I need to attach these to the website, and prompt students to print them out and either (a) bring them

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Activity Packet SPE 3100 Spring 2007 On the following pages are activities which we will either complete in class, or will be assigned for homework. At the top of each page is an indication of which chapter the activity accompanies. You may print the entire packet at once, or as needed. However, you are expected to have the activity with you on the evening that we are covering the associated chapter. 1Chapter 1 Activity 1-1. Six principles of IDEA. Draw the six principles of IDEA. Though your drawings do not need to be artistic, make your drawings specific so you can recall each principle just from looking at the picture. 1 2 3 5 6 4 2 Chapter 1 Activity 1-2. Disability Laws. Fill in the two Law Venn diagrams below. Briefly write down the characteristics of each law in the corresponding circle. Where do the laws overlap? The overlapping parts should be written where the circles overlap. IDEA 504 ADA IDEA NCLB 3Chapter 2 Activity 2-2. Write a personal IEP for yourself. Even though you do not necessarily have identified special needs, we all have learning preferences and styles in which we like to learn. Use your own learning preferences to plan your individualized instruction for learning in this class. (Note: This is not really like a full IEP. You are missing many parts of it, including goals and objectives. See Figure 1–7 ...

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• Publié par: Urzoe
• Nombre de lectures: 61
• Langue: English

Extrait

Activity Packet SPE 3100 Spring 2007 On the following pages are activities which we will either complete in class, or will be assigned for homework. At the top of each page is an indication of which chapter the activity accompanies. You may print the entire packet at once, or as needed. However, you are expected to have the activity with you on the evening that we are covering the associated chapter.

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Chapter 1 Activity 1-1. Six principles of IDEA. Draw the six principles of IDEA. Though your drawings do not need to be artistic, make your drawings specific so you can recall each principle just from looking at the picture. 1 23 4 5 6

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Chapter 1 Activity 1-2. Disability Laws. Fill in the two Law Venn diagrams below. Briefly write down the characteristics of each law in the corresponding circle. Where do the laws overlap? The overlapping parts should be written where the circles overlap.

IDEA

IDEA

ADA

504

NCLB

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Chapter 2 Activity 2-2. Write a personal IEP for yourself. Even though you do not necessarily have identified special needs, we all have learning preferences and styles in which we like to learn. Use your own learning preferences to plan your individualized instruction for learning in this class. (Note: This is not really like a full IEP. You are missing many parts of it, including goals and objectives. See Figure 1–7 for all of the required contents. But this will give you main idea.) Individualized Education Plan for: Name •Identify the supplementary aids and services you need: (Do you need notebook supplies? Writing instruments? Books? Calendar? Study buddy? Instructor’s phone number, email and/or office hours? Make a list of all of the supplies and services you need to be successful.) •Identify the special education services or specially designed instruction you need: (Do you prefer lecture? Handson assignments? Reading? Computer activities? This textbook provides many multimedia options for learning the material. Which method would be the best education for you?) •Identify your other educational needs. (Do you have other concerns that need addressing to be successful in this class? Though not addressed in the curriculum of this course, have you already figured out transportation, parking, computer access, time management, or other non academic considerations?) •Identify the related services you need to be educated in this class. (Though most of you do not need the services of student disability services or other support services, do you need other services provided by the college or university? Such as advisors? Mentors? Tutoring? Library assistance? Career placement services? Child care?)

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Chapter 3 Activity 3-1. Check your cultural assumptions! Jot your answers in the space below. Then pick out a partner with whom to discuss either item a, b, or c. (a) Do you expect students (b) Do you expect students (c) Do you expect your to make eye contact with to work competitively or students to confide in you? you? How about if you are cooperatively? How do you How about if it is about upset with them? Do you prefer to work? How will another student? Do you make eye contact with a you handle a student who confide in your instructors? person who is upset with learns differently from you? How will you handle a you? How will you handle a student who is different student who reacts from you? differently than you? After discussing the issue with your partner: Did you both agree on how you would answer each question? What dangers are there of a teacher believing that his or her students are like he or she is?

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Chapter 4 Activity 4-1. Self Determination. Self-determination is a very important topic for individuals with disabilities. One of the errors teachers make is not being aware of age appropriateness of certain decisions. One way to remember what is age appropriate is to remember when you became “self-determined” yourself. For this activity make a timeline of your own life for the following activities: When is the first time you were able to. . . ? a.Choose which food to eat first b.Choose toys to play with c.Choose your bed time d.Get yourself dressed e.Choose what clothes to wear f.Tie your shoes g.Choose what extracurricular hobby/activity you like to do h.Go on a sleep over i.Baby-sit another person j.Drive a car k.Have a bank account of your own l.Call up friends on the phone m.Choose who to be friends with AGES 0 5 10 15 20

What would it feel like if you had only accomplished half of the items on the list? Or none of them? How restricted would your life be? Is it important to give individuals with disabilities the ability to determine their own lives?

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Chapter 4 Activity 4-2. Partnerships with families. Partnerships with families are imperative to the success of children with disabilities. Give one specific example of how you can accomplish each of the major principles of building successful partnerships with families of the students in your classroom. Make sure your examples address most of the bulleted points. Communication •Be friendly •Listen •Be clear •Be honest •Provide and coordinate information Personal Competence •Providing a quality education •Continuing to learn •Setting high expectations Respect •Honor cultural diversity •Affirm strengths •Treat students and families with dignity Commitment •Be available and accessible •Go above and beyond •Be sensitive to emotional needs Equality •Share power •Foster empowerment •Provide options Advocacy •Seek win-win solutions •Prevent problems •Keep your conscience primed •Pinpoint and document problems •Form alliances Trust •Being reliable •Using sound judgment •Maintaining confidentiality •Trusting yourself

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Chapter 5 Activity 5-2. Response to Intervention. Response to intervention is a big change from the discrepancy model. Give the pros and cons of each model in the diagram below to help your understanding. Discrepancy Model Pros Response to Intervention Pros Discrepancy Model Cons Response to Intervention Cons

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Chapter 6 Activity 6-2. Receptive and Expressive Language. When do we use language in the classroom? Give specific examples of when students use receptive language and expressive language. Make sure you can generate at least 10 specific examples of each. Receptive Language Examples Expressive Language Examples How difficult would it be for a student to function if he or she had deficits in receptive and/or expressive language and could not do the examples on your list?

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Chapter 9 Activity 9-1. Levels of support. Decorate the levels of support on the graphic organizer below. You can draw pictures, describe each in your own words, write key words, or provide examples of each.

Intermittent

Limited

Extensive

Pervasive

Why do you think the graphic organizer is a triangle? What does that represent? Why is it important to view individuals with mental retardation by their level of need rather than their IQ level?

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Chapter 9 Activity 9-2. Self-determination. Let’s try out the self-determination learning model of instruction. Fill out Phase 1 and Phase 2 of the form below for yourself in this class. Phase 1 Problem: What Is My Goal? 1. What do I want to learn? 2. What do I know about it? What must change for me to learn what I don’t know? 4. What can I do to make this happen? Phase 2 Problem: What Is My Plan? 5. What can I do to learn what I don’t know? 6. What could keep me from taking action? 7. What can I do to remove these barriers? 8. When will I take action? Phase 3 Problem: What Have I learned? 9. What actions have I taken? 10. What barriers have been removed? 11. What changed about what I did not know? 12. Do I know what I want to know? In a couple of weeks, come back and fill out Phase 3. Would this reflective process help individuals to take control of their own learning? Would it be helpful to individuals with mental retardation? Why?

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