit from schooling.
Decreased:
Gifted and talented (code 80)
Giftedness is exceptional potential and/or performance across a wide range of abilities in one or more of the following areas:
• general intellectual
• specific academic
• creative thinking
• social
• musical
• artistic
• kinesthetic.
Communication disability (code 57)
A student identified with a communication disability communicates ineffectively with peers and adults because of a diagnosed mild to moderate disability in:
• expressive and/or receptive language, and/or
• articulation, phonology, voice and/or fluency.
The reason for fluctuation within the coding areas could be that conditions previously seen as emotional or cognitive are now being categorized and diagnosed as medical conditions. Also, disabilities that may not have been formally recognized are now being more commonly diagnosed.
6) Open the IPP document you just downloaded. Read the twelve essential elements required within an IPP? (See page 24 within the PDF).
· List these twelve essential items within your blog (you may copy as well).
The Standards for Special Education, Amended June 2004 requires that the
following essential information be included in the IPP:
• assessment data (diagnostic assessment data used to determine special
education programming and services)
• current level of performance and achievement
• identification of strengths and areas of need
• measurable goals and objectives
• procedures for evaluating student progress
• identification of coordinated support services
• relevant medical information
• required classroom accommodations
• transition plans
• formal review of progress at regularly scheduled reporting periods
• year-end summary
• parent signature to indicate informed consent.
7) Read pages 28 to 34, which provides some detail on each of the above essential elements.
· Give your own example of a strength,an area of need and a measurable goal based on the reading and examples provided.
· Give one example of an accommodation strategy.
Strength- works cooperatively with other when doing group projects
Area of Need- work towards controlling anger outbursts at inappropriate times within the classroom
Measurable Goal- Student will remove themselves to designated area of the room when provoked to anger once a day, or more if necessary.
Accommodation Strategy- Create special area in classroom where student can take themselves to “cool down”
9) Very briefly browse the remainder of the document (very briefly as it is HUGE).
· Find a chapter that you find most relevant.
· Give one example of a strategy you feel is most salient to you.
Chapter 2: Encouraging Parent Involvement
Open-Door Policy- this helps to encourage cooperation between teacher and parent which can allow routines maintained at home to be brought into the classroom and vice versa. This also creates a comfortable environment where no one feels intimidated but we are all working together towards a positive end result.
i) Prior to beginning your quest – please respond to these 2 questions quickly (3 – 6 sentences each) in your reflection blog:
What are the roles and responsibilities for all teachers in a classroom?
What are the roles and responsibilities for teachers of students with exceptional needs?
As a teacher, my responsibilities are to create lessons that will attempt to motivate learning and facilitate students varying needs. I also need to create a safe and caring community in which students can feel free to express their needs and wants of their own education. I also have a responsibility to collaborate and work co-operatively with other teachers.
As a teacher of exceptional learners it is my responsibility to adapt the curriculum to suit the specific needs of the learners and this starts with a pre-assessment in which I would be able to see those specific needs. It is also my responsibility to model appropriate behavior towards these students within the class community, not to make them stand out as being “different” but to make it clear that they are equal important within the classroom as all other students.
1) What is inclusion? Inclusion means that everyone belongs but it is often used only in the context of educational settings, or including students with exceptional needs into a “regular” classroom. A question that often arises is; what are the benefits of inclusionary settings?
· Please outline in a few sentences how you would describe an inclusive setting to someone who is not an educator {for example, a parent}.
An inclusive classroom is a place where students with varying learning levels and needs are included in all activities. The idea is that every student, no matter what level of social or intellectual development deserves to be in the same classroom setting and enjoy the same social benefits and opportunities. Teachers work to meet the needs of students where they are at in an inclusive setting.
2) Identification of students with exceptional needs in Alberta. In order to determine whether a learner requires the services of special education, what decision-making would be undertaken at the school level? Please skim the Alberta Education document Special Education Standards to note what steps would need to be taken.
Record your information in bullets or as a chain of events.
Develop an IPP, provided relevant PD for teacher, identify a teacher to be in charge of IPPs, ensure there is a learning team to provide programming for students with special learning needs, involve parents from informing to evaluation to feedback
3) Four key areas are defined within the Special Education Standards document: access, appropriateness, accountability, and appeals.
· What is the meaning of each of the four terms (see the upper section of each page)?
· What does this mean for you as a teacher?
Access: student with special learning needs are entitled to modified curriculum that has been adapted to enable and improve their learning
Appropriateness: Educational programming and services are designed around the assessed needs of students and are provided by qualified staff who are knowledgeable
and skilled.
Accountability: Accountability is the obligation to answer for the execution of one’s assigned responsibilities.
Appeals: Timely, fair and open processes protect the rights of students and parents and
address differences of opinion about the education of students with special
education needs.
As a teacher this means that I am responsible and accountable to modify curriculum based on assessment to meet student’s needs and make sure this is done appropriately so as to protect student and parent needs (including a difference in opinion of teaching methods). This also means extra time on the part of the teacher to ensure the best possible education opportunity is provided to all students.
4) Who are the children who are considered to be students with special needs in Alberta schools? You may be surprised with how some of the statistics “cluster” around particular categories of exceptionalities.
· Please list the top 4 categories (grades 1-12) and note 2 categories that have decreased over the past few years. Referring back to the Coding Criteria – briefly define each of these (6) exceptionalities.
· Briefly note your prediction as to why there has been an increase in some areas of exceptionality and a decrease in other areas (2-3 sentences).
Top 4:
Learning disability (code 54)
"Learning Disabilities" refer to a number of disorders which may affect the acquisition, organization, retention, understanding or use of verbal or nonverbal information. These disorders affect learning in individuals who otherwise demonstrate at least average abilities essential for thinking and/or reasoning.
Severe emotional/behavioral disability (code 42)
Displays chronic, extreme and pervasive behaviours and requires close and constant adult supervision, high levels of structure, and other intensive support services in order to function in an educational setting. The behaviours significantly interfere with both the learning and safety of the student and other students.
Mild Cognitive disability (code 51)
Show delay in most academic and social behaviors as compared to peers
Severe medical or physical disability (code 44)
A student/child with a severe physical, medical or neurological disability, including autism, is one who:
· has a medical diagnosis of a physical disability, specific neurological disorder or medical condition which creates a significant impact on the student’s/ECS child’s ability to function in the school environment (note: some physical or medical disabilities have little or no impact upon the student’s/ECS child’s ability to function in the school environment)
· Requires extensive adult assistance and modifications to the learning environment in order to benefit from schooling.
Decreased:
Gifted and talented (code 80)
Giftedness is exceptional potential and/or performance across a wide range of abilities in one or more of the following areas:
• general intellectual
• specific academic
• creative thinking
• social
• musical
• artistic
• kinesthetic.
Communication disability (code 57)
A student identified with a communication disability communicates ineffectively with peers and adults because of a diagnosed mild to moderate disability in:
• expressive and/or receptive language, and/or
• articulation, phonology, voice and/or fluency.
The reason for fluctuation within the coding areas could be that conditions previously seen as emotional or cognitive are now being categorized and diagnosed as medical conditions. Also, disabilities that may not have been formally recognized are now being more commonly diagnosed.
6) Open the IPP document you just downloaded. Read the twelve essential elements required within an IPP? (See page 24 within the PDF).
· List these twelve essential items within your blog (you may copy as well).
The Standards for Special Education, Amended June 2004 requires that the
following essential information be included in the IPP:
• assessment data (diagnostic assessment data used to determine special
education programming and services)
• current level of performance and achievement
• identification of strengths and areas of need
• measurable goals and objectives
• procedures for evaluating student progress
• identification of coordinated support services
• relevant medical information
• required classroom accommodations
• transition plans
• formal review of progress at regularly scheduled reporting periods
• year-end summary
• parent signature to indicate informed consent.
7) Read pages 28 to 34, which provides some detail on each of the above essential elements.
· Give your own example of a strength,an area of need and a measurable goal based on the reading and examples provided.
· Give one example of an accommodation strategy.
Strength- works cooperatively with other when doing group projects
Area of Need- work towards controlling anger outbursts at inappropriate times within the classroom
Measurable Goal- Student will remove themselves to designated area of the room when provoked to anger once a day, or more if necessary.
Accommodation Strategy- Create special area in classroom where student can take themselves to “cool down”
9) Very briefly browse the remainder of the document (very briefly as it is HUGE).
· Find a chapter that you find most relevant.
· Give one example of a strategy you feel is most salient to you.
Chapter 2: Encouraging Parent Involvement
Open-Door Policy- this helps to encourage cooperation between teacher and parent which can allow routines maintained at home to be brought into the classroom and vice versa. This also creates a comfortable environment where no one feels intimidated but we are all working together towards a positive end result.
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