Instructor Teaching Guide for Video Workshop for Special Education p. 1
Preface
The Instructor Teaching Guide to Video Workshop for Special Education can provide exciting opportunities to explore special education through video clips, corresponding questions and web links.
The purpose of this Guide is to help you integrate this CD-ROM into your own teaching style and classroom environment. The videos were chosen to connect to the content your students are learning through your lectures and their textbook. The goal of this supplement is to allow you to use the CD-ROM to its full benefit, for your teaching and your students’ learning.
Here are suggestions for how you might incorporate Video Workshop for Special Education into your classroom assignments.
Individual Writing Assignments
Use videos as a stimulus for writing. Ask students to analyze the video clips based on the text or other readings. How can they use the concepts in the course to talk about the events on the video clips?
Have students create a journal. For every module, students must write in their journal about their favorite website from Connecting to the Web and explain why it is significant within the context of the course.
Use the web links as the basis for essays or reaction papers. Create assignments around web links that bring current issues into course work.
Collaborative Writing Assignments
By working in groups, an individual student product is shared to produce a superior group product and also encourages students to learn from each other.
Set up “electronic communities” of students and assign an activity from the Student Learning Guide to complete cooperatively. Ask them to communicate about their ideas only through e-mail so they have to express themselves clearly in writing and so there is a record of each person's contribution. As part of the assignment, have them review the transcripts of their discussions and analyze what helped them learn and what helped them produce a good final product.
Multiple Choice Questions
Use the Multiple Choice questions in your exams to encourage students to do the material.
Internet Research
Discuss with students how to analyze a website for reliability. This is a good opportunity for students to learn about becoming discriminating web users. Ask them how they might evaluate web resources in the context of the five traditional print evaluation criteria: accuracy, authority, objectivity, currency and coverage. Have them consider the following questions:
Who is the creator of the site?
What is the authority or expertise of the individual or group that created the site?
Is there an evident bias in the site?
Do the web pages have many typos and grammatical mistakes that may indicate a lack of editorial oversight and questionable accuracy of content?
Large Classroom Assignments
Assigning activities for large classes can sometimes be challenging. The activities listed for each module in the Student Learning Guide, however, can be easily adapted in a variety of ways if you teach in a large classroom environment. The activities can be assigned to “electronic communities” or groups of students in the class, enabling them to collaborate on the work via e-mail outside of class. This will give students an opportunity to practice clear written communication, to collaborate on work, and to interact with other students and the instructor. Students can then e-mail their results to you, or you can ask a member of each group to share their results with the class.
How to Use This Instructor Teaching Guide
Each Module of the Instructor Teaching Guide includes:
Learning Objectives. Describe what the student will learn by reviewing the video clip and completing the Observation Questions and Next Step activities.
Summary. This briefly describes the video clip.
Student Activity. Offers suggestions for using the information from the video clip in class. These activities are from the Next Step feature in the Student Learning Guide.
Multiple Choice Questions. Answers included.
Instructor Teaching Guide for Video Workshop for Special Education p. 15
Table of Contents
Module 1: Special Education Process: The Individualized Education Plan 5
Video Clip 1: Individualized Education Plan
Module 2: Inclusion, Collaboration, and the Least Restrictive Environment 8
Video Clip 2: Inclusion
Video Clip 3: The Collaborative Process
Module 3: Cultural and Linguistic Diversity 13
Video Clip 4: Teaching in Bilingual Classrooms
Module 4: Learning Disabilities and Attention Deficit Hyperactivity Disorder 17
Video Clip 5: ADHD
Video Clip 6: Learning Disabilities
Module 5: Mental Retardation 23
Video Clip 7: Mental Retardation
Module 6: Communication, Language and Speech Impairments 27
Video Clip 1: Individualized Education Plan
Module 7: Visual and Hearing Impairments 31
Video Clip 8: Visual Impairment
Video Clip 9: Hearing Impairment
Module 8. Emotional and Behavioral Disorders 36
Video Clip 10: Behavior Disorders
Module 9. Traumatic Brain Injury and Physical Disabilities 39
Video Clip 11: Traumatic Brain Injury
Video Clip 12: Physical Disabilities
Module 10. Working with Parents and Families 44
Video Clip 13: Working with Parents and Families
Test Bank 47
Student Learning Guide
INSTRUCTOR’S TEACHING GUIDE
Module 2: Inclusion, Collaboration,
and the Least Restrictive Environment
Learning Objectives:
Students will be able to
· Define inclusion, including the philosophy of shared responsibility for the education of all children.
· Discuss how inclusion affects all students.
· Define collaboration.
· List the benefits of collaboration for teachers and their students.
· Discuss how teachers implement collaboration in a general education classroom.
· List the common barriers to collaboration.
Video Clip 2: Inclusion
Summary:
Lily is a special needs child with multiple disabilities. She participates in both a special education classroom and a regular education classroom. This video clip focuses on how she is included in the regular education classroom, and on how the other children interact with her.
Student Activities:
1. What are the reasons some individuals and groups have objected to establishing mainstreaming and inclusion programs in the public schools?
· What is your position on full-inclusion programs for students with disabilities?
· What might be some benefits for them and their general education classmates?
This presents an opportunity for students to participate in a debate. Assign two groups the role of pro inclusion and con. Have the groups prepare their arguments and debate in front of the class. Then ask the class to discuss the points that were made.
2. Explain the concept of least restrictive environment.
· Where did this term originate, and why?
· How has special education changed since the laws that require this type of treatment were instituted?
This activity and the one following require students to delve into the history of special education. Encourage students to email their answers to you, then choose one or two to discuss in class.
3. Referring to your text, choose one of the Federal laws that you feel had the greatest impact on education for special needs students, and summarize it for your classmates. Give before and after the law examples to illustrate how this case has impacted special education.
Make this a small group activity by assigning each group one law to research and present. Ask the class to make a decision on which law had the most impact on special education as we know it today, and justify their answer.
Multiple Choice:
Circle the response that is most accurate.
6. Segregation of students by race was determined to be unconstitutional with ______.
A. Public Law 94-142
B. Roe v. Wade
C. Brown v. Topeka Board of Education
D. I.D.E.A.
Answer: C
7. In full inclusion,
A. children with disabilities receive all of their education in the general education classroom.
B. children with disabilities move back and forth between the special ed classroom and the regular ed classroom as their needs require.
C. the special education classroom is the primary one for children with disabilities.
D. the concept of least restrictive environment determines whether children should be educated in the regular ed classroom or pulled out for special services.
Answer: A
8. When students are placed in general education classrooms only when they can meet traditional academic expectations, we refer to that as ______.
A. Inclusion
B. Mainstreaming
C. Least Restrictive Environment
D. Special Education
Answer: B
Video Clip 3: The Collaborative Process
Summary:
A classroom teacher works with the special needs teacher to provide help for students who need it. This is a good example of collaboration.
Student Activities:
1. As a new teacher, how comfortable would you be with having another teacher in your classroom helping teach a subject?
· What are some ways you could work with the teacher, or collaborate, to make the experience more beneficial to both you and your students?
New teachers are naturally apprehensive about having someone else observe their teaching. Discuss ways that they can facilitate the process to get the most out of it. To answer the second question, suggest to students that they choose a subject that could be taught collaboratively. They should include specific ideas that take advantage of the collaboration.
2. Why is collaboration important to the process of inclusion?
Since this video is an excellent example of collaboration, you might ask students to refer to it in their answer, explaining how the students benefited from the collaboration. If you divide the class into small groups, you can have them compare answers to the question. Since there is not one correct answer, it will generate a more meaningful discussion.
3. Take a minute and think about all the teams you have been involved with.
· Which of these teams worked well?
· Which were not successful in meeting their goals?
· What characteristics of collaboration were present in the teams that were successful?
· What characteristics of collaboration were NOT present in the teams that were unsuccessful?
Request a written response to these questions or include them in a class discussion.
4. The speech/language therapist comes once a week to work with Suzanne in your classroom. Today she spent half-an-hour working on new vocabulary words with Suzanne. When she finished her work, she wanted to speak with your immediately, even though you were working with a reading group. She was very insistent and would not agree to speak later on the phone.
· How should you handle this situation and remain collaborative with this professional?
Answers should include the things that contribute to a successful collaboration, including cooperation, flexibility, respect, and communication.
Multiple Choice:
Circle the response that is most accurate.
9. Which of the following examples demonstrates the concept of collaboration?
A. A classroom teacher and special education teacher agree to send a child with reading problems to a resource room for extra help.
B. A reading specialist comes into the classroom to work with children who need it.
C. Two fourth grade teachers co-teach a unit on rocks and minerals.
D. All of the above.
Answer: D
10. The most common barrier to collaboration is ______.
A. District support
B. Time to prepare lesson plans
C. Time to plan and work with their team
D. Extra compensation
Answer: C
11. When a classroom teacher asks the special educator to observe a student suspected of having a disability, they are engaged in ______.
A. Team planning
B. Consultation
C. Collaboration
D. Assessment
Answer: B
STUDENT LEARNING GUIDE
Module 2: Inclusion, Collaboration,
and the Least Restrictive Environment
Learning Objectives:
After completing this module, you will be able to
· Define inclusion, including the philosophy of shared responsibility for the education of all children.
· Discuss how inclusion affects all students.
· Define collaboration.
· List the benefits of collaboration for teachers and their students.
· Discuss how teachers implement collaboration in a general education classroom.
· List the common barriers to collaboration.
Video Clip 2: Inclusion
Observation Questions:
1. How does the general classroom teacher involve her students in Lily's education? What are the benefits to the children in the general education classroom? To Lily?
______
______
______
______
______
______
Next Step:
2. What are the reasons some individuals and groups have objected to establishing mainstreaming and inclusion programs in the public schools?
· What is your position on full-inclusion programs for students with disabilities?
· What might be some benefits for them and their general education classmates?
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
4. Explain the concept of least restrictive environment.
· Where did this term originate, and why?
· How has special education changed since the laws that require this type of treatment were instituted?
______
______
______
______
______
______
______
4. Referring to your text, choose one of the Federal laws that you feel had the greatest impact on education for special needs students, and summarize it for your classmates. Give before and after the law examples to illustrate how this case has impacted special education.
______
______
______
______
______
______
______
______
______
Video Clip 3: The Collaborative Process
Observation Question:
1. In what ways do the students in this video benefit from having these two teachers plan the lesson together?
______
______
______
______
______
______
______
Next Step:
2. As a new teacher, how comfortable would you be with having another teacher in your classroom helping teach a subject?