5-Week Internship Project


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5-Week Internship Project

  1. 1. 5 Weeks <br />at Rickover Naval Academy<br />
  2. 2. Hopes<br />Teach<br />Lesson planning<br />Differentiated Instruction<br />Collaboration<br />Constructivism<br />
  3. 3. Reality<br />Special Educator floated<br />Curriculum-centered instruction<br />Few cooperative opportunities<br />No collaboration<br />Modifications to assessments only<br />
  4. 4. What did I do for 5 weeks???<br />After school tutoring from 3 to 4<br />Small group instruction during pull-out sessions<br />Individual instruction<br />Collaborated on 5 IEPs<br />Attended 5 IEP meetings<br />Conducted 10 transition interviews<br />Worked on transition benchmarks with 10 students<br />Proctored standardized and curriculum-based assessments <br />Modified assessments<br />Graded tests <br />Attended professional development seminars<br />Wrote progress reports<br />Collected behavior data<br />Accommodated students in the classroom <br />Floated in Physics (X2) , Algebra (X2) and Language Arts (X1)<br />
  5. 5. Who Were My Students? <br />Freshmen<br />20 Total with IEPs or 504s<br />11 on my caseload<br />9 have LD<br />7 with V/A learning styles<br />
  6. 6. Literature Review<br />Including Students With Disabilities Into the General Education Science Classroom<br />“The science class is potentially one of the more promising classes in which to provide an appropriate education in the LRE because it has the capability (a) to allow students to interact, share, and collaborate during their learning experiences; (b) for teachers and students to assist one another during instructional activities, and (c) to offer a variety of multimedia opportunities for learning and performance” (Cawley, Hayden, & Baker-Kroczynski, 2002, p. 426). <br />
  7. 7. Literature Review<br />The Inclusion Classroom: Mathematics and Science Instruction for Students With Learning Disabilities<br />“In…science, students with learning disabilities frequently have difficulty with computation, problem solving, terminology, making inferences, and integrating new and prior knowledge. Memory, motor, and attention deficits are also common…” (Jarrett, 1999, p. 3).<br />
  8. 8. Reccommendations<br />Gen Ed and Sped Collaboration<br />Cooperative Learning Groups<br />Create Learning Experiences<br />Adapt Textbooks for Learning<br />Inquiry-Based Learning<br />
  9. 9. Break Down<br />Lessons explicitly states purpose<br />Includes students’ interests & styles<br />Provides first-hand experience<br />Allows generalization of content learned<br /> Teacher modeling & scaffolding<br />Group work<br />Reduce language and literacy demands<br />Teachers co-teach and co-plan<br /> Use multimedia <br />
  10. 10. References<br />Cawley, J., Hayden, S., Cade, E., & Baker-Kroczynski, S. (2002). Including students with disabilities into the general education science classroom. Exceptional Children, 68(4), 423-435. <br /> <br />Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.<br /> <br />Jarrett, D. (1999). The inclusive classroom: Mathematics and science instruction for students with learning disabilities. Portland, OR: Northwest Regional Education Laboratory. <br /> <br />Kroeger, S. D., Burton, C., & Preston, C. (2009). Integrating evidence-based practices in middle science reading. Teaching Exceptional Children, 41(3), 6-15. <br /> <br />LDA Education Committee. (2004). Differentiated instruction. Retrieved from http://www.ldaamerica.org/news/DIFFERENTIATED_INSTRUCTION.asp<br /> <br />Lynch, S., Taymans, J., Watson, W. A., Ochsendorf, R. J. Pyke, C., & Szesze, M. J. (2007). Effectiveness of a highly rated science curriculum unit for students with disabilities in general education classrooms. Exceptional Children, 73(2), 202-223. <br /> <br />Maroney, S. A., Finson, K. D., Beaver, J. B., & Jensen, M. M. (2003). Preparing for successful inquiry in inclusive science classrooms. Teaching Exceptional Children, 36(1), 18-25. <br /> <br />