Considerations when developing the lesson plan

Objective – Students will plan meaningful instruction to promote an inclusive environment appropriate for all young children, especially those with special needs.
Part I: Connecting the Dots
**Select two learners for this assignment**Using the template provided, you are to connect the dots by filling in each of the following boxes with: what is known about the children, one IEP goal (e.g., long-term or short-term), what evidence from prior observation supports what you already know about the children, how would you go about planning instruction, how would you collaborate with colleagues, how would you engage families, and how will you report progress based on the goals.
Part II: Plan for Implementation of Activity
Based on your connecting the dots template from Part I, you will develop a lesson plan to address the Unit on Light and include an activity to address your learners’ learning needs.
Considerations when developing the lesson plan
• The current unit of study
• The learners’ and their IEP goals to be address
• The strategies that would be used to enhance the learners’ learning experiences
• The Common Core Standards
• The strand/core standard
• The objective of each activity (e.g., concept to be taught)
• A description of the activity and how it will be implemented
• Materials needed to execute the activity
• How will you monitor learners’ progress
Part III: At-home Connection *Needs to be written in narrative form*
Considering your lesson plan activity, describe strategies or activities families can incorporate into their routine to work with their child at home.
Part IV: Progress Monitoring *Needs to be written in narrative form*
Include an example of the monitoring system you will use to monitor students’ progress.
Be sure to provide a reference page for cited information.*
Attached to this assisgnment is the template that needs to be used for this assisgnment as well as examples. if more files are available to me i will share them with you !

Considering your lesson plan activity, describe strategies or activities families can incorporate into their routine to work with their child at home.

Objective – Students will plan meaningful instruction to promote an inclusive environment appropriate for all young children, especially those with special needs.
Part I: Connecting the Dots
**Select two learners for this assignment**Using the template provided, you are to connect the dots by filling in each of the following boxes with: what is known about the children, one IEP goal (e.g., long-term or short-term), what evidence from prior observation supports what you already know about the children, how would you go about planning instruction, how would you collaborate with colleagues, how would you engage families, and how will you report progress based on the goals.
Part II: Plan for Implementation of Activity
Based on your connecting the dots template from Part I, you will develop a lesson plan to address the Unit on Light and include an activity to address your learners’ learning needs.
Considerations when developing the lesson plan
• The current unit of study
• The learners’ and their IEP goals to be address
• The strategies that would be used to enhance the learners’ learning experiences
• The Common Core Standards
• The strand/core standard
• The objective of each activity (e.g., concept to be taught)
• A description of the activity and how it will be implemented
• Materials needed to execute the activity
• How will you monitor learners’ progress
Part III: At-home Connection *Needs to be written in narrative form*
Considering your lesson plan activity, describe strategies or activities families can incorporate into their routine to work with their child at home.
Part IV: Progress Monitoring *Needs to be written in narrative form*
Include an example of the monitoring system you will use to monitor students’ progress.
Be sure to provide a reference page for cited information.*
Attached to this assisgnment is the template that needs to be used for this assisgnment as well as examples. if more files are available to me i will share them with you !

Write a document/pamphlet/tip sheet for a parent with helpful behavior management procedures that you have learned from this module that you think would be useful for a parent to use at home.

Write a document/pamphlet/tip sheet for a parent with helpful behavior management procedures that you have learned from this module that you think would be useful for a parent to use at home.

Amount of time and thought, so plan accordingly.

The Philosophy of Special Education is the context for candidates to demonstrate skills related to
CEC Standards: #7 (Professional and Ethical Practice), #1 (Child Development and Early
Learning), #2 (Partnering with Families), and #3 (Collaborating and Teaming).
Project Overview:
The goal of this paper is to create a document that provides a reflective discussion of special
education principles and practices, as well as a plan to use those principles and practices in your
teaching. You should reflect on foundational knowledge of the field, best practices in addressing
individual differences in a supportive, culturally-responsive, inclusive learning environment.
This paper should be written based on your current knowledge of the special education field and
personal experiences with individual with exceptionalities. It includes a reflection of your
philosophy of special education and should be based on what you know about the special
education teaching profession. You should include knowledge on educating students in a diverse
classroom (to include students of varying cultures, with and without disabilities, and English
Language Learners).
Your philosophy statement will become a “working document.” Your statement may be used in
other courses, and you may eventually use a polished product in your teaching portfolio to use in
professional interviews. This discussion and reflection may (and should) take a considerable
amount of time and thought, so plan accordingly.
This paper must be a minimum of 8 pages of content in length and must NOT exceed 12 pages.
This paper must be uploaded to Foliotek.
Use the CEC Initial Practice-Based Professional Preparation Standards for Special Educators to
guide the discussion of your practices.
Address each section with a reflective discussion of the meaning and importance of the
standard, and a detailed plan for including the standard in your teaching and professional
practices.

How diversity is a part of families, cultures, and schools, and how complex human issues can interact with the delivery of special education services.

Benchmark Criteria:
As a special education teacher, you will be expected to provide support and guidance to administration, teachers, and staff regarding issues that may arise concerning how to meet the needs of individuals with disabilities outlined in IEPs. Serving as a collaborative resource to colleagues promotes the well-being of individuals with disabilities, the main goal of a special education teacher. Additionally, it is vital to provide support and guidance for students in the inclusion setting who will be working and collaborating with non-exceptional peers and general education teachers.
Read the case study to inform the assignment that follows.
John is currently a ninth-grade student who has been identified as having an emotional/behavioral disorder, specifically in the area of obsessive-compulsive disorder (OCD). During his annual IEP meeting, John’s IEP team reviewed recent test scores and determined he qualified for the gifted program in the area of English language arts (ELA). John will continue to participate in the inclusion classroom for the remainder of his courses, and be placed in the gifted classroom for ELA in the second semester of the school year.
As John continues to be successful in all of his inclusion classes, he is having difficulty in his new ELA class. The gifted teacher, Ms. Griedl, was not able to be present during the IEP meeting, and John is the first student with an IEP she has had in her class. John has stated that being the only Hispanic student in Ms. Griedl’s gifted class has made him feel uncomfortable at times. He says Ms. Griedl does not include him in the classroom conversations and when she speaks to him, it is abruptly. John says she does not treat the other students in the same manner.
After one month of John being in the gifted class, Ms. Griedl has requested that a paraprofessional be present to support John. The IEP team determined that this was not necessary and that John should be able to be successful in the gifted classroom without a paraprofessional. The principal, Mr. Fleming, did a walk through observation of Ms. Griedl’s gifted classroom and he did notice that John was isolated in a corner, and the teacher and other students in the class did not interact with him. In addition, Mr. Fleming received a phone call from John’s parents who reported that Ms. Griedl had told John she felt he did not belong in the gifted class. John no longer wants to be in the class because he does not feel welcome.
Use the “Collaboration and Communication Action Plan Template” to complete this assignment.
Part 1: Action Plan
Mr. Fleming has come to you, the special education teacher, for assistance with the situation. To assist the principal, create a 750-1,000 word action plan. The action plan should include one long-term goal and a minimum of four short-term goals to help reach the long-term goal.
For each short-term goal, identify the following information related to implementation:
At least 1-2 implementation activities/strategies
Resources needed
Timeline: To include measuring progress and implementing strategies
Persons Responsible: To include measuring progress and implementing strategies
Evidence of Success: How is this measured, or the desired outcomes to demonstrate success
Keep in mind the following when you outline your goals and implementation steps:
John’s abilities and interests, the learning environments, and cultural and linguistic factors.
How you will incorporate collaboration to help the action plan be successful.
Your role as a coach and resource for John and Ms. Griedl.
Part 2: Rationale
Support your action plan with a 500-750 word rationale that incorporates researched best practices on collaboration and communication when working with colleagues, administration, and families.
Your rationale should address the following considerations:
Theories or elements of effective collaboration you utilized in your action plan.
How diversity is a part of families, cultures, and schools, and how complex human issues can interact with the delivery of special education services.
The importance of supporting individuals with disabilities in all settings to help them reach their optimal potential and allow them to flourish academically and behaviorally.
Support your findings with 2-3 scholarly resources.

When citing your chosen sources, do not include the first names of the authors or the title of the article in your narrative.

Instructions
Candidates will read four current (2012 – present) professional journal articles directly related to
educating or working with students with disabilities. The articles should be useful to the
candidate’s teaching, directly related to a specific topic, as well as related directly to the focus of
this course.
Part 1: Introduction. Provide the foundation of your paper by starting with a research question.
The articles you choose should provide information to answer this question. This section should
be between half a page to a full page.
Part 2: Literature Review. Summarize, critique, and connect the articles to the text readings in
4-6 pages of content in APA style. This should not be a sequential summary of the articles, but a
synthesis of the information gained from the readings, using topics/themes as headings to guide
the content. The content should supplement the material in the text, not duplicate it. Use third
person. Do not use direct quotes, unless absolutely necessary, such as when defining a term or
stating specific legal code. The end of this section should include a summary that answers the
research question posed in part 1.
When citing your chosen sources, DO NOT include the first names of the authors or the title of
the article in your narrative.
Part 3: Reflection. The project must include reflection which connects research to practice (ie.
how is this information useful to classroom teachers?).
Candidates must include an abstract – an abstract generally sits on its own page.
Use APA 7th edition format. Use third person. Avoid contractions. Avoid hyperbole (“most”,
“extremely” “every parent”).
In addition to a reference page, candidates must include an annotated bibliography. The
annotated bibliography and PDF copies of each article must be uploaded to the Assignments
folder on ecampus prior to the final paper – see due dates on ecampus. All references should be
cited within the paper numerous times. Avoid citing a secondary source – find the original
article to make sure you are correctly summarizing the information in it.
Two common errors to note:
When you use an abbreviation, the first time it is introduced, use the full term with the
abbreviation in parentheses.
Example:
The student’s Individualized Education Program (IEP) contains a statement of accommodations
to be used during instruction.
Only the first word in the title of the article should be capitalized on the reference page.
Example:
Vanderbilt, J. H., & Lafayette, V. A. (2009). Making accommodations work for students in the special
education setting. Teaching Exceptional Children, 65(2),28-295.

When citing your chosen sources, do not include the first names of the authors or the title of the article in your narrative.

Instructions
Candidates will read four current (2012 – present) professional journal articles directly related to
educating or working with students with disabilities. The articles should be useful to the
candidate’s teaching, directly related to a specific topic, as well as related directly to the focus of
this course.
Part 1: Introduction. Provide the foundation of your paper by starting with a research question.
The articles you choose should provide information to answer this question. This section should
be between half a page to a full page.
Part 2: Literature Review. Summarize, critique, and connect the articles to the text readings in
4-6 pages of content in APA style. This should not be a sequential summary of the articles, but a
synthesis of the information gained from the readings, using topics/themes as headings to guide
the content. The content should supplement the material in the text, not duplicate it. Use third
person. Do not use direct quotes, unless absolutely necessary, such as when defining a term or
stating specific legal code. The end of this section should include a summary that answers the
research question posed in part 1.
When citing your chosen sources, DO NOT include the first names of the authors or the title of
the article in your narrative.
Part 3: Reflection. The project must include reflection which connects research to practice (ie.
how is this information useful to classroom teachers?).
Candidates must include an abstract – an abstract generally sits on its own page.
Use APA 7th edition format. Use third person. Avoid contractions. Avoid hyperbole (“most”,
“extremely” “every parent”).
In addition to a reference page, candidates must include an annotated bibliography. The
annotated bibliography and PDF copies of each article must be uploaded to the Assignments
folder on ecampus prior to the final paper – see due dates on ecampus. All references should be
cited within the paper numerous times. Avoid citing a secondary source – find the original
article to make sure you are correctly summarizing the information in it.
Two common errors to note:
When you use an abbreviation, the first time it is introduced, use the full term with the
abbreviation in parentheses.
Example:
The student’s Individualized Education Program (IEP) contains a statement of accommodations
to be used during instruction.
Only the first word in the title of the article should be capitalized on the reference page.
Example:
Vanderbilt, J. H., & Lafayette, V. A. (2009). Making accommodations work for students in the special
education setting. Teaching Exceptional Children, 65(2),28-295.

Discuss common communicative patterns and their benefits and challenges for students with asd (e.g., echolalia, mutism, and special interests).

Instructions
This assignment was introduced in Workshop One, Assignment 1.6.
Read Chapter 5 “Teaching Communication Skills” in your Methods textbook.
Read Chapter 6 “Assessing and Teaching Oral Language” in your Strategies textbook.
Contact your school’s speech and language pathologist to arrange a meeting to discuss communication, language disorders and autism. In your discussion include the following areas and be addressed in your reflection paper:
Impact of language delays on cognitive, social-emotional, adaptive, play, behavior, temperament, and motor development for individuals with ASD.
Benefits and challenges of collaboration among teachers and related service providers for meeting the communication needs of students with ASD.
Communication and social interaction alternatives for individuals who are nonspeaking (assistive technology, Picture Exchange Communication System [PECS], etc.).
The use of language and the ways in which these can differ from other cultures and possible misunderstandings. Discuss common communicative patterns and their benefits and challenges for students with ASD (e.g., echolalia, mutism, and special interests).
Address differing environments and their communication demands, and the impact on students with communication needs.
Respond to the text reading and your interview with the speech and language pathologist in a two-to-three-page reflection paper.
Your paper will need to address the discussion prompts located above and key points in your textbook chapters. Use the prompts as headings in your paper. Be sure you appropriately use APA format and have at least one citation.