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  • 2. ESOLFull SailUniversityoffers aCertificateProgram forEnglish as asecondlanguage .
  • 3. Exceptional EducationFull SailUniversity iscommitted toprovidingservices tostudents withdisabilities.The entirebrochure canbe found here:http://www.fullsail.edu/alfresco/ROOT/Shared%20Content/_Media/pdf-downloads/disabilities-brochure.pdf
  • 4. Cultural/Faith DiversityFull SailUniversitycurrentlyoffersadmissionforInternationalStudents.
  • 5. Lesson PlanBecause thiswas an adulttrainingclass andnot a typicalK-12 school,the lessonplan wasnot astandardlesson plan.Theattachedsyllabus wasthe lessonplan thatwas followedfor the class.
  • 6. Teacher EnvironmentFull Sail is atechnologyforwardschool.Classes aretaught usingKeynotepresentationsaccompanied withlecture fromthe teacher.
  • 7. Student EnvironmentStudentsfollow alongon theirpersonallaptops,which areprovided bythe school.They work inacollaborativeenvironment.
  • 8. Classroom TechnologyFull SailprovidesMac laptopsto allstudents intheclassroom.Thecomputersalready haveall of thenecessaryprograms sothat they allcome toclass equallyprepared.
  • 9. Exceptional Education Field Observation Teacher InterviewName of Teacher: ___Bill Morgan__School:_____Full Sail University___ Grade: __College____What exceptionality do the students have? What grade level and what age are they? The common affliction with students is dyslexia, a processing and learning disability that affects a student’s abilities to understand materials and cause them to chronologically misinterpreted not only the individual letters when reading, but subsequently, the order of actions required to complete what the instructions may be asking for. These are college students, which are primarily ages 19 to 25, with about 2 to 3% being over the age of 30.What needs do the children seem to have that are unique to this group? Common to other children?What modifications in instructional approach are made? Most students here do react well to lecture and instructions designed for the remedial learner, but surprisingly the best response is to simply take the time to repeat and demonstrate again any material that anyone might need more than once. It’s my experience that students really don’t want to tell you that they need it again, and think that they can just figure it out once they have a chance to on their own. I’ve learned that on some of the more difficult items, that even if no one in the class asks you to repeat it, you should go back over it anyway, making it seem as if you’re thorough in your approach without needing to be prompted. Some material, however, should be gone over once with no repeating in order to make the students work a bit to figure it out, but if the student reaches a point where even that can be challenging, Teachers and teacher aids are still on hand to assist with the assignments.What recommendations does the parent have for you, regarding what you might provide for childrenwho have special needs? Parents really don’t suggest anything due to the “Overlooked” nature of this affliction. Mostly they’ve been told their kids just need a little extra help and they end up here. The provisions would include more hands on training with equipment and software and visual demonstrations rather than written assignments.How have you been affected by the education policy directed at children with special needs. Whatmodifications ahs the teacher made in teaching? What do you, as a teacher still feel is needed? Policies for special needs students are usually a requirement for the facility to uphold. As for the instructors themselves, the lesson plans have to be created which adhere to certain didactic and otherwise lab and homework requirements of hours in relation to credit hours, and of course, must pertain to the subject matter stated in the learning objectives when the class is created. Other than that, instructors would be notified of any specific needs necessary for a certain student.What type of assistive technology do you use to accommodate the special needs of your students?