Assessment of Children with Special Needs
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This document discusses assessment of students with special needs. It defines assessment as a process to collect data to make decisions about students, while testing provides quantitative scores. It highlights laws like IDEA and NCLB that require assessments and accommodations. Normative groups and reliability and validity are important aspects of assessment. Universal design and testing accommodations can help include all students. Teachers should consider student progress and interventions before special education referral.
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Assessment of Students with Special Needs
This document discusses assessment of students with special needs. It defines assessment as a process to collect data to make decisions about students, while testing provides quantitative scores. It highlights laws like IDEA and NCLB that require assessments and accommodations. Valid and reliable assessments use normative groups and consider diversity. Teachers should consider student progress and modifications before special education referrals.
Assessment of Children with Special Needs
This document discusses assessment of children with special needs. It defines assessment as the process of collecting educational data to make decisions about students or schools. Assessment aims to help teachers understand each student's level and determine next steps to improve learning. Testing is a form of assessment using specific problems to evaluate students' knowledge, intelligence or abilities. The main legal bases for assessment of individuals with disabilities are the Individuals with Disabilities Education Act (IDEA), which ensures publicly funded special education, and the No Child Left Behind Act (NCLB), which requires stronger accountability and testing standards.
Assessment in Special Education
This document discusses assessment in special education. It defines assessment as collecting information about a student to make decisions, such as determining eligibility for special education services. Assessment methods can range from formal standardized tests to informal teacher observations and ratings scales. A multidisciplinary team works together using various assessment methods and considers federal disability categories under IDEA to determine a child's strengths and needs for an individualized education program.
history of special education
This document outlines the history of special education from the early 1800s to today. It discusses how individuals with disabilities were initially excluded from schools and seen as cursed. Over time, advocates established some of the first schools for specific disabilities. Legislation in the 20th century, such as Public Law 94-142, guaranteed educational rights and funding. Today, most schools embrace inclusion and aim to integrate students with disabilities into general education classrooms.
Introduction to assessment
Assessment in special education involves collecting information about a student to make decisions. It is a problem-solving process that determines evaluation, diagnosis, eligibility, IEP development, educational placement, and instructional planning. Assessment is part of a multidisciplinary team process that evaluates students and determines their need for special education services. The skills of assessment are crucial to accurately evaluate students and guide their journey through special education.
1. special education
Special education is designed to meet the unique needs of students with disabilities. It involves specially designed instruction, materials, facilities, and services to help students learn skills. The goals of special education are to ensure students with disabilities can be educated effectively and provided with supportive environments. It also aims to support development and adjustment into regular school and community activities. Special education teachers require specialized knowledge and skills to address the individual needs of students with disabilities.
History of Special Education
The document summarizes key events and legislation in the history of special education in the United States from 1817 to the present. It outlines the establishment of the first school for the deaf in 1817, the formation of advocacy groups like the American Association on Mental Retardation in 1876 and the Council for Exceptional Children in 1922, important court cases and legislation including the Education for All Handicapped Children Act of 1975 and the Individuals with Disabilities Education Act of 1990, and concludes that while access to education has improved for students with special needs, continued progress is still needed.
Curriculum for Special Children
The document discusses considerations for developing curriculum for students with special needs. It defines curriculum and describes the explicit, hidden, and absent curriculums. The document also discusses comprehensive curriculum, universal design for learning, differentiated instruction, standard-based education, and various program orientations including the general education curriculum with and without supports/accommodations as well as more specialized curriculums.
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Assessment of Students with Special Needs
This document discusses assessment of students with special needs. It defines assessment as a process to collect data to make decisions about students, while testing provides quantitative scores. It highlights laws like IDEA and NCLB that require assessments and accommodations. Valid and reliable assessments use normative groups and consider diversity. Teachers should consider student progress and modifications before special education referrals.
Assessment of Children with Special Needs
This document discusses assessment of children with special needs. It defines assessment as the process of collecting educational data to make decisions about students or schools. Assessment aims to help teachers understand each student's level and determine next steps to improve learning. Testing is a form of assessment using specific problems to evaluate students' knowledge, intelligence or abilities. The main legal bases for assessment of individuals with disabilities are the Individuals with Disabilities Education Act (IDEA), which ensures publicly funded special education, and the No Child Left Behind Act (NCLB), which requires stronger accountability and testing standards.
Assessment in Special Education
This document discusses assessment in special education. It defines assessment as collecting information about a student to make decisions, such as determining eligibility for special education services. Assessment methods can range from formal standardized tests to informal teacher observations and ratings scales. A multidisciplinary team works together using various assessment methods and considers federal disability categories under IDEA to determine a child's strengths and needs for an individualized education program.
history of special education
This document outlines the history of special education from the early 1800s to today. It discusses how individuals with disabilities were initially excluded from schools and seen as cursed. Over time, advocates established some of the first schools for specific disabilities. Legislation in the 20th century, such as Public Law 94-142, guaranteed educational rights and funding. Today, most schools embrace inclusion and aim to integrate students with disabilities into general education classrooms.
Introduction to assessment
Assessment in special education involves collecting information about a student to make decisions. It is a problem-solving process that determines evaluation, diagnosis, eligibility, IEP development, educational placement, and instructional planning. Assessment is part of a multidisciplinary team process that evaluates students and determines their need for special education services. The skills of assessment are crucial to accurately evaluate students and guide their journey through special education.
1. special education
Special education is designed to meet the unique needs of students with disabilities. It involves specially designed instruction, materials, facilities, and services to help students learn skills. The goals of special education are to ensure students with disabilities can be educated effectively and provided with supportive environments. It also aims to support development and adjustment into regular school and community activities. Special education teachers require specialized knowledge and skills to address the individual needs of students with disabilities.
History of Special Education
The document summarizes key events and legislation in the history of special education in the United States from 1817 to the present. It outlines the establishment of the first school for the deaf in 1817, the formation of advocacy groups like the American Association on Mental Retardation in 1876 and the Council for Exceptional Children in 1922, important court cases and legislation including the Education for All Handicapped Children Act of 1975 and the Individuals with Disabilities Education Act of 1990, and concludes that while access to education has improved for students with special needs, continued progress is still needed.
Curriculum for Special Children
The document discusses considerations for developing curriculum for students with special needs. It defines curriculum and describes the explicit, hidden, and absent curriculums. The document also discusses comprehensive curriculum, universal design for learning, differentiated instruction, standard-based education, and various program orientations including the general education curriculum with and without supports/accommodations as well as more specialized curriculums.
Assessment of children with special needs.pptx
Assessment of children with special needs is important to determine if educational goals are being met and to make decisions about placement, instruction, and funding. There are four main types of assessment: formative, summative, performance, and portfolio-based. Special education assessment involves collecting educationally relevant information from various sources like developmental assessments, academic tests, behavior ratings, and curriculum-based measurements to make legal and instructional decisions. Special education teachers need to develop comprehensive learner profiles by looking for patterns in collected data to synthesize information and make educational decisions.
History of Special Education
This document outlines the key events in the history of special education in the United States from 1866 to 2001. It provides a timeline of important court cases and legislation that helped establish rights and protections for students with disabilities to access public education. Some of the major developments included the Civil Rights Act of 1866, Brown v. Board of Education in 1954 requiring desegregation of schools, the Education for All Handicapped Children Act (PL 94-142) in 1975 mandating free appropriate public education for all students, and the Individuals with Disabilities Education Act extending these protections. The timeline shows how advocacy and legal action have helped shift societal views and special education policy to be more inclusive over time.
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Persons with multiple disabilities have two or more serious disabilities that cause severe educational needs. They have complex instructional needs due to interactional effects of their disabilities. Multiple disabilities include cognitive, physical, sensory and health impairments requiring extensive supports. Accurate assessment is challenging due to limitations, so interviews regarding adaptive behaviors are more informative. Legislation requires public education and related services. Current trends favor inclusion with necessary supports when possible, though some controversy remains.
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The document summarizes key events and legislation in the history of special education in the United States. It discusses influential court cases like Brown v. Board of Education in 1954 and PARC v. Pennsylvania in 1972 that paved the way for students with disabilities to receive public education. Major legislation like the Education for All Handicapped Children Act of 1975 and the Individuals with Disabilities Education Act of 1990 guaranteed students with disabilities the right to free, appropriate public education. The document also discusses how societal views and the learning environment for students with disabilities have evolved over time.
Universal design-for-learning
Universal Design for Learning (UDL) is an instructional approach that uses flexible methods and digital media to meet the needs of all students. UDL originated as an architectural concept to make buildings accessible and has since been applied to education. UDL principles incorporate multiple means of representation, expression, and engagement based on how the brain learns best. By removing barriers through varied presentations, assessments, and engagement strategies, UDL creates inclusive classrooms for students with diverse abilities and learning styles.
Notes on Special Education
Special education provides individualized education and support to students with disabilities. The special education process involves referral, evaluation, development of an Individualized Education Program (IEP) by an IEP team, placement, and annual review. The IEP team develops an IEP that outlines the student's strengths and needs, measurable goals, accommodations and modifications, and placement in the least restrictive environment to meet the student's unique needs.
Special education
The document discusses special education, providing definitions and categories of eligibility. It outlines tips for working with students who have special needs, such as being consistent, using visual and auditory cues, and having backup plans. The document also discusses co-teaching methods, effective teaching strategies like mnemonics and hands-on learning, classroom management techniques, creating structured environments for students with ADD/ADHD, and assistive technologies that can help students with reading, writing, organization and other skills.
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Types of grading system
This document discusses several methods of grading student performance:
- Percentage grading based on exams and assignments
- Letter grading using a scale like A-F with possible plus/minus modifiers
- Norm-referenced grading comparing students to each other using letter grades
- Mastery grading where students must reach a specified level of attainment to pass
- Pass/fail grading with two levels of pass or fail
- Standards-based grading comparing performance to established content standards
It also discusses narrative grading using written comments instead of or in addition to scores or letters.
Inclusive education
The document discusses strategies to improve inclusive education, which is an approach that aims to place students with disabilities in regular classrooms. It emphasizes equal opportunities and full participation for all students regardless of their abilities or backgrounds. Some important strategies discussed include training teachers to use diverse teaching methods, adapting classrooms and curriculums to meet varied student needs, encouraging peer support between students, and addressing barriers like a lack of resources or negative attitudes. The overall goal is to create inclusive, supportive learning environments where all children can thrive.
special education,characteristics, objectives & principles.
Special education aims to meet the unique needs of children with disabilities by adapting curriculum and teaching methods. It provides individualized education programs tailored to each child's requirements. Special education is designed for students who need assistance beyond typical classrooms, either to function in school or reach their full potential. It has developed over time from exclusion and institutionalization to inclusive settings in regular classrooms.
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Accommodations and Modifications for students -pp
Here are some appropriate accommodations and modifications based on the student's present levels:
Accommodations:
- Access to teacher notes to supplement his own notes
- Extra processing and response time for assignments and tests
- Audiobooks for reading assignments
- Use of a word processor for written assignments and tests
- Option to take tests orally
Modifications:
- Modified spelling lists focusing on functional words
- Adjusted length or content level for some written assignments
The accommodations maintain the same learning expectations while providing supports, while the modifications adjust expectations to match the student's abilities. This combination of supports can help the student meaningfully access and engage with grade-level content.
Assistive technology in inclusive education
- Assistive technology refers to devices that help people with disabilities perform tasks that might otherwise be difficult or impossible. It can include things like wheelchairs, hearing aids, or software that reads text aloud.
- Adaptive technology refers more broadly to any technology designed to be usable by anyone, including those with disabilities or limitations. It aims to make technology accessible to all.
- The main difference is that assistive technology provides additional functionalities for people with disabilities, while adaptive technology modifies existing technologies to improve usability for a wider range of people, including those without disabilities.
Multiple Disabilities[1] Copy
The document discusses multiple-severe disabilities, defined as concomitant impairments that cause severe educational needs that cannot be accommodated in special education programs for a single impairment. It notes that around 0.23% of students ages 6-21 nationally have multiple-severe disabilities. Some key characteristics of these students include problems transferring learning, limited communication skills, difficulties with memory, and needing services from multiple therapists. The document then outlines various teaching methods, challenges, and technologies that can help support students with multiple-severe disabilities.
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The document discusses the 7 types of curriculum operating in schools:
1) Recommended curriculum proposed by scholars and organizations to stress important skills and concepts.
2) Written curriculum includes course documents and syllabi provided to schools for implementation.
3) Taught curriculum refers to classroom activities and lessons implemented by teachers and students.
4) Supported curriculum includes instructional materials like textbooks that help teach the written curriculum.
5) Assessed curriculum involves teacher evaluations to determine student progress and teaching effectiveness.
6) Learned curriculum indicates what students have actually learned as measured by outcomes and test results.
7) Hidden curriculum refers to unintended influences on student behavior and learning from unplanned aspects of the school environment.
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The IEP process:
*Content of an IEP
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Assessment of children with special needs is important to determine if educational goals are being met and to make decisions about placement, instruction, and funding. There are four main types of assessment: formative, summative, performance, and portfolio-based. Special education assessment involves collecting educationally relevant information from various sources like developmental assessments, academic tests, behavior ratings, and curriculum-based measurements to make legal and instructional decisions. Special education teachers need to develop comprehensive learner profiles by looking for patterns in collected data to synthesize information and make educational decisions.
History of Special Education
This document outlines the key events in the history of special education in the United States from 1866 to 2001. It provides a timeline of important court cases and legislation that helped establish rights and protections for students with disabilities to access public education. Some of the major developments included the Civil Rights Act of 1866, Brown v. Board of Education in 1954 requiring desegregation of schools, the Education for All Handicapped Children Act (PL 94-142) in 1975 mandating free appropriate public education for all students, and the Individuals with Disabilities Education Act extending these protections. The timeline shows how advocacy and legal action have helped shift societal views and special education policy to be more inclusive over time.
Multiple disabilities
Persons with multiple disabilities have two or more serious disabilities that cause severe educational needs. They have complex instructional needs due to interactional effects of their disabilities. Multiple disabilities include cognitive, physical, sensory and health impairments requiring extensive supports. Accurate assessment is challenging due to limitations, so interviews regarding adaptive behaviors are more informative. Legislation requires public education and related services. Current trends favor inclusion with necessary supports when possible, though some controversy remains.
Individuals with disabilities education act, week 1
The Individuals with Disabilities Education Act (IDEA) ensures that children with disabilities receive free and appropriate public education tailored to their individual needs. IDEA requires that students receive special education and related services outlined in their Individualized Education Plan (IEP) in the least restrictive environment. It also mandates that students have access to music education addressing a variety of musical styles. Music educators must collaborate with special educators and consider accommodations for each student's IEP to ensure all students can participate meaningfully in music classes.
Spe 514 wise-historyof_sped
The document summarizes key events and legislation in the history of special education in the United States. It discusses influential court cases like Brown v. Board of Education in 1954 and PARC v. Pennsylvania in 1972 that paved the way for students with disabilities to receive public education. Major legislation like the Education for All Handicapped Children Act of 1975 and the Individuals with Disabilities Education Act of 1990 guaranteed students with disabilities the right to free, appropriate public education. The document also discusses how societal views and the learning environment for students with disabilities have evolved over time.
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Universal Design for Learning (UDL) is an instructional approach that uses flexible methods and digital media to meet the needs of all students. UDL originated as an architectural concept to make buildings accessible and has since been applied to education. UDL principles incorporate multiple means of representation, expression, and engagement based on how the brain learns best. By removing barriers through varied presentations, assessments, and engagement strategies, UDL creates inclusive classrooms for students with diverse abilities and learning styles.
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Special education provides individualized education and support to students with disabilities. The special education process involves referral, evaluation, development of an Individualized Education Program (IEP) by an IEP team, placement, and annual review. The IEP team develops an IEP that outlines the student's strengths and needs, measurable goals, accommodations and modifications, and placement in the least restrictive environment to meet the student's unique needs.
Special education
The document discusses special education, providing definitions and categories of eligibility. It outlines tips for working with students who have special needs, such as being consistent, using visual and auditory cues, and having backup plans. The document also discusses co-teaching methods, effective teaching strategies like mnemonics and hands-on learning, classroom management techniques, creating structured environments for students with ADD/ADHD, and assistive technologies that can help students with reading, writing, organization and other skills.
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This document discusses several methods of grading student performance:
- Percentage grading based on exams and assignments
- Letter grading using a scale like A-F with possible plus/minus modifiers
- Norm-referenced grading comparing students to each other using letter grades
- Mastery grading where students must reach a specified level of attainment to pass
- Pass/fail grading with two levels of pass or fail
- Standards-based grading comparing performance to established content standards
It also discusses narrative grading using written comments instead of or in addition to scores or letters.
Inclusive education
The document discusses strategies to improve inclusive education, which is an approach that aims to place students with disabilities in regular classrooms. It emphasizes equal opportunities and full participation for all students regardless of their abilities or backgrounds. Some important strategies discussed include training teachers to use diverse teaching methods, adapting classrooms and curriculums to meet varied student needs, encouraging peer support between students, and addressing barriers like a lack of resources or negative attitudes. The overall goal is to create inclusive, supportive learning environments where all children can thrive.
special education,characteristics, objectives & principles.
Special education aims to meet the unique needs of children with disabilities by adapting curriculum and teaching methods. It provides individualized education programs tailored to each child's requirements. Special education is designed for students who need assistance beyond typical classrooms, either to function in school or reach their full potential. It has developed over time from exclusion and institutionalization to inclusive settings in regular classrooms.
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Universal design for learning (UDL) is an educational framework that aims to provide all students with equal opportunities to learn by addressing variability in students' interests, skills, and abilities. UDL is based on research in neuroscience showing there are three primary networks in the brain involved in learning - recognition, strategic, and affective networks. UDL provides multiple means of representation, action and expression, and engagement to accommodate differences across these networks. This allows curriculum and assessments to reach diverse learners through offering various ways of acquiring information, demonstrating knowledge, and maintaining motivation and interest. The goal of UDL is to proactively reduce barriers in instruction to support all types of learners from the outset rather than retrofitting after the fact
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Multiple disabilities refer to a combination of disabilities that cause severe educational needs requiring a specialized education program. The combination of disabilities can include things like intellectual disability paired with blindness or cerebral palsy paired with autism. Causes of multiple disabilities include chromosomal abnormalities, premature birth, poor brain or spinal cord development, infections, and genetic disorders.
Accommodations and Modifications for students -pp
Here are some appropriate accommodations and modifications based on the student's present levels:
Accommodations:
- Access to teacher notes to supplement his own notes
- Extra processing and response time for assignments and tests
- Audiobooks for reading assignments
- Use of a word processor for written assignments and tests
- Option to take tests orally
Modifications:
- Modified spelling lists focusing on functional words
- Adjusted length or content level for some written assignments
The accommodations maintain the same learning expectations while providing supports, while the modifications adjust expectations to match the student's abilities. This combination of supports can help the student meaningfully access and engage with grade-level content.
Assistive technology in inclusive education
- Assistive technology refers to devices that help people with disabilities perform tasks that might otherwise be difficult or impossible. It can include things like wheelchairs, hearing aids, or software that reads text aloud.
- Adaptive technology refers more broadly to any technology designed to be usable by anyone, including those with disabilities or limitations. It aims to make technology accessible to all.
- The main difference is that assistive technology provides additional functionalities for people with disabilities, while adaptive technology modifies existing technologies to improve usability for a wider range of people, including those without disabilities.
Multiple Disabilities[1] Copy
The document discusses multiple-severe disabilities, defined as concomitant impairments that cause severe educational needs that cannot be accommodated in special education programs for a single impairment. It notes that around 0.23% of students ages 6-21 nationally have multiple-severe disabilities. Some key characteristics of these students include problems transferring learning, limited communication skills, difficulties with memory, and needing services from multiple therapists. The document then outlines various teaching methods, challenges, and technologies that can help support students with multiple-severe disabilities.
7 types-of-curriculum
The document discusses the 7 types of curriculum operating in schools:
1) Recommended curriculum proposed by scholars and organizations to stress important skills and concepts.
2) Written curriculum includes course documents and syllabi provided to schools for implementation.
3) Taught curriculum refers to classroom activities and lessons implemented by teachers and students.
4) Supported curriculum includes instructional materials like textbooks that help teach the written curriculum.
5) Assessed curriculum involves teacher evaluations to determine student progress and teaching effectiveness.
6) Learned curriculum indicates what students have actually learned as measured by outcomes and test results.
7) Hidden curriculum refers to unintended influences on student behavior and learning from unplanned aspects of the school environment.
The IEP Process
The IEP process:
*Content of an IEP
*Things to do before, during and after the meeting
*Effective IEP TEAM
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Individuals with disabilities education act, week 1
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Introduction to Special Education
The document discusses the purpose and history of special education. It notes that approximately 9% of school-aged children receive special education services, with about 75% spending at least part of their day in regular classrooms. Laws like IDEA were enacted to guarantee children with disabilities the right to public education and prohibit discrimination. Special education aims to prevent, remediate, or compensate for disabilities through individually tailored instruction. Current challenges include better applying research to practice and improving transitions from school to adulthood.
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This document discusses the history and goals of special education in the Philippines. It notes that special education began in 1908 with the establishment of a school for the deaf. Over time, various laws were passed to support education for students with disabilities and establish teacher training programs. The goal of special education is the integration of students with special needs into regular classrooms when possible. Special education teachers focus on individualized education plans while regular teachers teach the standard curriculum.
Children & person with special needs
The document defines children, persons with special needs, impairment, disability, and handicap according to various sources. It discusses the global prevalence of disabilities, common types of special needs, and causes of disabilities. In Malaysia, an estimated 2.6% of the population has a disability. The Ministry of Health, Ministry of Women, Family and Community Development, and NGOs provide services for children and persons with special needs, including assessments, treatment, rehabilitation, education support, and welfare assistance.
Informal Assessment
This document discusses informal assessment in language learning. It begins by defining informal assessment as a way of collecting student performance information in normal classroom conditions, without test conditions. It is done systematically over time through observation. The document notes that clear criteria are needed for assessment and feedback should be provided. It discusses assessing both linguistic and non-linguistic factors informally. Specific guidance is provided on informally assessing speaking, writing, and listening skills.
Assessment of learning2
The document discusses portfolio assessment as an alternative to traditional testing. It describes portfolios as collections of student work that demonstrate skills and abilities. The document provides guidance on setting up effective portfolio assessment, including deciding on a purpose, selecting work samples, developing a scoring rubric, and providing feedback through student-teacher conferences. It notes benefits of portfolios in showcasing student work and progress over time, but also challenges in reliability, time requirements, and controlling outside influences.
The multidiciplinary team for assessment of children with
The multidisciplinary team is responsible for assessing children with special needs and developing individualized education programs. The team includes administrators, regular education teachers, special education teachers, students, school psychologists, and related service personnel like speech therapists, occupational therapists, physical therapists, vision specialists, dieticians, and guidance counselors. Each member plays an important role in evaluating the child, determining their needs, creating and revising education plans, and providing support services to ensure the child's academic, social, and vocational needs are met. The goal of the multidisciplinary team approach is to give an accurate assessment of the child and help them succeed in their education.
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This document discusses a pilot study conducted by SAS (Student Accessibility Services) at the University of Ontario Institute of Technology to examine the effectiveness of study groups tailored specifically for students with disabilities. The 8-week pilot involved recruiting students registered with SAS to voluntarily participate in study groups for two courses. Students reported improvements in their grades and attitudes from utilizing learning strategies and developing peer relationships in the supportive environment. While participation was low due to the summer semester timing, students found the study groups convenient and beneficial. The document recommends advertising study groups earlier and providing more structure to enhance the experience for students.
RTI
RTI (Response to Intervention) is an approach that determines if a student responds to research-based classroom instruction or more intensive interventions before considering a learning disability. It was written into U.S. law in 2004 and focuses on prevention through differentiated instruction and monitoring student progress through assessments. RTI requires documentation of instruction at different tiers and professional development for educators to implement new instructional ideas and support student learning.
Intervention forEducationMarkis’ EdwardsJanuary 29, 2018.docx
Intervention for
Education
Markis’ Edwards
January 29, 2018
1
Area of Focus
Enforcing IEPs children with
Autism
Learning and behavioral difficulties
In reinforcing learners in Individualized Educational Programs(IEPs), educators will assist in shaping the behaviors of the students, as well as, becoming more self-sufficient (Bambara, Koger, & Bartholomew, 2011). The students’ educational needs are met in areas, such as reading, writing, math, adaptive living, and science. The objective is to meet the learners' needs via creating a plan that will effectively ensure the students’ educational and behavioral level are met or exceeded (Tyner, 2014).
2
Explanation of Problem
Lack of reinforcement by teachers
No use of different learning techniques
No use of technology
3
Variables
Mixed Group of children
Verbally proficient but with behavioral difficulty
Nonspeaking children with severe behavioral difficulty
Basic speaking skills with minimal behavioral difficulty
4
Research Questions
Qualitative Questions
Why should I consider eLearning-based training?
Can eLearning courses be customized?
What is the perspective of researcher in regards to having daily awareness of students IEP goals?
Quantitative Questions
What are 2-3 hardware and software requirements for online training?
What is the difference in researchers expectations of students when applying IEP goals daily verses being applied over three weeks?
5
Locus of Control
Being part of the intervention
Confidential Research for myself
Research Summaries
The main goal of being part of the intervention is the assurance that children are educated regardless of limitations or disabilities (Wehmeyer, 2005).
6
Intervention/Innovation
The Use of iPads
Use of designated applications
This will all be provided by the designed application known as “Proloquo” that is designed for such activities (Brown, Dehoney, & Millichap, 2015).
7
Negotiations
Observation of children in their learning environment
Terms set by the DHR had to be followed
8
Ethics
Student Rights
Training of students on the usage of the devices
Restricting the devices to specific sites
When the intervention is being implemented several things have to be considered and at the top of the list is the maintenance of the students rights (Bamb.
Standardized Testingss presentation.pptx
Standardized tests are administered consistently to large groups of students to allow for comparisons across wide geographical areas. They typically consist of multiple choice and true/false questions. While they aim to be objective, standardized tests also have disadvantages. They may not accurately reflect a student's knowledge and can encourage cheating. They also assume all students have similar educational backgrounds.
Sped413 wk1Assignment
This document provides an overview of key legislation and concepts related to special education. It discusses major laws like the Individuals with Disabilities Education Act (IDEA), Section 504, and the Americans with Disabilities Act (ADA). It also covers concepts like inclusion, response to intervention (RTI), universal design for learning (UDL), differentiated instruction, and evidence-based practices. The goal is to ensure students with disabilities receive accommodations and support so they can achieve academic standards alongside their peers.
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This document provides an overview of key legislation and concepts related to special education. It discusses major laws like the Individuals with Disabilities Education Act, Section 504, and the Americans with Disabilities Act. It also covers educational frameworks such as No Child Left Behind, Response to Intervention, Universal Design for Learning, differentiated instruction, and evidence-based practices. The document emphasizes concepts like inclusion, standards-based education, student accountability, and considering student diversity.
Differentiated Instruction in Online Environments
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This document reflects on a course focused on assessments for online learning environments. It discusses key fundamentals of assessment like the differences between formative and summative assessments. It also covers the three types of knowledge tested - procedural, declarative, and problem solving. The document reflects on technologies used for assessment like Canvas and Voicethread. It emphasizes the importance of feedback for student learning.
DATA COLLECTION TOOLS .docx
DATA COLLECTION TOOLS Edwards 1
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February 5, 2018
Project-based learning
The fact that learning is achieved through a number of ways best explains why different methods are tested in order to know the best method that can be applied. Project-based learning is thought to be a solution used to improve students’ state assessment scores when relating to the Common Core State Standards especially in comprehending non-fiction text. However, this method has to be tested in order to be recommended.
Purpose of the study
This study is meant to get the best data collection tool that can be used in a research. Before making any decision on what learning and teaching method to be used in teaching non-fiction texts, it is important to understand how each method works and how it can be used to improve learning. In order to be sure about how a method works, one needs to experiment or collect data that will be used as a base for making conclusions (Eodice, Geller, & Lerner, 2017). The purpose of this study is thus to provide the best data collection tool to be used in getting information that can be used in making viable conclusions.
The research question is; Will the inclusion of project-based learning improve student application of comprehending non-fiction text at a high depth of knowledge level?
Data collection
The researcher will use a number of data collection tools in order to recommend this learning method. The data needed should be quantitative so as to give the researcher the way forward to make a decision. One of the data collection tools to be used is the pre-test and post-tests. This is a type of experiment that will use two groups; where one group is given a treatment while the other group is left to be the control group.
In this sort of experiment, the researcher will collect a random number of people from the community who can be able to read and write. The people will be divided into two groups, the test group, and the control group. The conditions for the test will be set and the treatment applied to the test group. The control group will not be given treatment and after a given period of time, the researcher will collect the results. The results will measure ow the treatment affected the group as differentiated by the control group. The result from the group will be recorded exactly depending on the number of people who participated and how the experiment affected each one of them. This can enable the researcher to know whether the method can be used to improve student assessment.
Another data collection tool that can be used is interviewing (Phillips & Stawarski, 2016). The researcher can organize for short and structured interviews. The interviews should have a given number of people and the result expected sh.
Week one powerpoint
This document provides an overview of laws and practices related to teaching learners with special needs. It discusses key laws like PL 94-142/IDEA which require schools to provide students with disabilities a free and appropriate public education. It also covers Section 504, ADA, and NCLB which extended civil rights protections. Key concepts discussed include individualized education programs (IEPs), inclusion, response to intervention (RTI), universal design for learning (UDL), and differentiated instruction. The document emphasizes that teachers must consider the diverse needs and dimensions of diversity among learners with special needs.
Assessment Presentation
This document categorizes and describes different types of literacy assessments: screening, diagnostic, progress monitoring, and outcome measurements. Screening assessments are administered to all students to identify those needing additional support, are quick, and provide minimal instructional guidance. Diagnostic assessments follow up on students who perform poorly on screenings and assess specific literacy skills and needs. Progress monitoring assessments periodically measure student response to interventions. Outcome measurements are standardized, summative assessments used to compare student and school performance.
Chapter one
This document summarizes key legislation and concepts related to special education. It outlines laws like IDEA, ADA, Section 504, and NCLB that promote inclusion and appropriate education for students with disabilities. Key IDEA components like IEPs, transition planning, and LRE are explained. Standards-based education and accountability are discussed. Universal design for learning, differentiated instruction, evidence-based practices, and response to intervention are also summarized as important frameworks.
Innovation presentation
The document discusses the benefits of using the Edusoft assessment management system over traditional paper-based testing methods like Scantron. Edusoft allows teachers to develop and administer assessments online or on paper, access results immediately, and tailor instruction to student needs based on assessment data. It also outlines Edusoft's role in measuring student learning and teacher effectiveness as required by laws like No Child Left Behind. Finally, it provides recommendations for implementing Edusoft, such as involving stakeholders, reviewing learning standards, providing teacher training, analyzing student performance data, and designing instruction to help students meet goals.
RTI power point final
RTI is an approach to identifying learning disabilities that focuses on providing evidence-based interventions for struggling students and monitoring their progress over time. If a student does not respond sufficiently to interventions, it may indicate an underlying learning disability. RTI replaces the previous discrepancy model and is now allowed under IDEA. Schools implement RTI through multiple tiers of increasingly intensive interventions and monitoring of student progress at each tier. The document provides guidance on how one school can restructure its support system to align with the RTI framework.
Chapter 1 slideshow
This chapter discusses key legislation related to special education including PL 94-142 (now IDEA), Section 504, ADA, and NCLB. It outlines how these laws have increased access and protections for students with disabilities. The chapter also discusses important concepts in special education today such as inclusion, response to intervention, universal design for learning, differentiated instruction, and considering student diversity. Student accountability through standardized testing is also emphasized under NCLB and standard-based education.
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Chapter one in review
The document summarizes key legislative acts and instructional approaches that shape modern special education. It outlines laws like IDEA, which require individualized education for students with disabilities, and Section 504, which provides accommodations for students experiencing learning difficulties. It also discusses standards-based education, inclusion models, response to intervention (RTI), universal design for learning, differentiated instruction, and evidence-based practices used to meet the diverse needs of all students.
Chapter one in review
The document summarizes key legislative acts and instructional approaches that shape modern special education. It outlines laws like IDEA, which require individualized education for students with disabilities, and Section 504, which provides accommodations for students experiencing learning difficulties. It also discusses standards-based education, inclusion models, response to intervention (RTI), universal design for learning, differentiated instruction, and evidence-based practices used to support diverse learners. The goal is to establish an equitable education system that meets all students' unique needs through specialized instruction and multi-modal learning opportunities.
Chapter one in review
The document summarizes key legislation and initiatives that have shaped special education, including the Individuals with Disabilities Education Act, Section 504, the Americans with Disabilities Act, and No Child Left Behind. It also outlines major components of special education today, such as standards-based education, inclusion, response to intervention, universal design for learning, differentiated instruction, evidence-based practice, and considering student diversity. The special education system is designed to provide individualized support and equal opportunities to students with disabilities based on research and federal guidelines.
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