Research & Practice for Persons with Severe Disabilities
2013, Vol. 38, No. 2, 117-119
copyright 2013 by
TASH
From Different to Differentiated:
Using "Ecological Framework" to
Support Personally Relevant Access to
General Curriculum for Students With
Significant Intellectual Disabilities
Katherine Trela
Marist College
Bree A. Jimenez
University of North Carolina at Greensboro
Language used in the field of special education is
important; it can serve to influence both curriculum and
placement decisions for students with intellectual disabil-
ity. Historically, "Functional Curriculum" was used to
describe curriculum adaptations necessary for students to
access their environment (school and community). How-
ever, the term has evolved to mean a separate set of
curriculum standards primarily addressing daily life skills
for individuals with significant disabilities. An unintended
consequence of this term has been to suggest a "different"
rather than "differentiated" curriculum for students and,
by doing so, suggest the need for separate settings in
which to deliver this differently focused curriculum. A re-
cent paper by Hunt, McDonnell, and Crockett (2012)
suggests the use of an ecological framework to guide stake-
holders to maintain a clear focus on individual student
needs as they provide access to general curriculum for
this population of students. The authors suggest the term,
"Personally Relevant," as a reference to curriculum adap-
tations made within the ecological framework to both
access grade-appropriate curriculum and receive individ-
ualized support This change—from Functional to Person-
ally Relevant—promotes inclusive practices by signalling
common curriculum that is differentiated, not different, for
students with significant intellectual disability.
D E S C R I P T O R S : general curriculum access, inclu-
sion, severe disability, intellectual disability, language,
terminology
Since the 1997 reauthorization of the Individuals With
Disabilities Education Act (IDEA), emphasis on access
and progress in the general education curriculum for
Address all correspondence and reprint requests to Bree A.
Jimenez, University of North Carolina at Greensboro, Special-
ized Education Services, 421 School of Education Bldg., PO Box
26170, Greensboro, NC 27402. E-mail: [email protected]
students with disabihties has been discussed in terms of
its imphcations and possible unintended negative con-
sequences for those students with significant intellectual
disabilities (McLaughlin, 2010; Thurlow, 2000, 2002). In
these discussions, authors have reflected on the need to
maintain the individualized nature of special education,
concerned that an emphasis on ahgnment to content
standards could promote individualized education pro-
grams (IEPs) written without attention to the student's
unique needs. Historically, programs for students with
significant intellectual disability followed the "criterion
of ultimate functioning" or the need to exphcit ...
GuideA curriculum guide is a packet of practical ideas for teach.docxwhittemorelucilla
Guide
A curriculum guide is a packet of practical ideas for teaching that is written in a convenient format as practical teaching notes for use by either you or your colleagues. It is a how-to guide that covers steps for achieving specific objectives, principles governing behavior, or descriptions of effective teaching strategies, interventions, and accommodations that a special educator can use in the classroom. Curriculum guides might include the title of the strategy or principle, explanation of its educational purpose (goal or objective), task analysis of teacher and student activities, and student assessment procedures.
Create curriculum guides for teaching reading, writing, spelling, and mathematics as a reference, in a format that will provide you and your professional colleagues with practical information necessary for effective teaching of students with ID. Ensure the curriculum guide is sufficiently accurate, thorough, and clear so the reader can implement the strategies. The guide should be usable by any of the teachers in the student's school.
Each strategy should be referenced. There should be a minimum of three references for each subject
Resources
Academic Instruction for Students with Moderate and Severe Intellectual Disabilities in Inclusive Classrooms
From Different to Differentiated: Using "Ecological Framework" to Support Personally Relevant Access to General Curriculum for Students with Significant Intellectual Disabilities.
Impact of Curriculum Modifications on Access to the General Education Curriculum for Students with Disabilities
This might help them with doing the assignment. So this is the link. http://www.teachhub.com/how-create-curriculum-map
Research & Practice for Persons with Severe Disabilities
2013, Vol. 38, No. 2, 117-119
copyright 2013 by
TASH
From Different to Differentiated:
Using "Ecological Framework" to
Support Personally Relevant Access to
General Curriculum for Students With
Significant Intellectual Disabilities
Katherine Trela
Marist College
Bree A. Jimenez
University of North Carolina at Greensboro
Language used in the field of special education is
important; it can serve to influence both curriculum and
placement decisions for students with intellectual disabil-
ity. Historically, "Functional Curriculum" was used to
describe curriculum adaptations necessary for students to
access their environment (school and community). How-
ever, the term has evolved to mean a separate set of
curriculum standards primarily addressing daily life skills
for individuals with significant disabilities. An unintended
consequence of this term has been to suggest a "different"
rather than "differentiated" curriculum for students and,
by doing so, suggest the need for separate settings in
which to deliver this differently focused curriculum. A re-
cent paper by Hunt, McDonnell, and Crockett (2012)
suggests the use of an ecological framework to guide stake-
holders to maintain a clear focus on individual studen ...
This chapter examines research on learning in inclusive education. It defines inclusive education as aiming to transform school cultures to increase access, acceptance, participation, and achievement for all students. The chapter reviews two strands of inclusive education research - whole-school research and classroom-based research. It analyzes how different views of learning have informed this work and calls for future research to consider additional learning theories.
Journal of Education and Social Policy_Shifting the Learning Paradigm of Pres...Antwuan Stinson
Seven preservice teachers participated in a study examining their reflections on 30 hours of required classroom observations at two urban, predominantly African American schools with high rates of poverty. The preservice teachers observed instruction across various subject areas and provided feedback in response to questions about their observations. Their responses indicated that conducting observations as a group facilitated richer reflection compared to individual observations. Key themes that emerged from their reflections included classroom management, student engagement, and pedagogical practices.
A Unit-Based Approach To Adaptations In Inclusive ClassroomsDon Dooley
Ms. Lawson is an inclusive special education teacher who collaborates with general education teachers to adapt curriculum for her students with disabilities. She works with Mr. Jackson, an 8th grade English teacher, to adapt the curriculum for two students - Amanda, who has an intellectual disability, and John, who has autism. Ms. Lawson has typically designed individual adaptations for each student, but wonders if a more systematic unit-based approach could be more effective and efficient. The article then discusses how to create unit-based adaptations through determining student needs, evaluating classroom routines, and collaborating with teachers.
Including students with intellectual disabilities in the general education cl...Janet Van Heck
This document discusses including students with intellectual disabilities in general education classrooms. It examines several key areas: laws governing special education, access to the general curriculum, behavior modification techniques, social skills instruction, teachers' opinions, and student/parent attitudes. Behavior modification techniques like embedded instruction and chained tasks can help students learn skills needed for inclusion. Social skills are also critical for classroom participation and interaction. While many teachers support inclusion, they feel they need more support staff. Overall inclusion provides benefits but requires supports and accommodations be put in place.
This document discusses cooperative learning in inclusion classrooms for students with disabilities. It begins by providing background on inclusion classrooms and cooperative learning. It then reviews literature showing that cooperative learning can increase both the academic achievement and social acceptance of students with disabilities when done effectively. Specifically, the literature review finds that academic achievement is highest when students receive training in cooperative learning, are given clear instructions, and teachers provide extra help to students with disabilities.
Johnson, debra pre service special education candidates William Kritsonis
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
GuideA curriculum guide is a packet of practical ideas for teach.docxwhittemorelucilla
Guide
A curriculum guide is a packet of practical ideas for teaching that is written in a convenient format as practical teaching notes for use by either you or your colleagues. It is a how-to guide that covers steps for achieving specific objectives, principles governing behavior, or descriptions of effective teaching strategies, interventions, and accommodations that a special educator can use in the classroom. Curriculum guides might include the title of the strategy or principle, explanation of its educational purpose (goal or objective), task analysis of teacher and student activities, and student assessment procedures.
Create curriculum guides for teaching reading, writing, spelling, and mathematics as a reference, in a format that will provide you and your professional colleagues with practical information necessary for effective teaching of students with ID. Ensure the curriculum guide is sufficiently accurate, thorough, and clear so the reader can implement the strategies. The guide should be usable by any of the teachers in the student's school.
Each strategy should be referenced. There should be a minimum of three references for each subject
Resources
Academic Instruction for Students with Moderate and Severe Intellectual Disabilities in Inclusive Classrooms
From Different to Differentiated: Using "Ecological Framework" to Support Personally Relevant Access to General Curriculum for Students with Significant Intellectual Disabilities.
Impact of Curriculum Modifications on Access to the General Education Curriculum for Students with Disabilities
This might help them with doing the assignment. So this is the link. http://www.teachhub.com/how-create-curriculum-map
Research & Practice for Persons with Severe Disabilities
2013, Vol. 38, No. 2, 117-119
copyright 2013 by
TASH
From Different to Differentiated:
Using "Ecological Framework" to
Support Personally Relevant Access to
General Curriculum for Students With
Significant Intellectual Disabilities
Katherine Trela
Marist College
Bree A. Jimenez
University of North Carolina at Greensboro
Language used in the field of special education is
important; it can serve to influence both curriculum and
placement decisions for students with intellectual disabil-
ity. Historically, "Functional Curriculum" was used to
describe curriculum adaptations necessary for students to
access their environment (school and community). How-
ever, the term has evolved to mean a separate set of
curriculum standards primarily addressing daily life skills
for individuals with significant disabilities. An unintended
consequence of this term has been to suggest a "different"
rather than "differentiated" curriculum for students and,
by doing so, suggest the need for separate settings in
which to deliver this differently focused curriculum. A re-
cent paper by Hunt, McDonnell, and Crockett (2012)
suggests the use of an ecological framework to guide stake-
holders to maintain a clear focus on individual studen ...
This chapter examines research on learning in inclusive education. It defines inclusive education as aiming to transform school cultures to increase access, acceptance, participation, and achievement for all students. The chapter reviews two strands of inclusive education research - whole-school research and classroom-based research. It analyzes how different views of learning have informed this work and calls for future research to consider additional learning theories.
Journal of Education and Social Policy_Shifting the Learning Paradigm of Pres...Antwuan Stinson
Seven preservice teachers participated in a study examining their reflections on 30 hours of required classroom observations at two urban, predominantly African American schools with high rates of poverty. The preservice teachers observed instruction across various subject areas and provided feedback in response to questions about their observations. Their responses indicated that conducting observations as a group facilitated richer reflection compared to individual observations. Key themes that emerged from their reflections included classroom management, student engagement, and pedagogical practices.
A Unit-Based Approach To Adaptations In Inclusive ClassroomsDon Dooley
Ms. Lawson is an inclusive special education teacher who collaborates with general education teachers to adapt curriculum for her students with disabilities. She works with Mr. Jackson, an 8th grade English teacher, to adapt the curriculum for two students - Amanda, who has an intellectual disability, and John, who has autism. Ms. Lawson has typically designed individual adaptations for each student, but wonders if a more systematic unit-based approach could be more effective and efficient. The article then discusses how to create unit-based adaptations through determining student needs, evaluating classroom routines, and collaborating with teachers.
Including students with intellectual disabilities in the general education cl...Janet Van Heck
This document discusses including students with intellectual disabilities in general education classrooms. It examines several key areas: laws governing special education, access to the general curriculum, behavior modification techniques, social skills instruction, teachers' opinions, and student/parent attitudes. Behavior modification techniques like embedded instruction and chained tasks can help students learn skills needed for inclusion. Social skills are also critical for classroom participation and interaction. While many teachers support inclusion, they feel they need more support staff. Overall inclusion provides benefits but requires supports and accommodations be put in place.
This document discusses cooperative learning in inclusion classrooms for students with disabilities. It begins by providing background on inclusion classrooms and cooperative learning. It then reviews literature showing that cooperative learning can increase both the academic achievement and social acceptance of students with disabilities when done effectively. Specifically, the literature review finds that academic achievement is highest when students receive training in cooperative learning, are given clear instructions, and teachers provide extra help to students with disabilities.
Johnson, debra pre service special education candidates William Kritsonis
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
1) Differentiated instruction is an approach to teaching that recognizes students learn in different ways and at different paces. Teachers adapt their instruction to meet the individual needs of students by varying content, process, products, and the learning environment.
2) Disproportionate representation of culturally diverse students in special education programs has been a concern for decades. Differentiated instruction addresses this by expecting students to be different and adjusting teaching approaches accordingly.
3) For differentiated instruction to be effective and culturally responsive, it must align with culturally responsive pedagogy by incorporating and validating students' cultural experiences into the curriculum.
This document presents a research study on the correlation between multiple intelligences and academic performance of Grade 7 students at Captain Albert Aguilar National High School. The study aims to identify the dominant multiple intelligence of each student and recognize the relationship between intelligence and academic performance. It significance is that it will help students strengthen their abilities, teachers provide varied instruction, and the school design curriculum to cater to all learners' needs by considering their multiple intelligences. The research is presented in partial fulfillment of requirements for a research seminar course.
This document discusses effective teaching practices, with a focus on cooperative learning and multicultural education. It argues that research should guide teaching improvements and that practices must adapt to social changes. Two practices examined are cooperative learning, which emphasizes teamwork and accountability, and multicultural education, which supports exploring different cultures and viewpoints. These practices aim to build relationships, engage students, and ensure high standards when implemented ethically. The goal is for all students to achieve success through inclusive, student-centered practices aligned with the vision of preparing students for the 21st century.
Using ePortfolio to Foster Interdisciplinary Thinking and Effective Pedagogic...Premier Publishers
This work describes a project using ePortfolio as a medium to facilitate effective pedagogical strategies in the context of a group-based research paper assignment spanning class boundaries. Small groups of students were required to complete a scaffolded, semester-long project culminating in a group research paper based on some topic of relevance to the fields of biology and chemistry. Each group consisted of students from a chemistry class and a biology class. Our aim was to enhance student understanding of scientific concepts, while exercising critical thinking, writing, and reflective skills in an interdisciplinary context using ePortfolio as the medium for work and feedback. We describe the nature and development of the assignment, its implementation and challenges encountered in the process of developing and refining the project. This work was implemented with two cohorts of students. The first attempt revealed a series of shortcomings centering around lack of student interactions and unresponsive group members. These issues were largely alleviated in the second implementation. Our basic framework can be adapted by educators in any discipline seeking to implement multiple pedagogical approaches simultaneously through using ePortfolio. Our experience suggests that the pedagogical strategies we utilized can be successful given adequate instructor engagement and feedback.
Another journal article on Differentiated Readingdianakamaruddin
The document discusses differentiated instruction in higher education. It argues that differentiated instruction should focus on student readiness levels rather than learning styles, as learning styles have not been proven scientifically. It suggests strategies for effectively differentiating instruction, such as identifying student readiness, modifying instructional content, process and products, and enhancing both collaborative and autonomous learning. The document emphasizes integrating teaching and practice to provide diverse learning experiences and equip students for challenges in a global society.
THE INFLUENCE OF PROBLEM-BASED LEARNING COMMUNITIES ON RESEARCH LITERACY AND ...ijejournal
The current study investigates two Problem-Based Learning (PBL) processes that were carried out in two different Online Learning Communities of 62 pre-service teachers who took a Research Literacy course as a part of their academic obligation. The first one was combined with the moderator based learning
scaffoldings (OLC+M), and the other one with the social based learning scaffoldings (OLC+S). The study seeks to map the differences between these two OLCs in terms of Achievement Goal Motivation and Research Literacy skills as a result of the PBL intervention, and the correlation between these aspects as is expressed in each group. The findings indicated that PBL had a significant positive effect on AGM in both groups, while only the OLC+S showed the significant outperforming in some of the Research Literacy skills, as well as the positive correlation between them and the Mastery Approach component of AGM. The discussion raises possible interpretations of theoretical and practical relationships between Research Literacy skills in the educational field and motivational factors among adult students, as they are expressed in online communication environments.
The document discusses using student biographies and culturally responsive teaching practices to better meet the needs of diverse students like Cheryl, a first grade English language learner from a low socioeconomic background who is performing below grade level. It provides insights from the literature on creating a "third space" in the classroom, implementing Krashen's Input Hypothesis, and emphasizing disciplinary literacy. The case study examines how understanding Cheryl's background and implementing supportive practices could help improve her literacy development.
This document discusses Courteny Moore-Gumora's dissertation which explored how students on the autism spectrum were transformed by participating in a public high school transition program. The dissertation examined how constructivist learning practices affected student performance and integration. It utilized a qualitative multiple case study design to understand student and staff perspectives. Key emergent themes were around self-perception, connectedness, and transformative shifts in awareness. Recommendations focused on supporting self-perception through social-emotional learning, fostering connectedness through teacher-student relationships, and ensuring transformational learning environments are sustainable through education reform.
Differentiated instruction using tiered lessons in inorganic chemistryPremier Publishers
The paradigm shift in teaching and learning strategies has been a great challenge to every educator at present. The modern approach to teaching is utilized in order to prepare students to meet the needs of every industry in the global context. As a part of the change, this study utilizes Differentiated Instruction using the Tiered as a methodological approach to learning. It determined the performance of the students on several measures and tested for the significant difference between the scores of the two groups. The respondents of this study were BS in Fisheries students from Don Mariano Marcos Memorial State University-South La Union Campus. Two groups were randomly chosen, assigned as experimental group (N=30) and control group (N=30), and were matched according to their IQ. Pre-test, posttest, chapter test, and rubric-assessed outputs were used to assess the respondents’ performance. Frequency count, percentage, mean and t-test were employed to treat the data. The findings of the study showed significant improvement on the performance of the two groups in their posttest, chapter test, and in the outputs. The experimental group, however, performed better than the control group in the different performance measure. This implies that Differentiated instruction using Tiered Learning is an effective approach in the teaching and learning of Chemistry.
Multiliteracies in the special education settingW0064577
This document provides an agenda and annotations for a presentation titled "Multiliteracies in the Special Education Setting". The agenda includes sessions on annotating articles on multiliteracies, an overview/synthesis, and self-reflection on ICT learning. The annotations summarize several research articles that discuss issues like response to intervention, changing definitions of literacy, and the use of multiliteracies and assistive technologies in special education. The overview synthesizes that all students deserve equal access to education and specialized instruction can help ensure this. A self-reflection notes experience with web tools and a desire to make presentations engaging for students.
Alternative Learning Delivery Modalities (ALDM) of Secondary Social Studies T...AJHSSR Journal
ABSTRACT ; This research study explored the aspects of different Alternative Learning Delivery Modalities
(ALDMs)such as Home-Based/Modular Learning, the Blended Learning and Online Class Learning for
utilization of Secondary Social Studies Teachers aimed to address teaching pedagogies in the new normal. It
also focused on ascertaining the preferred support from their school on ALDMs. The respondents were the
Junior and Senior Social Studies teachers from Secondary Schools of Zone 2, DepEd, Division of Zambales,
Philippines. It was conducted during the second quarter of the school year 2020-2021. The research study is
descriptive and quantitative in its analysis. The Social Studies teachers are very much ready in ALDM mainly
on Home-Based/Modular Learning. The Social Studies teachers strongly agreed that they preferred to be
supported on ALDMs primarily on technological infrastructures and trainings and seminars. Specifically, the
teachers aimed and needs to be more familiar on the guidelines of blended learning utilization inside the
classroom and the need to be supplied with sufficient, strong and stable Internet bandwidth or speed. The
analysis of variance result revealed a significant difference in the perceived readiness/preparedness in the
ALDMs.
KEYWORDS: Alternative Learning Delivery Modalities, Home-Based/Modular Learning, Blended Learning,
Online Class Learning, Secondary Social Studies Teachers, COVID19 Pandemic
Algebra Problem-Solving Equity ChallengesMartha Brown
This document summarizes a study that examined how "Algebra Problem-Solving Equity Challenge (APSEC) activities" impacted preservice teachers' awareness of teaching algebra in diverse classrooms. 35 preservice teachers completed surveys before and after participating in 4 APSEC activities. The activities focused on identifying student misconceptions, making word problems culturally relevant, and planning lessons for diverse students. Analyses found the activities improved participants' understanding of these areas and how to address student questions. A key finding was that working with misconceptions may help teach algebra in an equitable way.
The document discusses several educational philosophies that can be effectively implemented in a social studies classroom, including Dewey's progressive system, cooperative learning strategies like PALS, place-based education through organizations like Co-Seed, and critical pedagogy. It argues teachers should use new techniques like technology, games, and primary sources instead of just textbooks. Cooperative learning allows students to assist each other and learn more effectively from peers. Place-based education and critical pedagogy help make lessons more relevant to students' lives and cultures.
A Critical Analysis Of Philosophies Of Education And INTASC Standards In Teac...Jennifer Daniel
1) The document discusses the tension between critical pedagogy and standards-based education as experienced by the authors in their roles as teacher educators.
2) It provides an overview of four educational philosophies - essentialism, perennialism, progressivism, and critical theory - that are introduced to pre-service teachers.
3) While pre-service teachers are inspired by critical theory, they feel pressure to adopt an essentialist approach focused on standardized test preparation in order to get and keep a job.
The document discusses inclusion and making learning environments more student-friendly for all students, including those with disabilities. It argues that inclusion has benefits like peer mentoring and preparing students for an inclusive society. Research shows students with disabilities do better academically and socially in regular classrooms compared to separate settings. Schools need a shared vision between administrators and teachers, proper resources, data analysis, and professional development to remove barriers to inclusion and achievement for all students.
LITERACY INSTRUCTION ISSUES AND CONCERNS 1 .docxSHIVA101531
LITERACY INSTRUCTION ISSUES AND CONCERNS 1
Applying the Five Pillars to Literacy Instruction
With Students Who Have Moderate to Severe Disabilities: Issues and Concerns
Lewis B. Jackson
University of Northern Colorado
Diane L. Ryndak and
Ann-Marie Orlando
University of Florida
Kara Halley
Metro State College of Denver
Karen McCaleb
Texas A&M University Corpus Christi
LITERACY INSTRUCTION ISSUES AND CONCERNS 2
Abstract
The findings and recommendation of the National Reading Panel (National Institute of Child
Health and Human Development, 2000) have influenced how literacy skills are conceptualized
and taught in schools. Although the report’s findings and recommendation were directed at
students without disabilities, they have the potential to impact instruction and instructional
research with students who have moderate to severe disabilities. To explore this, we used the
National Reading Panel’s five pillars framework (i.e., phonemic awareness, phonics, fluency,
vocabulary, and reading comprehension) to raise issues and concerns about literacy instruction
research and practices with students who have moderate to severe disabilities. In our discussion,
we assume the point of view of teachers who wish to improve their practices by delving into the
literacy research base, opening with a discussion of how scientific evidence can serve as a guide
for improving literacy instruction. This is followed by a discussion of specific issues and
concerns related to each of the five pillars, illustrated by research studies in which the
participants have moderate to severe disabilities. We conclude by summarizing our concerns; by
exploring additional concerns that go across the five pillars; and by posing arguments that
present questions regarding the applicability of the National Reading Panel’s (2000) findings for
students with moderate to severe disabilities. Lastly, the paper considers the potential role of
literacy research and practice as contributing factors in an unreconciled dichotomy between a
body of research demonstrating the power of evidence-based instruction with these students, and
another body of research showing the continued denial of literacy opportunities to them in
schools.
Keywords: Literacy; Reading; National Reading Panel; moderate to severe disabilities;
evidence-based instruction
LITERACY INSTRUCTION ISSUES AND CONCERNS 3
Applying the Five Pillars to Literacy Instruction
With Students Who Have Moderate to Severe Disabilities: Issues and Concerns
In the broadest sense, literacy involves understanding, using, and producing print for a
variety of purposes, where print may include text, symbols, and/or images. While the ability to
engage in literacy activities is critical for participation in a print-driven society, Lonigan and
Shanahan (2010) indicated that pinpointing what actually constitutes “literacy” is not a ...
Kali is a special educationresource teacher who has 32stud.docxcroysierkathey
Kali is a special education
resource teacher who has 32
students with mild to moder-
ate disabilities on her case-
load. The special education
department at Chavez High
School (CHS) decided 2 years
ago to organize by grade level,
so most of the students on
Kali’s caseload are in the 10th
grade, although she has two in
the 9th grade and four in the
11th. At the end of the last
school year, CHS teachers dis-
cussed at great length how
the school was supposed to
become more “inclusive” and
how the No Child Left Behind
(NCLB) Act might affect sec-
ondary special educators.
Although Kali was accustomed
to teaching resource classes in
English and algebra, her prin-
cipal just informed her that
she will be expected to “co-
teach” so that more of her stu-
dents could be included in
general education classes and
have their needs met in those
classes.
Christien, a general education
10th grade English teacher,
also was recently told that he
would be co-teaching with
Kali. It is only a few days
before school begins, and
Christien and Kali find them-
selves meeting and asking the
same questions. What exactly
is co-teaching? How can it be
done at the secondary level?
What role will, or even should,
Kali have in the general educa-
tion classroom? Is this the
same thing as being a glorified
aide? Can co-teaching really
help to meet secondary stu-
dents’ needs?
Secondary students with disabilities
are expected to meet the same high aca-
demic standards as their peers without
disabilities in general education class-
rooms, yet many do not experience suc-
cess during their middle and high
school years. This lack of success for
students with disabilities at the second-
ary level often is impacted by miscom-
munication between educators (Smith,
Polloway, Patton, & Dowdy, 2002), an
increasing difficulty with assignments,
and an inability to address diverse
learning needs given the strong focus on
content mastery.
Reith and Polsgrove (1998) aptly
state that, “it is not enough to merely
place students with [disabilities] in gen-
eral class settings without providing
appropriate training, materials, and sup-
port to them and their teachers. To do so
surely invites their failure” (p. 257).
How can these issues be addressed at
the secondary level? One tool being
used by many special and general edu-
cators to meet the needs of secondary
students is co-teaching. Co-teaching is a
method by which educators can meet
the needs of students with and without
disabilities who are struggling in a sec-
ondary class. The term “highly quali-
fied” in NCLB is leading to discussions
that perhaps will require secondary spe-
cial educators to be licensed in any con-
tent area in which they provide individ-
ualized instruction in a self-contained
setting.
Based on this possible interpretation,
co-teaching is becoming an increasingly
more desirable, and for some, a more
feasible, service delivery option. In the
spirit of NCLB, co-teachers jointly plan
and conduct instruction in a ...
This document discusses learning difficulties, their causes, and achieving positive outcomes for diverse students. It covers several key points:
1. Learning difficulties can stem from deficits within students themselves or from inappropriate teaching practices and school structures. An ecological approach that considers all factors is most inclusive and successful.
2. Diversity encompasses many attributes beyond just ethnicity, including ability, religion, gender, and language. It rejects the notion of a "normal" group and others.
3. Educational disparities exist for Māori students in areas like achievement and suspensions. Reasons include deficit views of Māori students and low teacher expectations. Shifting mindsets and practices can help realize students' potential.
This document discusses learning difficulties, their causes, and achieving positive outcomes for diverse students. It covers several key points:
1. Learning difficulties can stem from deficits within students themselves or from inappropriate teaching practices and school structures. An ecological approach that considers all factors is most inclusive and successful.
2. Diversity encompasses many attributes beyond just ethnicity, including ability, religion, gender, and language. It rejects the notion of a "normal" group and others.
3. Educational disparities exist for Māori students in areas like achievement and suspensions. Reasons include deficit views of Māori students and low teacher expectations. Shifting mindsets from problems to potential can help realize student success.
Metropolitan Center for Urban Education 726 BroadwayDioneWang844
Metropolitan Center for Urban Education
726 Broadway, 5th Floor | New York, NY 10003-6680
212 998 5100 | fax 212 995 4199 | www.steinhardt.nyu.edu/metrocenter
Culturally Responsive
Classroom Management
Strategies
METROPOLITAN CENTER FOR URBAN EDUCATION
October 2008
2 | P a g e
This brief was developed by the Metropolitan Center for Urban Education under contract with the New York State Education Department, contract #007052.
Authorization for reproduction is hereby granted to the system of public and state-approved private schools, institutions of higher education, and programs
funded by the Office of Vocational and Educational Services for Individuals with Disabilities (VESID) of the New York State Education Department.
“Classroom management refers to those
activities of classroom teachers that create a
positive classroom climate within which
effective teaching and learning can occur”
(Martin & Sugarman, p.9, 1993). Research on
student-directed management approach,
which is rooted in the belief that students
have the primary responsibility for controlling
their behavior and are capable of controlling
their behavior, identify teachers adopting the
following classroom management concepts:
student ownership, student choice,
community, conflict resolution, natural
consequences, and restitution (Levin, 2000).
These concepts are operationalized in the
routines of how students enter the classroom,
what students are tasked to do upon entering
a classroom (e.g., “do now”), how desks and
tables are arranged (i.e., cooperative groups
versus rows), and the ways in which learning
is shared via communication between
students. Research over the past 30 years
indicates these rituals and routines as
cornerstones of classroom management are
critical to effective teaching and learning. In a
poorly managed classroom, teachers struggle
to teach and students usually learn less than
they should, and there are abundance of
discipline issues (Martin & Sugarman, 1993;
Rose & Gallup, 2004) while a well-managed
classroom provides an environment in which
teaching and learning can flourish (Marzano,
et. al., 2003).
Classroom Management and
Disproportionality
Instituting classroom management principles
has implications for the learning progress of
all children, especially low-performing, poor,
special education, and racial/ethnic minority
children (Saphier and Gower, 1997). Cultural
competence of simply soley middle-class,
White students can exacerbate the difficulties
that teachers may have with classroom
management. Definitions and expectations of
appropriate behavior are culturally influenced,
and conflicts are likely to occur when teachers
and students come from different cultural
backgrounds (Weinstein, Tomlinson-Clarke
and Curran, 2004). Misreading behaviors or
communication patterns of culturally and
linguistically diverse students (i.e., White,
Black, Latino ...
According to the textbook, the Federal Disaster Assistance Act of 19.docxronak56
According to the textbook, the Federal Disaster Assistance Act of 1950 (P.L. 81-875) defined the roles and responsibilities during natural disasters. Once the president issued a disaster declaration, federal relief resources could flow to the affected areas for response and recovery. The president would then delegate administrative control of relief efforts to the Housing and Home Finance Administration. This law also instituted the federal role in natural disasters as a supportive role, while instituting primary responsibility for disaster response and recovery with local and state governments. How had this changed by 1978? Why did it change? Do you agree with the change? Why, or why not?
300 WORDS
APA FORMAT
.
According to the Council on Social Work Education, Competency 5 Eng.docxronak56
According to the Council on Social Work Education, Competency 5: Engage in Policy Practice:
Social workers understand that human rights and social justice, as well as social welfare and services, are mediated by policy and its implementation at the federal, state, and local levels. Social workers understand the history and current structures of social policies and services, the role of policy in service delivery, and the role of practice in policy development. Social workers understand their role in policy development and implementation within their practice settings at the micro, mezzo, and macro levels and they actively engage in policy practice to effect change within those settings. Social workers recognize and understand the historical, social, cultural, economic, organizational, environmental, and global influences that affect social policy. They are also knowledgeable about policy formulation, analysis, implementation, and evaluation. Social workers:
Identify social policy at the local, state, and federal level that impacts well-being, service delivery, and access to social services;
Assess how social welfare and economic policies impact the delivery of and access to social services;
Apply critical thinking to analyze, formulate, and advocate for policies that advance human rights and social, economic, and environmental justice.
This assignment is intended to help students demonstrate the behavioral components of this competency in their field education.
To prepare: Working with your field instructor, identify, evaluate, and discuss policies established by the local, state, and federal government (within the last five years) that affect the day to day operations of the field placement agency.
The Assignment (1-2 pages):
Describe the policies and their impact on the field agency.
Propose specific recommendations regarding how you, as a social work intern, and the agency can advocate for policies pertaining to advancing social justice for the agency and the clients it serves.
.
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LITERACY INSTRUCTION ISSUES AND CONCERNS 1
Applying the Five Pillars to Literacy Instruction
With Students Who Have Moderate to Severe Disabilities: Issues and Concerns
Lewis B. Jackson
University of Northern Colorado
Diane L. Ryndak and
Ann-Marie Orlando
University of Florida
Kara Halley
Metro State College of Denver
Karen McCaleb
Texas A&M University Corpus Christi
LITERACY INSTRUCTION ISSUES AND CONCERNS 2
Abstract
The findings and recommendation of the National Reading Panel (National Institute of Child
Health and Human Development, 2000) have influenced how literacy skills are conceptualized
and taught in schools. Although the report’s findings and recommendation were directed at
students without disabilities, they have the potential to impact instruction and instructional
research with students who have moderate to severe disabilities. To explore this, we used the
National Reading Panel’s five pillars framework (i.e., phonemic awareness, phonics, fluency,
vocabulary, and reading comprehension) to raise issues and concerns about literacy instruction
research and practices with students who have moderate to severe disabilities. In our discussion,
we assume the point of view of teachers who wish to improve their practices by delving into the
literacy research base, opening with a discussion of how scientific evidence can serve as a guide
for improving literacy instruction. This is followed by a discussion of specific issues and
concerns related to each of the five pillars, illustrated by research studies in which the
participants have moderate to severe disabilities. We conclude by summarizing our concerns; by
exploring additional concerns that go across the five pillars; and by posing arguments that
present questions regarding the applicability of the National Reading Panel’s (2000) findings for
students with moderate to severe disabilities. Lastly, the paper considers the potential role of
literacy research and practice as contributing factors in an unreconciled dichotomy between a
body of research demonstrating the power of evidence-based instruction with these students, and
another body of research showing the continued denial of literacy opportunities to them in
schools.
Keywords: Literacy; Reading; National Reading Panel; moderate to severe disabilities;
evidence-based instruction
LITERACY INSTRUCTION ISSUES AND CONCERNS 3
Applying the Five Pillars to Literacy Instruction
With Students Who Have Moderate to Severe Disabilities: Issues and Concerns
In the broadest sense, literacy involves understanding, using, and producing print for a
variety of purposes, where print may include text, symbols, and/or images. While the ability to
engage in literacy activities is critical for participation in a print-driven society, Lonigan and
Shanahan (2010) indicated that pinpointing what actually constitutes “literacy” is not a ...
Kali is a special educationresource teacher who has 32stud.docxcroysierkathey
Kali is a special education
resource teacher who has 32
students with mild to moder-
ate disabilities on her case-
load. The special education
department at Chavez High
School (CHS) decided 2 years
ago to organize by grade level,
so most of the students on
Kali’s caseload are in the 10th
grade, although she has two in
the 9th grade and four in the
11th. At the end of the last
school year, CHS teachers dis-
cussed at great length how
the school was supposed to
become more “inclusive” and
how the No Child Left Behind
(NCLB) Act might affect sec-
ondary special educators.
Although Kali was accustomed
to teaching resource classes in
English and algebra, her prin-
cipal just informed her that
she will be expected to “co-
teach” so that more of her stu-
dents could be included in
general education classes and
have their needs met in those
classes.
Christien, a general education
10th grade English teacher,
also was recently told that he
would be co-teaching with
Kali. It is only a few days
before school begins, and
Christien and Kali find them-
selves meeting and asking the
same questions. What exactly
is co-teaching? How can it be
done at the secondary level?
What role will, or even should,
Kali have in the general educa-
tion classroom? Is this the
same thing as being a glorified
aide? Can co-teaching really
help to meet secondary stu-
dents’ needs?
Secondary students with disabilities
are expected to meet the same high aca-
demic standards as their peers without
disabilities in general education class-
rooms, yet many do not experience suc-
cess during their middle and high
school years. This lack of success for
students with disabilities at the second-
ary level often is impacted by miscom-
munication between educators (Smith,
Polloway, Patton, & Dowdy, 2002), an
increasing difficulty with assignments,
and an inability to address diverse
learning needs given the strong focus on
content mastery.
Reith and Polsgrove (1998) aptly
state that, “it is not enough to merely
place students with [disabilities] in gen-
eral class settings without providing
appropriate training, materials, and sup-
port to them and their teachers. To do so
surely invites their failure” (p. 257).
How can these issues be addressed at
the secondary level? One tool being
used by many special and general edu-
cators to meet the needs of secondary
students is co-teaching. Co-teaching is a
method by which educators can meet
the needs of students with and without
disabilities who are struggling in a sec-
ondary class. The term “highly quali-
fied” in NCLB is leading to discussions
that perhaps will require secondary spe-
cial educators to be licensed in any con-
tent area in which they provide individ-
ualized instruction in a self-contained
setting.
Based on this possible interpretation,
co-teaching is becoming an increasingly
more desirable, and for some, a more
feasible, service delivery option. In the
spirit of NCLB, co-teachers jointly plan
and conduct instruction in a ...
This document discusses learning difficulties, their causes, and achieving positive outcomes for diverse students. It covers several key points:
1. Learning difficulties can stem from deficits within students themselves or from inappropriate teaching practices and school structures. An ecological approach that considers all factors is most inclusive and successful.
2. Diversity encompasses many attributes beyond just ethnicity, including ability, religion, gender, and language. It rejects the notion of a "normal" group and others.
3. Educational disparities exist for Māori students in areas like achievement and suspensions. Reasons include deficit views of Māori students and low teacher expectations. Shifting mindsets and practices can help realize students' potential.
This document discusses learning difficulties, their causes, and achieving positive outcomes for diverse students. It covers several key points:
1. Learning difficulties can stem from deficits within students themselves or from inappropriate teaching practices and school structures. An ecological approach that considers all factors is most inclusive and successful.
2. Diversity encompasses many attributes beyond just ethnicity, including ability, religion, gender, and language. It rejects the notion of a "normal" group and others.
3. Educational disparities exist for Māori students in areas like achievement and suspensions. Reasons include deficit views of Māori students and low teacher expectations. Shifting mindsets from problems to potential can help realize student success.
Metropolitan Center for Urban Education 726 BroadwayDioneWang844
Metropolitan Center for Urban Education
726 Broadway, 5th Floor | New York, NY 10003-6680
212 998 5100 | fax 212 995 4199 | www.steinhardt.nyu.edu/metrocenter
Culturally Responsive
Classroom Management
Strategies
METROPOLITAN CENTER FOR URBAN EDUCATION
October 2008
2 | P a g e
This brief was developed by the Metropolitan Center for Urban Education under contract with the New York State Education Department, contract #007052.
Authorization for reproduction is hereby granted to the system of public and state-approved private schools, institutions of higher education, and programs
funded by the Office of Vocational and Educational Services for Individuals with Disabilities (VESID) of the New York State Education Department.
“Classroom management refers to those
activities of classroom teachers that create a
positive classroom climate within which
effective teaching and learning can occur”
(Martin & Sugarman, p.9, 1993). Research on
student-directed management approach,
which is rooted in the belief that students
have the primary responsibility for controlling
their behavior and are capable of controlling
their behavior, identify teachers adopting the
following classroom management concepts:
student ownership, student choice,
community, conflict resolution, natural
consequences, and restitution (Levin, 2000).
These concepts are operationalized in the
routines of how students enter the classroom,
what students are tasked to do upon entering
a classroom (e.g., “do now”), how desks and
tables are arranged (i.e., cooperative groups
versus rows), and the ways in which learning
is shared via communication between
students. Research over the past 30 years
indicates these rituals and routines as
cornerstones of classroom management are
critical to effective teaching and learning. In a
poorly managed classroom, teachers struggle
to teach and students usually learn less than
they should, and there are abundance of
discipline issues (Martin & Sugarman, 1993;
Rose & Gallup, 2004) while a well-managed
classroom provides an environment in which
teaching and learning can flourish (Marzano,
et. al., 2003).
Classroom Management and
Disproportionality
Instituting classroom management principles
has implications for the learning progress of
all children, especially low-performing, poor,
special education, and racial/ethnic minority
children (Saphier and Gower, 1997). Cultural
competence of simply soley middle-class,
White students can exacerbate the difficulties
that teachers may have with classroom
management. Definitions and expectations of
appropriate behavior are culturally influenced,
and conflicts are likely to occur when teachers
and students come from different cultural
backgrounds (Weinstein, Tomlinson-Clarke
and Curran, 2004). Misreading behaviors or
communication patterns of culturally and
linguistically diverse students (i.e., White,
Black, Latino ...
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According to the textbook, the Federal Disaster Assistance Act of 19.docxronak56
According to the textbook, the Federal Disaster Assistance Act of 1950 (P.L. 81-875) defined the roles and responsibilities during natural disasters. Once the president issued a disaster declaration, federal relief resources could flow to the affected areas for response and recovery. The president would then delegate administrative control of relief efforts to the Housing and Home Finance Administration. This law also instituted the federal role in natural disasters as a supportive role, while instituting primary responsibility for disaster response and recovery with local and state governments. How had this changed by 1978? Why did it change? Do you agree with the change? Why, or why not?
300 WORDS
APA FORMAT
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According to the Council on Social Work Education, Competency 5: Engage in Policy Practice:
Social workers understand that human rights and social justice, as well as social welfare and services, are mediated by policy and its implementation at the federal, state, and local levels. Social workers understand the history and current structures of social policies and services, the role of policy in service delivery, and the role of practice in policy development. Social workers understand their role in policy development and implementation within their practice settings at the micro, mezzo, and macro levels and they actively engage in policy practice to effect change within those settings. Social workers recognize and understand the historical, social, cultural, economic, organizational, environmental, and global influences that affect social policy. They are also knowledgeable about policy formulation, analysis, implementation, and evaluation. Social workers:
Identify social policy at the local, state, and federal level that impacts well-being, service delivery, and access to social services;
Assess how social welfare and economic policies impact the delivery of and access to social services;
Apply critical thinking to analyze, formulate, and advocate for policies that advance human rights and social, economic, and environmental justice.
This assignment is intended to help students demonstrate the behavioral components of this competency in their field education.
To prepare: Working with your field instructor, identify, evaluate, and discuss policies established by the local, state, and federal government (within the last five years) that affect the day to day operations of the field placement agency.
The Assignment (1-2 pages):
Describe the policies and their impact on the field agency.
Propose specific recommendations regarding how you, as a social work intern, and the agency can advocate for policies pertaining to advancing social justice for the agency and the clients it serves.
.
According to the text, economic outcomes measured by economic gr.docxronak56
According to the text, economic outcomes measured by economic growth is affected by a number of factors. Also, hundreds of empirical studies on economic growth across countries have highlighted the correlation between economic growth and a variety of variables.
Claims regarding the determinants of economic growth are conditional, and the findings depend on the variables used. However, the availability of physical capital or infrastructure, government consumption, terms of trade, macroeconomic stability, the rule of law, regulatory quality, government effectiveness, foreign direct investments, population size, and natural resource availability are the most consistent findings of empirical studies on economic growth.
Review the literature on economic growth and provide a summary of how:
Population affects economic growth
Natural Resource Abundance affects economic growth
Note: The answers you provide to each of these sub-questions should not be more than 15 sentences.
Also note that because this is a literature review you must cite credible sources; avoid using news articles.
The examples below should serve as a guide
Example 1: The example below shows how inflation affects investment in a study of the effect of inflation on investment.
The destabilizing effect of inflation on investment has been a major source of debate in economic and business literature. Generally, inflation is often considered a sign of macroeconomic instability and the inability of government to control macroeconomic policy, both of which contribute to an adverse investment climate (Fischer, 2013; Greene & Villanueva, 1991). However, the empirical evidence is still far from convincing. While some authors claim positive effects of inflation on investment, others hold that inflation poses a “stealth” threat to investments. For example, Greene and Villanueva (1991) argue that high rate of inflation adversely affects private investment activity by increasing the riskiness of long-term investment projects. Also, Fischer (2013) observed that inflation uncertainty is associated with substantial reduction in total investment. On the contrary, McClain and Nicholes (1993) found that investment and inflation are positively related to each other.
Example 2: The example below shows how natural resource endowments affects income inequality in a study of the determinants of income inequality.
The nexus between natural resource endowments and income inequality has also been widely debated and has inspired a long history of research in both economics and political science (see, for example, Fum and Hodler, 2010; Goderis and Malone, 2011; Leamer, Maul, Rodriguez, and Schott, 1999; Carmignani, 2013; Parcero and Papyrakis, 2016; Bourguignon and Morrisson, 1998). For example, Anderson et al., (2004) argue that natural resources endowment provide a plausible explanation as to why the observed levels of inequality are significantly higher in both sub-Saharan Africa and Latin America.
According to the Council on Social Work Education, Competency 5.docxronak56
According to the Council on Social Work Education, Competency 5: Engage in Policy Practice:
Social workers understand that human rights and social justice, as well as social welfare and services, are mediated by policy and its implementation at the federal, state, and local levels. Social workers understand the history and current structures of social policies and services, the role of policy in service delivery, and the role of practice in policy development. Social workers understand their role in policy development and implementation within their practice settings at the micro, mezzo, and macro levels and they actively engage in policy practice to effect change within those settings. Social workers recognize and understand the historical, social, cultural, economic, organizational, environmental, and global influences that affect social policy. They are also knowledgeable about policy formulation, analysis, implementation, and evaluation. Social workers:
Identify social policy at the local, state, and federal level that impacts well-being, service delivery, and access to social services;
Assess how social welfare and economic policies impact the delivery of and access to social services;
Apply critical thinking to analyze, formulate, and advocate for policies that advance human rights and social, economic, and environmental justice.
This assignment is intended to help students demonstrate the behavioral components of this competency in their field education.
To prepare: Working with your field instructor, identify, evaluate, and discuss policies established by the local, state, and federal government (within the last five years) that affect the day to day operations of the field placement agency (
Georgia Department of Family and Children Services
).
The Assignment (1-2 pages):
Describe the policies and their impact on the field agency.
Propose specific recommendations regarding how you, as a social work intern, and the agency can advocate for policies pertaining to advancing social justice for the agency and the clients it serves.
.
According to the Council for Exceptional Children (CEC), part of.docxronak56
According to the Council for Exceptional Children (CEC), part of being a well-prepared special educator includes “developing relationships with families based on mutual respect and actively involving families and individuals with exceptionalities in educational decision making” (Council for Exceptional Children, 2015, Special Education Professional Ethical Principles, E). This includes advocating for parental involvement by providing information on educational rights and safeguards in a way that creates accessibility and transparent IEP meeting procedures (Council for Exceptional Children, 2015).
Hammond, Ingalls and Trussell (2008) investigated the experiences of those family members who attended an initial IEP meeting and then subsequent meetings over the next four years. Their findings indicated that the overwhelming majority of the 212 family participants agreed that the child needed special education services but had negative emotional responses to the initial team meeting. Some of the most beneficial information collected included acknowledging the emotions tied to having a child initial diagnosed with a disability; stronger communication skills by education professionals during the team meeting; and additional measures to better prepare parents for the team meetings (Hammond, Ingalls, & Trussell, 2008). Similarly, the article,
Building Parent Trust in the Special Education Setting (Links to an external site.)
(Wellner, 2012) was written to emphasize the importance of trust building strategies to avoid costly due process hearings and to maximize relationships with all involved in making decisions on behalf of the student with special needs.
Initial Post:
After reading the article, After reading the article,
The 5-Point Plan
, reviewing the Council for Exceptional Children’s (CEC) , reviewing the Council for Exceptional Children’s (CEC)
Special Education and Professional Ethical Principles and Practice Standards (Links to an external site.)
, and reading
Building Parent Trust in the Special Education Setting (Links to an external site.)
you will create an initial response depending on the first letter of your last name.
If your last name begins with the letters A – M:
You will respond as one of the parent participants in this the Hammond, Ingalls and Trussell study. Begin by explaining how you felt attending your child’s first IEP meeting, using the article and the Instructor Guidance as a foundation for your narrative. Then, describe how future IEP meeting experiences changed (improved or declined) and why. Finally, using the
CEC Professional Practice Standards for Parents and Families (Links to an external site.)
and
Building Parent Trust in the Special Education Setting (Links to an external site.)
, provide at least three suggestions to the special education team leader for how to improve this experience for parents of newly diagnosed children with disabilities.
.
According to the article, Answer these two questions. Why did Ma.docxronak56
According to the article, Answer these two questions.
Why did Marx believe that capitalism would fall on its own? Why did his predictions not come true? (hint: how has the economy changed since Marx’s time?
Describe Robert Owen’s “New Lanark” community? What were his innovations? Did he suspend either private property or market economics? Are there people today who follow a similar business model?
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According to Neuman’s theory, a human being is a total person as a c.docxronak56
According to Neuman’s theory, a human being is a total person as a client system and the person is a layered, multidimensional being. Each layer consists of a five-person variable or subsystem: (1) physiological, (2) psychological, (3) sociocultural, (4) developmental, and (5) spiritual.
Considering the 'spiritual' variable- Do you feel this variable exists at all? Does it have as wide-ranging results as Neuman claims? Is it appropriate for an APRN to participate in or work with the patient’s spiritual dimension?
.
According to Rolando et al. (2012), alcohol socialization is the pr.docxronak56
According to Rolando et al. (2012), “alcohol socialization is the process by which a person approaches and familiarizes with alcohol learns about the values connected to its use and about how, when and where s/he can or cannot drink.”
Based on the focus group findings, describe what the first drink means in both Italy and Finland, and what types of attitudes are connected with different types of socialization processes.
.
According to your readings, cloud computing represents one of th.docxronak56
According to your readings, cloud computing represents one of the most significant paradigms shifts in information technology (IT) history, due to an extension of sharing an application-hosting provider that has been around for many years, and was common in highly regulated vertical industries like banks and health care institutions. The author’s knowledge from their research continue to assert that, the impetus behind cloud computing lies on the idea that it provides economies of scale by spreading costs across many client organizations and pooling computing resources while matching client computing needs to consumption in a flexible, real-time version.
Identify the issues and risks that pose concern to organizations storing data in the cloud - briefly support your discussion.
.
According to this idea that gender is socially constructed, answer.docxronak56
According to this idea that gender is socially constructed, answer the following questions:
1. What does it mean to be a man in the U.S.? What does it mean to be a woman?
2. From what institutions do we learn these gender roles?
3. How do these clips demonstrate the ways in which gender is socially constructed in the U.S.? Do the concepts discussed in the clips resonate with you? Why or why not?
In Persepolis, the main character Marji struggles to define her identity as an Iranian woman in a changing society.
· What roles are depicted for women in Iranian society in the film? How do they change over time?
· How does Persepolis demonstrate the ways in which gender and identity are influenced in many ways, by different processes across cultures? How are gender roles in Iran similar, or different to gender in the U.S.?
· What are some of the stereotypes that exist about Muslim women and how does Abu-Lughod in “Do Muslim Women Need Saving” and Persepolis complicate these stereotypes?
Answer the following questions 2 full pages
Running head: MAJOR HEALTH CARE PROBLEMS IN THE U.S. 1
Major Health Care Problems in the U.S.
Jane Doe
ID: 1212121
MAJOR HEALTH CARE PROBLEMS IN THE U.S. 2
Major Health Care Problems in the US
Problem statement: High and continuously rising cost of health care has been and still is one of
the biggest challenges affecting the Health Care system in United States.
Methods of Examining the Problem
Both qualitative and quantitative research methods should be used to fully understand the
issue of high cost of care in the US. Quantitative methods like surveys and experimentations will
aid in estimating the prevalence, magnitude and frequency of the problem in different regions.
On the other hand, qualitative methods like case studies and observation will help describe the
extent and complexity of the issue. The two approaches need to work in complementation to
obtain a clear understanding of this menace.
Surveys, as a quantitative research method, is one of the most effective in the social
research and present a more viable method of examining the cost of health in the country. They
involve asking of questions in the form of questionnaires and interviews. Questionnaires are
written questions to which the response can be open ended or multiple-choice format. This
would be used to gain information about cost within determinants that are of
disagree/neutral/agree nature. An example is if patients are contented with the cost of services
they get or they deem the cost of cover worthy. Interviews, the researcher discussing issues with
the respondents, are to be used to gain more details on already known aspects of the system. This
may include gathering information to inform policies, administration and use of technology to
minimize the cost of care.
Since health cost in the US is not a new challenge and there have been studies about it,
qualitative methods like .
According to Thiel (2015, p. 40), CSR literature lacks consensus fo.docxronak56
According to Thiel (2015, p. 40), “CSR literature lacks consensus for a standard definition. Typically, many people who are familiar with the concept will initially define CSR within the three domains of the social, economic and natural environments.”
Come up with your own definition of what you believe is a good definition of CSR that you would like your company to follow.
Afterward, explain each part of your definition and why you believe it is best.
.
According to recent surveys, China, India, and the Philippines are t.docxronak56
According to recent surveys, China, India, and the Philippines are the three most popular countries for IT outsourcing. Write a short paper (2-4 paragraphs) explaining what the appeal would be for US companies to outsource IT functions to these countries. You may discuss cost, labor pool, language, or possibly government support as your reasons. There are many other reasons you may choose to highlight in your paper.
.
According to Rolando et al. (2012), alcohol socialization is th.docxronak56
According to Rolando et al. (2012), “alcohol socialization is the process by which a person approaches and familiarizes with alcohol learns about the values connected to its use and about how, when and where s/he can or cannot drink.”
Based on the focus group findings, describe what the first drink means in both Italy and Finland, and what types of attitudes are connected with different types of socialization processes. Respond to two posts identifying how positive values can be connected to first memories of drinking.
.
According to the author, Social Security is an essential program, .docxronak56
According to the author, Social Security is an essential program, but its future is looking unpromising unless we start by eliminating the payroll tax cap.
In the author’s proposal to keep the funding open, the author proposes the acceptance of Bernie Sanders’ “Keeping Our Social Security Promises Act,” which the author suggests would removes the payroll tax cap. To elaborate further, the author stated that the reason for the cap on the social security is because of the uneven amount of participation during elections which makes the rich influential in governance. The author stated that, research have found that the rich who made over $125,000 contributed 35% in campaigns. According to the author, this act causes a major problem regarding the shaping of the social security because people with lower income would not be able to contribute that amount of money towards campaigns. The author also states that it causes greater income equality, since those who contribute are rich and as a matter of fact get more benefits from political power in the form of payroll tax cap. This in the authors words, compromises the state of social welfare in the United States because those active in politics don’t have the same views as the poor who are focused on housing, poverty, and health. Congressional Research Service was used to predicts that, if tax cap is not removed, there will be a permanent increase of tax rate from 12.4% to 15.1% which would hurt people making less than the current tax cap currently at $132,900 or, cutting benefits by 20% in 2035 and continuously rising every year.
In as much as the author makes a good point on the percentage of rich people that donated to campaign, the author failed to state how much the rich get in payroll tax cap since that is a major part of the authors argument. The authors failed to indicate how an increase in tax rate would affect people making less than the current tax cap which is $132,900. To sum it up, the author failed to expand and give more numeric evidence to support the argument.
In addition, to provide a guideline in eliminating payroll tax cap, the author suggested a bill introduced by Bernie Sanders called, Keeping Our Social Security Promises Act. The bill according to the author seeks to remove the cap placed on payroll taxes. The author further stated the bill will help Solvency to expand for 75 years without increasing taxes for those who earn less than $250,000, the only people who will see a change are those earn more than $250,000. According to the Congressional Research Service as stated by the author, removing the cap would eliminate 84% of the projected shortfall. The author stated that, the top 200 CEOs would have to contributed $341,291,106 towards Social Security when the tax cap is removed. In addition, the author stated that, removing the cap would eliminate 84% of the projected shortfall. The author proposes an increase in the taxable payroll from 12.40% to 12.83% to keep it solvent.
According to Morrish, the blame for the ever-growing problem of disc.docxronak56
According to Morrish, the blame for the ever-growing problem of discipline in schools rests at least in part on popular discipline theories, which he believes have gone to excess in allowing students to make choices concerning how they will conduct themselves in school. What are your thoughts about Morrish’s ideas?
.
According to DuBrin (2015), Cultural intelligence is an outsiders .docxronak56
According to DuBrin (2015), "Cultural intelligence is an outsider's ability to interpret someone's unfamiliar and ambiguous behavior the same way that person's compatriots would" (p. 177). In this case, how would you incorporate cultural intelligence within a team setting? Please explain.
Your journal entry must be at least 200 words
.
According to Edgar Schein, organizational culture are the shared.docxronak56
According to Edgar Schein, organizational culture are the shared beliefs and values among a group of people which influences how they perceive, think, and react in the organization. There are four types of organizational culture:
Clan-Internal focus that values flexibility
Adhocracy-A risk taking culture with an external focus on flexibility
Market-A competitive culture with an external focus on profits over employee satisfaction
Hierarchy-A structured culture valuing stability and effectiveness internally
How would you describe the organizational culture of a pr
evious or current place of employment? And why?
Do you think this type of culture is best suited to help the company achieve its strategic goals? Explain.
.
According to DuBrin (2015), the following strategies or tactics are .docxronak56
According to DuBrin (2015), the following strategies or tactics are identified for enhancing your career:
develop career goals,
capitalize on your strengths and build your personal brand,
be passionate about and proud of your work,
develop a code of professional ethics and prosocial motivation,
develop a proactive personality,
keep growing through continuous learning and self-development,
document your accomplishments,
project a professional image, and
perceive yourself as a provider of services. (p. 430)
Identify and explain three career-enhancing techniques or tactics in advancing your career.
Your essay should be at least two pages and should include an introduction, a body of supported material (paragraphs), and a conclusion. Be sure to include two references (on a reference page), and follow all other APA formatting requirements. The reference page does not count toward the total page requirement.
Be sure to apply the proper APA format for the content and references provided.
.
According to DuBrin (2015), the following strategies or tactics .docxronak56
According to DuBrin (2015), the following strategies or tactics are identified for enhancing your career:
develop career goals,
capitalize on your strengths and build your personal brand,
be passionate about and proud of your work,
develop a code of professional ethics and prosocial motivation,
develop a proactive personality,
keep growing through continuous learning and self-development,
document your accomplishments,
project a professional image, and
perceive yourself as a provider of services. (p. 430)
Identify and explain three career-enhancing techniques or tactics in advancing your career.
Your essay should be at least two pages and should include an introduction, a body of supported material (paragraphs), and a conclusion. Be sure to include two references (on a reference page), and follow all other APA formatting requirements.
.
Access the Mental Measurements Yearbook, located in the Univer.docxronak56
Access
the Mental Measurements Yearbook, located in the University Library.
Select
two assessments of intelligence and two achievement tests.
Prepare
a 13 slide presentation about your selected instruments. In your analysis, address the following:
Critique the major definitions of intelligence. Determine which theory of intelligence best fits your selected instruments. Explain how the definition and the measures are related.
Evaluate the measures of intelligence you selected for reliability, validity, normative procedures, and bias.
Your selected intelligence and achievement assessments. How are the goals of the tests similar and different? How are the tests used? What are the purposes of giving these differing tests?
.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Research & Practice for Persons with Severe Disabilities2013.docx
1. Research & Practice for Persons with Severe Disabilities
2013, Vol. 38, No. 2, 117-119
copyright 2013 by
TASH
From Different to Differentiated:
Using "Ecological Framework" to
Support Personally Relevant Access to
General Curriculum for Students With
Significant Intellectual Disabilities
Katherine Trela
Marist College
Bree A. Jimenez
University of North Carolina at Greensboro
Language used in the field of special education is
important; it can serve to influence both curriculum and
placement decisions for students with intellectual disabil-
ity. Historically, "Functional Curriculum" was used to
describe curriculum adaptations necessary for students to
access their environment (school and community). How-
ever, the term has evolved to mean a separate set of
curriculum standards primarily addressing daily life skills
for individuals with significant disabilities. An unintended
consequence of this term has been to suggest a "different"
rather than "differentiated" curriculum for students and,
by doing so, suggest the need for separate settings in
which to deliver this differently focused curriculum. A re-
2. cent paper by Hunt, McDonnell, and Crockett (2012)
suggests the use of an ecological framework to guide stake-
holders to maintain a clear focus on individual student
needs as they provide access to general curriculum for
this population of students. The authors suggest the term,
"Personally Relevant," as a reference to curriculum adap-
tations made within the ecological framework to both
access grade-appropriate curriculum and receive individ-
ualized support This change—from Functional to Person-
ally Relevant—promotes inclusive practices by signalling
common curriculum that is differentiated, not different, for
students with significant intellectual disability.
D E S C R I P T O R S : general curriculum access, inclu-
sion, severe disability, intellectual disability, language,
terminology
Since the 1997 reauthorization of the Individuals With
Disabilities Education Act (IDEA), emphasis on access
and progress in the general education curriculum for
Address all correspondence and reprint requests to Bree A.
Jimenez, University of North Carolina at Greensboro, Special-
ized Education Services, 421 School of Education Bldg., PO
Box
26170, Greensboro, NC 27402. E-mail: [email protected]
students with disabihties has been discussed in terms of
its imphcations and possible unintended negative con-
sequences for those students with significant intellectual
disabilities (McLaughlin, 2010; Thurlow, 2000, 2002). In
these discussions, authors have reflected on the need to
maintain the individualized nature of special education,
concerned that an emphasis on ahgnment to content
standards could promote individualized education pro-
grams (IEPs) written without attention to the student's
unique needs. Historically, programs for students with
3. significant intellectual disability followed the "criterion
of ultimate functioning" or the need to exphcitly teach
skills of daily hving to ultimately hve an independent,
engaged life in the community (Brown, Nietupski, &
Hamre-Nietupski, 1976). The intention was to move
away from developmental models in use at the time and
respect individuals with significant intellectual disabüity
through their lifespan with goals and activities that
support independent functioning within home, school,
and work communities. However, as materials and IEP
guidance documents (i.e., "catalogs of lifeskills," such as
reading directional signs or counting change) were
marketed to support instruction focused on student
"ultimate functioning" that specifically focused set of
skills became known as "Functional Curriculum." An
unintended consequence of instruction aligned to
"Functional Curriculum" was the development of a
static set of community living skills and activities, where
lessons could be repeated regardless of the student's
grade level. For example, students could work with a
hst of preselected "survival words" from elementary
through high school, with some words not as relevant
to the student's independence as intended (e.g., teaching
recognition of typical road signs for a student who will
not obtain a driver's hcense). Furthermore, Functional
Curriculum had been referenced in school leadership
program textbooks as the appropriate course of study
for students with significant intellectual disability to
117
118 Trela and Jimenez
follow (Bayat, 2012; Glatthorn, Boschee, & Whitehead,
4. 2006; Neel & Billingsley, 1989; Wehman & Kregel,
2004). Previous concerns surrounding a solely func-
tional curriculum approach also noted that this sepa-
rate curriculum was often equated with a need to
deliver such instruction in a separate setting (Field,
LeRoy, & Rivera, 1994). In essence. Functional
Curriculum became a label for a parallel, predetermined
set of specific skills and activities for students not fol-
lowing the same course of study as their peers in gen-
eral education classes. Although the term Functional
Curriculum was intended to guide instruction that
promoted independent living, it unintentionally be-
came the "something or somewhere else" to which stu-
dents with significant disabilities were assigned. This
separate path was clearly not aligned to the spirit or letter
of IDEA: that all students have access to and make
progress in the general education curriculum (Individuals
with Disabilities Education Improvement Act, 2004).
In an effort to guide practice that provides both
access to and opportunities for student progress toward
learning goals aligned to the general education cur-
riculum, a growing body of research has focused on
how to support such progress and away from whether
or not to maintain a solely functional curriculum
approach. This emergent research does in fact show
how students with significant intellectual disabilities
can meaningfully access and show measurable progress
toward general curriculum standards (Browder et al.,
2012; Collins, Evans, Creech-Galloway, Karl, & Miller,
2007; Jimenez, Browder, Spooner, & DiBiase, 2012;
Spooner, Knight, Browder, & Smith, 2012). Common
to the strategies that support access and progress
in general curriculum is the intentional connection
made between the skills and concepts taught and
their relevance in students' lives (e.g., following class
5. routines and asking questions when help is needed,
recognizing and organizing information to solve a
problem, drawing similarities between a literary char-
acter's preferences and one's own personal prefer-
ences, following a guided inquiry process to explore
the natural world). In this way, recent research has
drawn attention away from the question of whether or
not to teach to general curriculum standards toward a
focus on how to teach to general curriculum standards
while maintaining individualized support for students
with significant intellectual disability.
A recent article by Hunt et al. (2012) provides an
ecological curricular framework to guide IEP teams as
they balance individual needs of students with signifi-
cant intellectual disabilities with opportunities to both
access and make meaningful progress toward general
education curriculum standards (i.e.. Common Core
State Standards). Using this framework, students with
significant intellectual disability are truly "students"
first, with a clear set of curriculum expectations no
different from their same age peers without disabilities.
Expectations are individualized for access to the general
education curriculum based on each student's strengths
and needs. The framework articulates a process of work-
ing with families and students to identify needed sup-
ports, adaptations, and modifications that "personalize"
access to the curriculum, thus providing specially designed
instruction that maintains the "big ideas," skills, and
processes that are considered important for all students.
In an era of high stakes accountability, it has become
increasingly important to develop clearly defined cur-
riculum expectations for this population of students.
Often teachers, administrators, and researchers have
6. struggled to identify and manage a curriculum that
represents both the academic rigor all students deserve
to learn, as well as maintain the link to meaningful
instruction for a population with tremendous diversity.
To represent this unambiguous focus on curriculum that
is differentiated by making intentional, personally
relevant connections to the lives of students with
significant intellectual disabilities, we suggest the term
personally relevant. Personally relevant curriculum
modifications shaped by the ecological framework
connect students to their current school-based commu-
nity by considering skills, settings, and relationships that
support students' full participation in the school com-
munity. Similar to person-centered planning processes
that individuals and families with significant disabilities
follow to support community engagement upon transi-
tion from school, personally relevant curriculum mod-
ifications consider how access to and progress within
the general curriculum creates natural opportunities for
broader school and life experiences. For example, as
students learn the principles of solving math problems
on area and volume, they may also be working alongside
peers to determine the best shape and size of a school
garden; a high school class may read an adapted version
of Hamlet, then share the stage with a drama class to
present selected scenes to their school and community
audience; after a unit on plate tectonics, students may
engage in a fund raiser for victims of an earthquake in
another part of the world; and a middle school student
may share an adapted version of Call of the Wild with
his parents, allowing them time to discuss topics like
taking care of animals or knowing the difference
between needs and wants. In each example, instruction
remains focused on grade-appropriate general educa-
tion curriculum, but with modifications that are
personally relevant: modifications that intentionally
7. connected the skills and concepts to the student's
broader school and community experience. Thus, we
suggest that the term personally relevant acknowledges
individuals as "students first" (i.e., a fifth grader or a
high school freshman), but, in that context, a student
who needs modifications that the students them-
selves, parents, and teachers have identified as relevant
to his/her hfe. In contrast to the term Functional
Curriculum, this change suggests a differentiated, not
Personally Relevant Curriculum 119
different, curriculum for students with significant
disabilities. Although the argument may be made that
this is simply a change in labels, we propose that the
term reflects a level of differentiation that promotes
access to make meaningful progress in the general
education curriculum rather than a separate curriculum.
Language plays an important role in perceptions of
individuals with disabihties in our culture. Acknowl-
edging the power of language to support, rather than
impede, positive perceptions of individuals with dis-
abilities, in 2010 President Obama signed Rosa's law
(Pub. L. 111-256), to replace the term "mental retarda-
tion" with "intellectual disability" in all federal legisla-
tion. In addition. Special Olympics and Best Buddy
Organizations have used public service announcements,
as well as social media platforms, to "spread the word
to end the word" in an effort to directly address the
misuse of the word "retarded" in our popular culture
(thearc.org; https://www.facebook.com/EndtheWord).
Additionally, language used in the "field" can influence
the way local education agencies characterize programs
8. and services for students with significant intellectual
disabilities. For example, both students and programs
were once identified with outdated labels such as
"Trainable Mentally Retarded." In some districts, such
labels have since been replaced with terms that focus
curriculum needed by individuals with significant intel-
lectual disabilities, such as "Lifeskills" or "Specialized
Academic Curriculum." Although school districts will
continue to use a variety of program names as IEP
teams discuss special education placements along a
continuum of support, this suggestion is made in the
spirit of focusing those discussions on the level of
differentiation needed to access and progress in a
common curriculum rather than the need for a different
curriculum. The use of the term personally relevant
within the IEP process may focus planning teams to
begin with the general curriculum and plan access
based on individualized needs identified through a
person-centered ecological framework. As noted be-
fore, for quite some time curriculum has been devel-
oped, even within the IEP process, as personal needs
versus general curriculum access. As general and
special educators in many states move forward with
aligning instruction for all students to the Common
Core State Standards, this change in language is
suggested to replace "functional curriculum" as a
more accurate reference to the demanding work that
students with significant disabilities and their teachers
do on a daily basis to balance the expectations of
general education curriculum standards and individu-
alized goals.
Historically, a change in terms in the field of special
education has signalled a step away from labels that
separate toward language that both acknowledges com-
mon bonds and supports diversity (e.g., "people first"
9. language). In that spirit, we encourage use of the term
personally relevant to describe those modifications deter-
mined by using an ecological framework for students with
significant intellectual disability. With this change, we
may signal a step toward a differentiated, not different,
curriculum to ensure that students with significant
intellectual disability be more fully and naturally included
in their present school and future community settings.
References
Bayat, M. (2012). Teaching exceptional children. New York:
McGraw Hill.
Browder, D. M., Trela, K., Courtade, G. R., Jimenez, B. A.,
Knight, V., 8L Flowers, C. (2012). Teaching mathematics and
science standards to students with moderate and severe
developmental disabilities. The Journal of Special Education,
46, 26-35. doi:10.1177/0022466910369942
Brown, L., Nietupski, J., & Hamre-Nietupski, S. (1976).
Criterion of ultimate functioning. In M. A. Thomas (Ed.),
Hey, don't forget about me! Education's investment in the
severely, profoundly, and multiply handicapped (pp. 2-15).
Reston, VA: Council for Exceptional Children.
Collins, B. C , Evans, A., Creech-Galloway, C , Karl, X, &
Miller, A. (2007). Comparison of the acquisition and
maintenance of teaching functional and core content sight
words in special and general education settings. Focus on
Autism and Other Developmental Disabilities, 22, 220-233.
Field, S., LeRoy, B., & Rivera, S. (1994). Meeting functional
curriculum needs in the middle school general education
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(2012). Inclusive inquiry science using peer-mediated
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(2012). Evidence-based practice for teaching academics to
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Received: May 10, 2013
Final Acceptance: May 22, 2013
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CH 9: Riemer, Science, and Romance
The Political Values of Political Actors
12. Key Terms
Political values are important beliefs about which goals,
principles, and policies are worthwhile in public affairs.
A goal is an objective. (may be peace, security, and order or
war, domination, and power; may be liberty, equality, justice,
and fraternity or slavery, subordination, tyranny, and enmity.
May be positive or negative goals.)
A principle is a basic truth or belief that is used as a basis of
reasoning or a guide to behavior. May also be positive or
negative (peaceful change or violent change).
A policy is a course or general plan of action designed to solve
problems or achieve specified goals; help determine whether
certain standards are being met; serve as important guideposts
in politics.
Where do political values come from? Whose goals, principles,
and policies are actually being observed?
A political actor is the individual or group that expresses and
shapes political values, struggles for power, and decides issues
of public policy; governmental, economic, social and military
elites, political parties, interest groups, the mass media, and
nation-states are all examples of political actors.
Individual citizens are also political actors.
13. Level-of-analysis problem
With so many different political actors, who do we focus on: the
national government as the primary actors or the decision-
makers who lead the government? The international system
itself?
What level do we operate on to really understand what is going
on?
Guiding Hypothesis in studying political values
1) political values of political actors are rooted in their vital
needs, fundamental interests, and perceived desires.
2) the struggle over political values is conditioned by the
differing interpretations of needs, interests, and desires by
diverse political actors and by the historical distribution of
power (make for both conflict and consensus).
Guiding Hypothesis in studying political values
3) the world of politics frequently contains serious gaps
between professed values and actual behaviors. The gaps exist
because political actors are unable to break out of parochial,
14. rigidly ideological patterns of thought and behavior. Difficult to
narrow these gaps because human resources and capabilities are
limited.
4) the future will probably include a major constitutional and
democratic struggle between what we might call broad values
and narrow values; will require a realistic understanding of vital
needs, of compatible fundamental interests, and of modest and
prudent desires.
The Values of Nations as Political Actors
Nations (national leaders, ruling elites, or governing parties)
generally profess and seek to protect the national interest in
foreign affairs and public interest in domestic affairs.
National interest is the vital needs and fundamental interests of
the nation as a whole, security, liberty, justice and welfare,
which are essential to the independence, prosperity, and power
of the nation-state.
Public interest is the interest of the entire community that
transcends the selfish interests of individuals or groups. It
expresses the best long-range interests of the entire nation.
Values of political leaders
Survival, security, safety, peace, territorial integrity, defense,
prosperity, independence, and power.
15. Freedom, their capacity to govern themselves, their control of
their own destiny, and their enjoyment of the rights that make
freedom meaningful.
Justice, equality before the law, due process, equitable
distribution of wealth.
Equal treatment of sovereign nations, respect for international
law and procedure.
Concern for welfare of their citizens.
Values of political leaders
Policies that enhance national economic well-being through
growth, production, full employment, decent farm prices, and
satisfactory business profits.
Policies that enhance social well-being through literacy,
adequate food and housing, and good health and nutrition.
Endorse stable institutions and organizations as a way to ensure
political well-being.
Key National Interests:
Security and Peace
Security and Peace; most leaders say they believe in security
and peace but the 20th and 21st centuries have been littered
with violent conflict: interstate wars, revolutions,
assassinations, rebellions, wars of national liberation, ethnic
conflict, terrorism, and genocide.
Over the past fifteen to twenty years, somewhere between thirty
16. and forty wars were raging at any given point in time.
One estimate of those killed in recent wars: 87.5 million dead –
33.5 million combatants and 54 million civilians (Zbigniew
Brzezinski, Out of Control: Global Turmoil on the Eve of the
Twenty-first Century).
A second estimate puts the total at 203 million (M. Chiref
Bassouni, “Searching for Peace and Achieving Justice”)
Key National Interests:
Security and Peace
Facetious adage in international relations: “all wars are fought
in self-defense.”
Do nations engage only in just wars, defending itself against
aggressive opponents and protecting its security against real
attack?
Or have some nations engaged in war using the pretext of
protecting vital interests?
Do wars actually serve to protect a nation’s security?
Difficult to answer these questions because terms like just war,
defensive war, aggressive war, vital interests or security lack
common definitions.
Terrorism and nuclear proliferation have complicated the
question of security even further.
Key National Interests:
Security and Peace
17. The following are certain, however, (1) there is a serious gap
between talk of peace and the reality of war, (2) different
nations hold incompatible conceptions of national security, (3)
sometimes nations counter power with power in order to protect
vital national interests, (4) national defense expenditures are
huge and distort other priorities, and (5) the machinery for
peace and peaceful change is inadequate.
Many countries and their political leaders claim to be peace-
loving but often engage in war.
The Clash of Civilizations
Clashing conceptions of national security highlight international
relations.
Recent debates focus on the nature of ethnic and cultural
conflicts that persist.
Samuel Huntington (1993): predicted that with the fall of
communism different civilizations – Western, Eastern, Islamic,
Latin American – will come into conflict; these civilizations
will represent great blocs of countries with similar cultural,
religious, and political histories; highlights the intersection of
values, culture, and security; leads to a clash of civilizations as
each tries to protect itself; diverse values become the source of
clashing security concerns.
Values:
Liberty, human rights, and democracy
18. Most nations profess a commitment to liberty, human rights,
and democracy.
What constitutes a democracy is open to debate; accept that
democracies must have freedom of expression, free elections,
and the ability to gather alternative sources.
Some countries might achieve some level of democracy, but not
complete democracy.
So, how do we measure democracy?
Freedom House
Ranks countries into three categories: Free, Partly Free, and Not
Free.
The rankings show that there are more democracies than ever in
the world.
Also show that many countries profess to be democracies and
yet are not quite living up to the high standards that democracy
demands.
Gaps between rhetoric and reality.
Many countries will justify violations of liberty, human rights,
and the democratic process in the name of national security and
the need for domestic order.
19. Values:
Justice, equality, and liberty
Justice, equality, and liberty; justice, roughly understood as
fairness, involves balancing liberty and equality; but justice is
perceived in different ways by different nations and by different
groups within nations.
There are many ways to measure a nation’s commitment to
justice, or fairness; one is the way in which income is
distributed.
In general, the higher the development level of a nation, the
more equitable the distribution of income within a society.
20. Values:
Justice, equality, and liberty
The issues of justice and equality goes to the very heart of what
values political elites hold.
Justice addresses the question of how to balance competing
values.
The demands of personal freedom, which might require a
limited state that allows people to do what they want, will come
into conflict with the ideal of equality, which might call for the
state to limit concentration of wealth.
Values:
Welfare and economic well-being
Welfare and economic well-being; most nations endorse (at
least in their rhetoric) the welfare and economic well-being of
their people.
Welfare refers to government provisions for , or contributions
to, individual needs for employment, income, food, housing,
21. health care, and literacy.
Economic well-being is the level of income, food, health care ,
and education that satisfies minimum quality-of-life standard
and permits full growth and development.
Richer, industrial, developed nations have a much easier time
satisfying these needs.
Values of Citizens
What shapes the values of citizens?
What are those actual values?
How do they vary from country to country and within countries?
Is there a conflict between the values espoused by elites and
those espoused by average citizens?
To what degree should elites follow public opinion and respect
the basic values of the typical citizen?
Values of Citizens
Considerable evidence that the values of people who make up
political communities are rooted in and correlated with a
hierarchy of human needs: for sustenance and safety; for
belonging and esteem; and for intellectual, aesthetic, and social
fulfillment.
Associated with Maslow’s Hierarchy of Needs: people are
motivated to achieve self-actualization, but only after other
needs on the hierarchy are fulfilled first.
22. Disagreement on Values
Whether there is broad consensus or significant disagreements
about certain basic values.
In the United States sharp disagreements can exist between
voters.
Republicans and Democrats differ substantially on several
issues, including government spending.
Notion of culture wars: division over the values reflected in
opposing positions on key public policy issues such as abortion,
gay marriage, prayer in public schools, euthanasia, genetic
research, and sex education.
23. Interest Groups and Class Values
Politics as a tug-of-war among competing interests; public
policy as a result of group pressures; political scientists
emphasize the importance of understanding the values and
behavior of powerful interest groups in the political community.
An interest group is comprised of members of the public who
organize and attempt to shape public policy on issues of
concern to them. Almost all political communities contain
interest groups seeking to protect their vital needs and
fundamental interests.
Social scientists influenced by the egalitarian ideas of Marxism
or socialism, focus on the interests held by social classes;
emphasize the role played by class values.
Class values are the political interests shaped by the social
classes, such as worker or capitalist; key interests wrestle for
power, working to integrate their values into laws,
administrative policies, and court decisions.
24. Values of nations, citizens, and interest groups are rooted in
their vital needs, fundamental interests, and perceived desires.
General agreement about fundamental needs and interests holds
all political communities together and enhances politics as a
civilizing process.
Serious gaps exist between civilized national values and actual
national values as measured by behavior.
Guide
A curriculum guide is a packet of practical ideas for teaching
that is written in a convenient format as practical teaching notes
for use by either you or your colleagues. It is a how-to guide
that covers steps for achieving specific objectives, principles
governing behavior, or descriptions of effective teaching
strategies, interventions, and accommodations that a special
educator can use in the classroom. Curriculum guides might
include the title of the strategy or principle, explanation of its
educational purpose (goal or objective), task analysis of teacher
and student activities, and student assessment procedures.
Create curriculum guides for teaching reading, writing, spelling,
and mathematics as a reference, in a format that will provide
you and your professional colleagues with practical information
necessary for effective teaching of students with ID. Ensure the
curriculum guide is sufficiently accurate, thorough, and clear so
the reader can implement the strategies. The guide should be
usable by any of the teachers in the student's school.
Each strategy should be referenced. There should be a minimum
of three references for each subject
Resources
25. Academic Instruction for Students with Moderate and Severe
Intellectual Disabilities in Inclusive Classrooms
From Different to Differentiated: Using "Ecological
Framework" to Support Personally Relevant Access to General
Curriculum for Students with Significant Intellectual
Disabilities.
Impact of Curriculum Modifications on Access to the General
Education Curriculum for Students with Disabilities
This might help them with doing the assignment. So this is the
link. http://www.teachhub.com/how-create-curriculum-map
Other resources:
There are many different templates available online. With that
being said, I have included a link to a template that you can
refer to. Please note that the example is a massive, in-depth one,
so don't panic when you see it. It just sort of gives you an
overview. Again, this is just one example though and if you
search curriculum map, you will find a ton of examples. Find
strategies, supports, and accommodations that will help us teach
each of these core subjects. Since we cannot really go off of a
set curriculum, we just need to give basic, overall strategies that
can help us with any level. Think of it really as a how-to-guide
that you could give to someone to learn how to teach a core
subject matter.
Here is some resources:
How to Create a Curriculum Map
How to Create a Curriculum Map
How to Create a Curriculum Map
STARTALK Curriculum Templates | STARTALK
STARTALK Curriculum Templates | STARTALK