Essentials PEPSI Elementary Adolescence Advanced CD
ESE504
Getting StartedClassSyllabusCommunicateLibraryHelp!
ESE504 : The Class : Advanced CD : Research School Age

Helping Youth Make Modifications

Applying Research to Enhance Best Practice

1. Read the material on collaboration and team building in Chapter Five (pp. 104-130) of the Wood text.
2. Identify the roles of the different participants described and summarize tasks expected.[25 points]

Team Member        
Role        
Tasks        

 

Rubric: Excellent - identifies at least four different potential team members who might be involved in collaborating on provision of special needs, defines the role in descriptive terms and identifies three or move tasks that might be involved in each role.

3. Review the co-teaching options and give the pros and cons of one of the models (p. 117) in which you have participated [and that may be a reflection of your experiences as a student in a classroom if you are a pre-service teacher]. [25 points]

Rubric: Excellent - identifies at least six different co-teaching options, defines one model in depth and elaborate on three or move pros and cons that might be involved in each role, completing the paragraph with a summative point for or against the role.

4. After completing the section on building parent support, speak to at least two parents who have a special needs youngster regarding personal experiences with special education. List the barriers they express, and work to sort them into categories, for example, personal issues, time issues, emotional barriers, personal concerns, feelings of inadequacy, frustration from other agencies, belief or disbelief in the system. [50 points]

Parent Interviews

  Experiences Issues Barriers Feelings
Parent One        
Parent Two        

Once you have completed the interviews, look for alternative ways to reach these and other parents and describe one in detail, as a plan for collaborative team building with parents. [ 25 points].

Plan for Collaborative Team Building with Parents

Rubric: Excellent - interviews and reports on at least two different parents, addressing experiences, issues, barriers, personal concerns, feelings of inadequacy, frustrations or pleasure with the support they receive for their child with special needs. Then, based on those findings and personal experiences, describe at least on strategy for enhancing collaborative teams that successfully address parent needs and increase the likelihood of gaining parent participation in planning for and implementing individual education plans.


Congratulations on a fine job of understanding teams- - - - - - - - - - - but aren't we missing something?


! ! ! The KID ! ! !

I could work at convincing you that the youngster may be the most critical part of the team

but

let's see what the research has to say. . .

A. Surf the net and find at least two articles that talk about the increase or decrease of successful results when students become the primary change agent. [25 points]

B. Share those findings in summary form at WebCT. Be sure to include an APA style reference, including the name of the article and the authors. Then describe an overview of the research. It strengthens the information to include sample size, the type of research, your feeling about the reliability of the study and the validity of the outcomes. [25 points]

C. If the IEP is the student's individual educational plan, why don't we include students in the planning and actual meeting more often? I believe the kid may be the key.

Let's say I want you to change- - -

which of these two plans is more likely to work with you if you are the student?

 

Shared power   Teacher power
I explain why you will want to change, how it will help you, either in the school or interpersonal arena. You discuss how you feel and we come to an agreement about a change. We discuss how and set up strategies that will allow both of us and others in the classroom to get needs met. We work out a way for you to monitor your success with my support and we update the plan and strategies as needed. We may also agree on a change I need to make to facilitate your progress, or others we may need to team with us so we are successful.   I explain how you need to behave, what I will give you if you are successful and the consequences of your failure to meet the expectations; that is, if you fail. I put the plan into effect, monitor your efforts and/or failures and reward or punish you accordingly. At times, especially if you thwart this process, a report may be provided to parents or other school personnel. In some instances you will be sent to others in the school for further disciplinary measures, or expelled.

Release the genie -- Share the power

Did you find any articles about student as self responsible learner?

Want to read one? Click here. [25 points]

Optional assignment: Begin compiling articles and research showing the importance and power of giving students responsibility for learning. As a part of the file, add different techniques you find or develop to enhance student self assessment, self monitoring, self awareness, self control, self esteem. [100 points]. Click here for a sample technique to begin your file. Continue to give yourself 25 points for articles or techniques you find to add to the file.

For grading purposes, please provide the following information:

Your Name:
Your Email address:

Once you have filled in the areas above, click the Send button below to send your response to the instructor.

  

E-mail J'Anne Ellsworth at Janne.Ellsworth@nau.edu

NAU

Course developed by J'Anne Ellsworth

Copyright 1998 Northern Arizona University
ALL RIGHTS RESERVED