Managing A Classroom With Special Education And Gifted Education Essay

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This course is designed to provide a broad overview of the field of gifted education, special education, and the ELL. We will include a brief history of the field, varied conceptions of giftedness, various identification methods, characteristics and needs of a wide range of multiple learners. Students will be shown programming options, and curriculum and instruction methods for dealing with all types of students.

Teachers will gain a respect for students with special education needs rather than pity in their quest for full engagement in school and post school life, why special education is mandated by policy and law to meet the education needs of students with disabilities, how its goals are affected by the nation's commitment to equalize educational opportunities for this group of learners, the revolutionary basis of these equal opportunity goals, why an equalized educational experience should empower students with disabilities to be self-determined at school and beyond, and how current practice falls far short of these equal rights expectations.

The ELL population is growing like wild flowers in every school across thr country. Teachers need to be prepared for effective instruction and assessment of English-language students in the regular classroom. Even though ELL create challenges for even the most experienced teachers, and the challenge must be met with new and efficient strategies that are now available.

Learner Outcomes:

The student will be able to:

Develop an awareness and sensitivity to the diverse needs of special populations as related to gifted education

Understand and apply curriculum models to classroom lessons

Apply differentiation elements to his/her classroom situation

Craft a Comprehensive Gifted Plan for their district

Create a lesson that incorporates differentiation

Evaluate diverse materials according to a set of criteria or standards.

Create a literary work in a self-selected form, using appropriate structural elements.

Work with and understand the needs of ELL

Create a challenging environment for Gifted students

Analyze and interprets key social, cultural, and economic ideas as expressed

Understand the pace at which each type of student learns

Comprehend and use to their advantage the depth of their understanding

Relay the interests that they hold

Understand the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful.

Understand how children learn and develop, and can provide learning opportunities that support their intellectual, social, and personal development.

Understand and uses a variety of instructional strategies to encourage student development of reading, writing, critical thinking, and problem solving skills.

Online Learning with Full Instructor Facilitation

Our institution maintains an online platform that automatically grades student pre- and post-assessments, monitors their participation in the lecture, and awards them credit when they post in the discussion area. Instructors will monitor the progress and quality of work the students provide, including the threaded discussions, and will provide feedback and evaluate the midterm and final projects.

Weekly Online Lecture Assignments:

Week 1

Text Reading: Read

Assessing The Multiple Intelligences What Good Can Come of It

Differentiating Instruction for Advanced Learners in the Mixed-Ability Middle School Classroom.

Watch Video Clips

Clip 1: Project Based Learning

Clip 2: Special Education Teaching : Teaching Strategies in Special Education(In special education, the standard course of study should be modified and simplified to help kids with special needs to remember.)

Clip 3: Special Education Teaching : Creating a Life Skills Portfolio for Special (Special Education Teaching : Creating a Life Skills Portfolio for Special)

Clip 4: Special Education Teaching : Teaching Language Life Skills to Special Education Students (When teaching language life skills to special education students, it's important to be direct and repetitive.)

Clip 5: Special Education Teaching : Definition of Special Education (Special education is the provision of free and appropriate education to children who have special needs. Find out how the problem-solving method is used in special education teaching with help from a special education teacher.)

Clip 6: Special Education Teaching : Teaching Students to Accept Special Needs Students (When teaching a classroom of students that contains students with special needs, it's important to sit the most understanding students close to the students who have special needs. Learn about the compassion of most younger children with help from a special education teacher.)

Clip 7: Special ed success stories start with the basics (Shakespeare comes in many different forms at the Patrick O'Hearn School. While one child reads it with his eyes, another does so with fingers. One student interprets it with a drawing, another performs a skit. There is no uniform way to learn, and there is no single benchmark for success. But most children do succeed at this Dorchester elementary school.)

Assignment:

Discussion Board: Students must submit one unique comment for each of the assigned weekly text reading each week and reply to a fellow student's comments at least twice each week. The comments should relate to the material the text reading discusses. The week ends Sunday at 9:00 p.m.

Week 2

Text Reading: Read

Although some voice doubts, advocates say differentiated instruction can raise the bar for all learners

Three Faces of intelligence

When Will We Stop Calling It "Howard Gardner's Theory of Multiple Intelligences"?

Watch Video Clips

Clip 1: Virginia Beach School Example (On the this edition on The School Picture (Host Melissa McQuarrie interviews Superintendent James Merrill and Virginia Beach Education Association President Dominic Melito about the divisions new strategic plan for student success, Compass to 2015.)

Clip 2: Assesing all types of students (A teaching and learning video vignette presented by Shaun Longstreet. Topics covered in this video include: The Four Dimensions of Learning, Summative Assessments, and Formative Assessments.)

Clip 3: Differentiation in Action (This video is from an Expedition on Systems of Equations in a Algebra classroom. Watch for the student independence and teamwork.)

Assignment:

Discussion Board: Students must submit one unique comment for each of the assigned weekly text reading each week and reply to a fellow student's comments at least twice each week. The comments should relate to the material the text reading discusses. The week ends Sunday at 9:00 p.m.

Week 3

Text Reading: Read

Bright but bored: Optimizing the environment for gifted children

Catering for mathematically gifted elementary students

Watch Video Clips

Clip 1: Teacher Education Pathways: Gifted Children (Teacher Education Pathways: Gifted Children, presented by Marcia Woods, GRCC Professor and A-Tip Teacher)

Clip 2: Gifted Education: Let's Do It! (An overview of the importance of programs for young people who are gifted and talented. Educators, administrators, and professionals from across Kentucky weigh in on what needs to be done to support young people who are gifted and talented.)

Clip 3: Dr. Shelagh Gallagher on Palmetto Scholars Academy's gifted and talented curriculum (Dr. Shelagh Gallagher explains the benefits of Palmetto Scholars Academy curriculum for gifted and talented students in middle and high school.)

Assignment:

Discussion Board: Students must submit one unique comment for each of the assigned weekly text reading each week and reply to a fellow student's comments at least twice each week. The comments should relate to the material the text reading discusses. The week ends Sunday at 9:00 p.m.

Midterm Project Due

Week 4

Text Reading: Read

Teacher Professional Development Sourcebook_ Responsive Teaching

Going Mainstream Early intervention and inclusion open doors for children with autism.

Watch Video Clips

Clip 1: The Pros & Cons of Labeling Children (The panel discusses what happens when we label kids. In the education system, it is necessary to identify a child as special needs before he or she can get help. But once the child is identified as gifted or dyslexic, how does that affect that child's outcomes? And what about the less clinical labeling that happens - when kids are identified as anxious or artistic or sporty or disruptive or shy? How do these labels affect children's perceptions of themselves, and the school's expectations of them?)

Clip 2: Closing the Achievement Gap: Donna Ford (Donna Ford, professor of special education at Vanderbilt University's Peabody College of education and human development, discusses what is needed to close the achievement gap between white and black students and her research with gifted black youth.)

Clip 3: "Response to Intervention and Learning Disabilities"

Assignment:

Discussion Board: Students must submit one unique comment for each of the assigned weekly text reading each week and reply to a fellow student's comments at least twice each week. The comments should relate to the material the text reading discusses. The week ends Sunday at 9:00 p.m.

Week 5

Text Reading: Read

Unfinished Portraits: Envisioning an Inclusive Society for Individuals with Disabilities, (Page 1-52)

A New Look at America's English Language Learners

Watch Video Clips

Clip 1: The Hardest Questions Aren't on the Test: Lessons from an Innovative Urban School (

Boston Arts Academy comprises an ethnically and socioeconomically diverse student body, yet 95 percent of its graduates are accepted to college. This remarkable success rate, says Principal Linda Nathan, is in large part due to asking the right questions and being open to seeking answers collaboratively with faculty, parents, and the students themselves.)

Clip 2: Teacher Education Pathways: English Language Learners (Halima Ismail explains the qualities and needs of English Language Learners.)

Assignment:

Discussion Board: Students must submit one unique comment each week in regards to each of the assigned text reading and reply to a fellow student's comments at least twice each week. The comments should relate to the material the text reading discusses. The week ends Sunday at 9:00 p.m.

Week 6

Text Reading: Read

Unfinished Portraits: Envisioning an Inclusive Society for Individuals with Disabilities, (Page 52-105)

Preparing Teachers For ELL

Watch Video Clips

Clip 1: Responsiveness to Intervention: Drs. Doug and Lynn Fuchs from Vanderbilt School of Education (In this talk, Drs. Doug and Lynn Fuchs discuss their work in measuring and monitoring response to intervention.)

Clip 2: UCS in Print - what makes a great teacher (UCF College of Education professor Dr. Lisa Dieker talks about what makes a great teacher. She says you can divide a great teacher in thirds, 1/3 loves learning themselves, 1/3 loves children and 1/3 high expectations. She discusses special education and teaching children with disabilities. Talks about her lesson plan which she developed for special and regular education programs.)

Assignment:

Discussion Board: Students must submit one unique comment each week in regards to each of the assigned text reading and reply to a fellow student's comments at least twice each week. The comments should relate to the material the text reading discusses. The week ends Sunday at 9:00 p.m.

Final Project Due

Discussion Board:

Students must submit one unique comment each week in regards to each of the assigned text reading and reply to a fellow student's comments at least twice each week. The comments should relate to the material the text reading discusses. Each comment should be at least three sentences in length. The week ends Sunday at 9:00 p.m. Pacific Daylight Time

If a student works ahead during the six week course they should still post every week for the automatic scoring software to count the postings.

Students are reminded to check the announcement section of the discussion board frequently for items of interest from the faculty.

Students are also reminded to use the email, not the discussion board, to ask questions or make comments directed to their facilitator.

Methods of instruction: Percentage of Course Credit

Video Lectures 20%

Textbook/Articles Readings 10%

Midterm project 25%

Final project 30%

Discussion Board interaction (weekly submissions) 10%

Participation 5%

Grading criteria/system and evaluation activities:

A faculty member will be reviewing students' answers and providing feedback. Students will be evaluated on their creativity and ability to incorporate techniques from the lecture into the discussion board, research papers, examples, lesson plans and teacher work samples.

University Grading Criteria

Grade Equivalent

97-100% A+

93-96% A

90-92% A-

87-89% B+

83-86% B

80-82% B-

77-79% C+

73-76% C

70-72% C-

69% or below U

Attendance/Participation

It is expected that students will attend all instructional sessions, complete all required activities, and field assignments.

Students who do not post in the discussion area during the first week of class AND do not notify the instructor in advance will be dropped from the course and may be charged a course drop fee.

University Computer Lab/Library Services

Please refer to Section VI in the Student Handbook.

Disability Services

Please refer to Section VII in the Student Handbook.

Due dates of major assignments and projects:

Midterm Project Due Date: TBA

Final Project Due Date: TBA

Midterm Project :

WRITING A CHANGE PAPER

A Change Paper is a document that contains evidence of a need for change, with recommendations for new strategies that will improve an area of concern. For these change papers, the paradigm shift recommended for your workplace should be within your knowledge base and should relate to the course.

The change paper will contain the following information, in this order, to establish your framework.

A description of the workplace setting in two paragraphs.

Example: the kind of facility, purpose of the facility, number of employees in major categories, length of establishment, culture or atmosphere, etc. and the writer's position there.

An explanation of the area being considered for improvement.

Present a rationalization for the need to make a change or to respond to an emerging need. Identify the stakeholders who would receive the benefit of the change. This could take as little as three to six paragraphs.

Write a review of the professional literature on the topic to be improved (refer to Writing a Literature Review below for further instructions). Use 6-8 scholarly articles from the literature that include theory, practice, and applied research. This can be done in no more than three pages. Suggestion: Use descriptors related to the selected topic when doing the literature search.

Recommend strategies to achieve the improvement.

Example: Select a strategy from the literature reviewed in your paper. Explain how this could be accomplished and by whom.

Project the learning outcomes that would support your paradigm shift and the expected timeline for completing the change. Use two to three paragraphs for this.

Conclude on the concept with reference to relative literature in this document that would insure success of the change. Add two or three paragraphs.

Total length of The Midterm project should be between 9-12 pages having at least 6 references.

Typing the document, using APA format:

Use the standard Cover Page and submit the document to your professor for approval.

All assignments are done in 12 pt. Times New Roman font and in APA, 5th Edition format. Start the document with a brief description of the issues or problem area found in the literature in relation to your workplace concern. This should require only a few sentences. Insert the above framework. Add a Reference page that lists items of the authors' works cited in your document. Use APA format for the items.

Writing a Literature Review (as part of the change paper):

A review of the literature is a standard procedure that is followed in writing scholarly papers. The review informs the student what scholars and researchers have learned about the problem. It is an opportunity for the student to examine what solutions have been tried and implemented to correct a specific discrepancy or to solve a problem. The review of literature also informs the reader that the topic or the problem is a legitimate one, recognized by the educational community.

The steps in organizing a review of the literature are simple. After the search of abstracts is completed, follow these steps.

Review abstracts to remove obviously unrelated or inappropriate material. If information is scant, or most of the information appears to be inappropriate to the student's topic, perhaps the concern should be restated in more appropriate terms.

Determine whether the available research is on theory, strategies, or solutions. This is a good time to obtain assistance from the e-mentor. Individuals working on a change paper are not encouraged to test new methodologies never tried by anyone else. Rather, they are to consider existing solutions in new and innovative ways to improve the situation.

Obtain full text of each selected research study relevant to the topic. Check the bibliography of the research for possible connections to other authors.

Write a summary of each selected research study using the full article as a guide for your notes. Build a framework from information in the collected articles to support your argument that the problem exists. Writing a review from abstracts will result in an incomplete analysis.

Look at your collection of summaries to find subtopics from among them. Organize them by concept to create a verbal picture of viable solutions.

Put them all together starting with a brief description of the issues or problem area found in this literature. This should require only a few sentences.

At the end, add your idea of how to make improvements that are supported in this research. This is a possible solution strategy.

Conclude with one or two paragraphs relating the final set of information to the idea being addressed.

Final Project

Assignment: Critical Issues Report

The purpose of the assignment is to increase the knowledge base, add to the repertoire of reading theories, and increase skills of reflection and problem solving through research and reading on topics that are current, controversial, or significant in understanding the theories behind why some elementary or secondary students do not achieve at a satisfactory level and why others surpass the standards set.

Select a topic that is personally intriguing and is addressed in the content of the course:

Critical issues in special education theory and learning

Maslow's hierarchy of needs

Sylvia Rimm's approach to underachievers

Opportunities for gifted, special needs and ELL students to be engaged in appropriately differentiated learning experiences

Modified Dunn and Dunn model of learning styles

Reasons for pre-testing

Knowing how to choose appropriate assessments for evaluation and planning for instruction

The Name Card Method for working in pairs

Understanding how to work with Gifted Children

Understanding how to work with special education children

Understanding how to work with ELL students

Read a minimum of three (3) reference sources on the selected topic.

Write a 8-9 - page report that includes:

ï‚· Cover Page

ï‚· Introduction: Background Information (1 page)

ï‚· Body of Report (6-7 pages)

Review and summarize of the articles' content

Personal reaction to the information that has been summarized with specific attention to synthesizing the ideas found in the research with course concepts and personal background experiences (personal reaction/critique/reflections)

Complete responses to each of the following questions: (Education Competencies and Skills. Each response should be about 4-6 paragraphs.)

How did the information in the selected readings or online lectures increase your knowledge of emergent special education techniques specific to the identification of concepts in the course thus far?

How did the information in the selected readings or online lectures increase your knowledge of the Maslow's Hierarchy of needs, specific to the developmental stages and the syntactic, semantic, and graphophonemic cueing of the hierarchy?

How did the information in the selected readings or online lectures increase your knowledge of the process of constructing meaning from a variety of texts, specific to essential comprehension skills?

How did the information in the selected readings or online lectures increase your knowledge of gifted, special needs and ELL children?

How did the information in the selected readings or online lectures increase your knowledge of effective listening and viewing strategies?

How did the information in the selected readings or online lectures increase your knowledge of the nature of assessing?

How did the information in the selected readings or online lectures increase your knowledge of developing different learning experiences for each student?

How did the information in the selected readings or online lectures increase your knowledge and improve your understanding of how to set up a classroom that will effectively meet the needs of all elementary or secondary students?

Conclusion (1 page): Recommendations for using your research and knowledge base gained from the course to this point.

ï‚· Reference Page: List of cited references, following APA format.

Scoring Rubric for Assignment

Total Value: 100 Points (25% of final course grade)

Content of Report - Value: 70 points - Introduction, content review and summary, personal reaction/critique, responses to questions related to Education Competencies and Skills, conclusion (recommendations for using research in the classroom).

Quality of Writing - Value: 20 points - Written work shows superior graduate quality in verbal expression, attention to detail, and correct application of the conventions of the English language. In students' written work, paragraphing is appropriate with clear thesis statements and supporting details. Sentences are clear and concise. Students vary sentence structure making use of subordinate clauses. Transitional words and phrases are used effectively. Points and ideas are well organized. Word choice is effective. English language conventions are applied correctly (i.e. spelling, capitalization, punctuation, agreement, pronoun usage, sentence structure). 

Format - Value: 10 points - Cover Page, Reference Page and where applicable, citations and references are used correctly and consistently, with clear efforts made to include a wide range of relevant works. For any work requiring citations, students refer to a wide range of suitable sources. All non original ideas are cited correctly and referenced in a reference list. All works in the reference list are cited in the text. Students should follow the writing format and style as required by the APA Publication Manual, 5th Edition.

 

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