Module 1: Chapters 1 & 10:
Module 1 assignments are due June 15 by Midnight (WEDNESDAY).
- Response Assignments: for your response assignments, please entitle them by assignment titles, that is, Chapter 1 Assignment A, etc. (Please access response assignments through Assignments on the COURSE TOOLS menu)
- Please include your name on all attachments.
- Please look at the calendar and assignment deadlines, no late work is accepted.
Chapter 1: Definitions
Please read pp. 3-4 (STOP & THINK), Read pp. 4-6 (STOP & THINK), and Complete the chapter by READING pp. 6-22:
Discussion & Preparation:
The definition of severe disabilities has been changed and re-formed for many years. Not all states even today adhere to the same definition. Go to Texas Educational Law Eligibility to find out how Texas determines edibility of students to receive services for severe disabilities. Definitions are always changing… A special educator needs to know the new and old terms because both are still in use. This can be difficult for a special educator working to communicate with parents and ADMISSION REVIEW and DISMISSAL COMMITTEES (ARDs).
FOR EXAMPLE---Today, Texas teachers use the term INTELLECTUALLY DISABLED when referring to the term mental retardation. Let’s take a special look at the term METAL RETARDATION and the term’s change in TEXAS. Look at the following sources (below): (HINT: ROSA’S LAW)
http://aaidd.org/news-policy/news/article/2013/01/28/aaidd-applauds-the-social-security-administration-s-proposal-to-replace-the-term-mental-retardation-with-intellectual-disability-in-its-regulations#.U49J6vmwJcQ
http://nichcy.org/disability/specific/intellectual#def
https://www.gpo.gov/fdsys/pkg/PLAW-111publ256/pdf/PLAW-111publ256.pdf
http://www5.esc13.net/thescoop/special/2011/08/26/rosas-law-and-hb-1481/
http://amarillo.com/news/local-news/2010-12-29/mental-health-agency-cuts-retardation-name
http://abcnews.go.com/Health/rosas-law-asks-senate-kill-slur-mentally-retarded/story?id=9109319
http://files.eric.ed.gov/fulltext/EJ786199.pdf
http://www.texasprojectfirst.org/GlossaryA.html
LOOK OVER SOME OF THE EDUCATION LAWS of TEXAS: http://ritter.tea.state.tx.us/rules/tac/ and http://ritter.tea.state.tx.us/rules/tac/chapter089/ch089aa.html
Response Assignment A: Define severe disabilities from Chapter 1 definitions and descriptions for the following related terms…. Also, describe the eligibility requirements for each disability according to Texas Educational Law and http://www.tolerance.org/blog/rosa-s-law-changed-words-now-let-s-change-prejudice and HB1481 in 2012 (NOTE: SOME DISABILITIES ARE GROUPED BY TEXAS LAW….USE YOUR BRAIN AND FIGURE IT OUT…READ BETWEEN THE LINES)J
· In the Assignments area, define each term and describe the eligibility requirements for each disability according to Texas Educational Law. Also, for #2, discuss why the term MENTAL RETARDATION changed. ALSO, share your opinion please. You need at least three points. Show references or provide sources supporting your points!!!. J
1. severe disabilities (a general term Page 3 & 4)
2. intellectual disabilities (Pages 5-8 ~AKA: mental retardation (NO LONGER USED IN TEXAS AS OF 2011) (e.g., Down’s Syndrome) [REMEMBER….YOU DO MORE HERE] HB1481 in 2012 and http://www.partnerstx.org/intellectual-disability and http://www.tolerance.org/blog/rosa-s-law-changed-words-now-let-s-change-prejudice
3. fragile X syndrome
4. fetal alcohol syndrome
5. Prader-Willi Syndrome
6. Angelman Syndrome
7. Multiple Disabilities or Dual Diagnosis on page 10 (AKA: COMORBIDITY) How may Texas look at this? I am not looking for a correct connection… READ THIS & READ BETWEEN THE LINES J : http://files.eric.ed.gov/fulltext/EJ786199.pdf
8. deaf-blindness
9. autism spectrum disorders (ASD)
10. FIND ONE OF THE SEVERE DISABILITIES or TOPICS NOT LISTED IN MY LIST ABOVE FROM CHAPTER 1 BETWEEN PAGES 14 to 22 and describe it. What would Texas say about the eligibility requirements? IF you cannot find an exact match, you tell me what you think with support of course… This really happens all the time… J
Discussion and Think:
The National Dissemination Center for Children with Disabilities (NDCCD) definition of severe disabilities is a very important one. It describes not only the basic criteria for determining if a student qualifies as having severe disabilities by linking it to severe to profound cognitive impairments or mental retardation. American Association on Intellectual and Developmental Disabilities’ (AAIDD) definition provides the foundation for providing inclusive school environments by allowing us to look at each student's strengths and needs. For example, a student may need intermittent support in one area and pervasive support in another area.
· Go to NDCCD and AAIDD and review these sites descriptions concerning severe or multiple disabilities and inclusion…
Response Assignment B: Compare and contrast Texas’ OLD definition of mental retardation or intellectual disability with AAIDD's and NDCCD's definitions of severe disabilities. It is weird…IN TEXAS MR is not to be used but is still on some of the laws and records for funding purposes and communication.
· Compare and contrast the OLD Texas definition of mental retardation or Intellectual Disability with AAIDD's or try AAIDD’s ID DEF and NDCCD 's or NDCCD’s ID DEF for definitions of intellectual disabilities.
· From the organization links listed above (AAIDD's and NDCCD's), look at their mission or organizational origin statements or what they claim as organizations. HINT: use page find on the webpage and use search terms like, about us or mission, to locate this info. How are the two organizations similar and how are they different? LIST THE SIMILARITIES AND DIFFERENCES IN BULLETED LISTS. YOU CAN CREATE A VENN DIAGRAM (EVEN BETTER)
Response Assignment C: NOW APPLY IT~Discuss the similarities and differences between the two organizations (AAIDD's and find top tab Intellectual Disability and NDCCD's or http://www.parentcenterhub.org/repository/deeper-learning/ ) in regard to persons with severe disabilities in terms of mission, values, beliefs, etc. What do these organizations believe about individuals with severe disabilities? What do they hope will happen for people with severe disabilities? (READ BETWEEN THE LINES)
Chapter 10: Inclusion
Please read pp. 204-232
Discussion
Inclusion is a term used to describe instructional arrangements mixing students with and without disabilities. Legislation such as NCLB 2002, IDEA 2004, IDEA’s reauthorization in 2006, and the new Response to Intervention Initiatives (RTI) have had a great impact on the movement toward inclusive educational environments. Inclusion has been interpreted and misinterpreted over the past decade and still schools and teachers are often confused about the nature, purpose and wisdom of inclusive education.
Response Assignment D: {THINK!!!!!!!!!!! J} You will define and discuss items for the following terms and concepts, based on text information (YOU MAY NEED TO READ BETWEEN THE LINES): (YOU MAY BE ASKED TO PROVIDE SPECIFIC DETAILS FOR EACH TERM~I MAY ASK FOR MORE …SEE ADDED INSTRUCTIONS PER TERM.
· In the Assignments area, define the following terms….
- DEFINE Inclusion (EXTRA: in your definition include the following… the basic definition… Describe the legal rationale to the philosophical and educational rationale… LASTLY… TELL ME YOUR TAKE ON THIS…WHAT DO YOU PERSONALLY THINK IS GOING ON HERE IN SCHOOLS? Why?)
- Quality Indicators of Inclusive Programs (Extra… Look at indicators for the district level, school level, and student level…. Find one you think is the best indicator per level~there are three levels~See Figure 10-2~and tell me why you think this is a better indicator from the others…)
3. Name three ways a teacher can reflect on and check his/her inclusive or non-inclusive stance in the classroom…USE THE WHOLE CHAPTER FOR HELP
Curricular Supports
4. DEFINE: curriculum adaptations
5. DEFINE: curriculum augmentations
6. DEFINE: curriculum alterations
Developing Curricular Modifications
7. DEFINE: developing curricular modifications ~ (EXTRA…specifically address the three consideration listed on page 216 (1-3)
8. DEFINE: universal design (EXTRA: GIVE ME A REAL WORLD EXAMPLE TOO)
- Review the five basic principles of delivering inclusive instructional arrangement SEE PAGE 221
- DEFINE: functional skills instruction
- DEFINE: embedded instruction
- DEFINE: multiple exemplars
- DEFINE: natural cues and consequences
- DEFINE: choice making
10. REVIEW the following from the text in chapter 10: Embedding IEP Goals-Implementing Inclusive Instruction-Peer Mediated Support Arrangement-Peer Support Arrangements-Cooperative Learning Groups-Peer Partner Programs pp. 222-229… Take one or all or a few ideas from the reading and tell me which practice or practices will most aid in creating an inclusive environment… Explain your reasoning. THE WHY…
Assignment E: After reading chapter 10 please go to: library search and search (teacher predictions and Tournaki) between (years 2002-2006). Research by topic, education, full texts
To find the seminal article:
- Go to TSU library online: library search
- Click on Databases: A-Z database list - find articles from journals, magazines, and newspapers
- then Education Source
(YOU WILL NEED TO LOG ONTO TSU SYSTEM) - then select full text
- select SORT by AU Author from the pull down menu,
- type in Tournaki, Nelly or other author's last name in the FIND box
7. limit by years 2000-2006 (NOTE: THIS IS AN IMPORTANT ARTICLE WE STILL READ)
- MAKE SURE…you limited search to full text articles
- This is the process you will use to search for each article from now on…
· Read the article:
Tournaki, N. (2003). Effect of Student Characteristics on Teachers' Predictions of Student Success. Journal Of Educational Research, 96(5), 310-319. doi:10.1080/00220670309597643
· After reading the article, summarize how teacher's predictions might impact their views of students with severe disabilities being included in their classes. Be sure to cite specific information from the text and article. Please post your thoughts to me via Assignments on main menu.
When inclusion is mentioned, regular education teachers often say, "I'm not trained to deal with special education students." They are usually more reluctant to take students with more severe disabilities.
Response Assignment F: Please complete the following related tasks.
· List the things you believe teachers need to know before inclusion takes place.
· Go to library search and then Education Source … Now search for Defining School Inclusion for Students With Moderate to Severe Disabilities: What Do Experts Say?
· Read the article:
Ryndak, D. L., Jackson, L., & Billingsley, F. (2000). Defining School Inclusion for Students With Moderate to Severe Disabilities: What Do Experts Say?. Exceptionality, 8(2), 101-116.
a. Compare what your learned from the research articles with your original list of "things teachers need to know in terms of, "how accurate were your thoughts about what teacher's need to know?" Do you agree or disagree with the authors? Why or why not?
b. Review the case studies on pages 230-232. Choose one case study (Case Study 1: Sarah or Case Study 2: Ray) and describe the inclusion challenges and accomplishments implied or described by the case story. Name one finding or idea from the two articles you reviewed that relates to the case study you chose to read.
c. How has the idea of inclusion changed from early 2000s to now? Same…different? What?