Order from us for quality, customized work in due time of your choice.
Class Activity and Discussion for Ch. 3 and 4 (Artifacts 1 and 4)
CSN , class ED
Class Activity and Discussion for Ch. 3 and 4 (Artifacts 1 and 4)
CSN , class EDU 203 base on book Special Education in
Contemporary Society: An Int…
Richard M. Gargiulo; Emily C. Bouck
View details about Special Education in Contemporary
Society: An Introduction to Exceptionality Interactive EditionInstructions (Be sure to view the rubric for grading criteria)
*Please note: All five sections and their indivual components need to be completed in order to be eligible for any of the total points for the entire activity assignment. In other words, if you do not complete one or more of the sections you will get a zero for the entire assignment.
Please complete the following:
Please Use simple English language.
1. Having read the chapters and study materials for this week,
Discuss at least 3 things/concepts using both chapters that were new to you before studying these two chapters; I missed the following questions
Pre-test chpter. 3 Missed question 2. Children from minority groups are often disproportionately represented in special education programs. Enrollment patterns suggest an overrepresentation of ________ in classes for students with intellectual disability or behavior disorders. answer is African Americans
Pre-test chapter 3 Missed question 5. This instructional option is typically used with monolingual children who are introduced to new language and culture. answer is enrichment programs.
Pre-test chapter 4 Missed question 6. Grandparents experience a wide range of emotional responses to news that a grandchild has a disability. Included in those responses are all except. ansnwer is concern for their own child
( 3 questions I missed are abouve) In taking the pre-tests prior to reading the chapters this week, which questions did you miss on the pre-test, and what did you learn were the correct answers? answer is
Please post an acknowledgment that you reviewed the rubric for this week’s activity assignment and any announcements that have been posted in the past week.
2. Log onto the Teaching Tolerance website at: http://www.tolerance.org/activity/test-yourself-hidden-bias (Links to an external site.)Links to an external site.Links to an external site. Read the information about the “Project Implicit” hidden bias tests. Then, click on the Project Implicit link to access the tests. You can create an account if you wish, or you can access the tests as a guest. Take at least two of the available tests. Once you have received your results, prepare a written reflection that addresses the following:
· Prior to taking each test, what did you anticipate your test results would indicate about you?
· What, if anything, did you learn about yourself? Be specific regarding scores on each of the two tests.
· How might you use the information from your test results in your classroom?
Be sure to put your response in your own words. Do not copy the text or other materials.
3. a) Please search the internet for websites linked to sibling support groups in Nevada for people with disabilities. a) Please review what you find available and summarize the resources that are available. Please include the names of the organizations and what services are provided.
b) Write a reflection describing what you think the benefits of such a program would offer to siblings of individuals with disabilities.
4. Discussion with classmates: (Artifact 4)
4a) Compose one question that you still have about the content this week for your classmates to respond to. 4b) Respond to one question your classmate’s that your classmates posted about the content for this week. 4c) Compose one question for your classmates to respond to regarding the “Open Access Videos” and weblinks for this week’s chapters. 4d) Respond to one question posted by your classmates regarding this week’s “Open Access Videos” and web links. The two questions and the two responses are to be composed in essay format Fill-in-the-blank, true/false, or yes/no questions will not be acceptable. Each response should be a minimum of one paragraph. The essay questions are designed to stimulate thought-provoking discussion and demonstrate critical thinking. The responses should be backed by evidence from the text or course content and not just merely your opinion. You are highly encouraged to go beyond the minimum and continue a dialog with the classmate(s) that respond to your question(s). Be sure when responding that you reply while in their post. I will be able to see your response as part of your submission, so you do not have to copy and paste it into your assignment.
5. Describe a connection to the content in each chapter either to yourself personally or professionally. A minimum of two paragraphs are required, one for each chapter.
*Please note: Your active engagement with your classmate’s questions and responses is one of the most important exercises in this course. Continued dialog is highly encouraged.
The following is just a sample of someones work. To just give you and idea;
1.) In chapter three, I found the information of disproportional representation to be the most informative. I have not recognized the overrepresentation of minority students in special education. I feel like most of the students in the classes I have worked in were diverse in the groups who receive service. After further thought, I think that this may do with being at a school that is lacking diversity as a community. Most of the students at my current school are Caucasian. I can understand now that the few minority students that do receive special education services are likely at a high percentage based on the overall population of minorities in the school. It was mind opening to realize that some of these minority children in special education may have been referred due to cultural differences and being identified by people with dominate backgrounds. If a teacher does not recognize that a child’s differences may be a contribution of their cultural differences, the teacher may assume that those differences are the reflection of a disability.
Also in chapter three, I learned about the instructional options available for students who are bilingual. I had no idea that there were that many options. I had only heard of ESL programs, and it shocked me to learn that they are not a real form of bilingual education! Immersion programs sound unnecessarily harsh. I hope more transitional programs become available and are utilized as soon as possible, but I also hope that the definition of being proficient in the English language is reexamined and that students will not be released from a transitional program before they have a solid and deep grasp on the English language. I also appreciated the idea of the maintenance programs and their emphasis on the student’s native language. I think it is important that these students remain proficient in their native language versus having it be put on the back burner just because they need to learn English.
In chapter four, I learned how the views on parent roles have changed over time. It was frustrating to read some of the traditional perspectives, especially from a mother’s point of view. I found it very unfair that the mother was expected to handle the brunt of the challenges that accompanied having a child with disabilities. I was glad to see that the need for respite for mothers was recognized. I believe this is still something that goes unrecognized in our society. I wonder what respite was considered to be back then. It saddened me to think about the families that had to consider out-of-home placement due to the lack of financial support. It also makes me wonder what happened to their children when the families were forced to take this option and how were their children treated and cared for. Thank goodness that the perspectives of professionals toward families have changed and that they now collaborate with families instead of trying to control their decisions and tell parents what the should and should not do regarding their child with disabilities.
2.)
On the Teaching Tolerance website, I took a test labeled Hispanic. I am Hispanic, so I figured why not take that one and see what it has to say. I didn’t have an expectation of the test or what results it might produce. One question stopped me and made me realize that yes, I have thought of the term American to be exclusive to the United States and did not include the rest of North America or South America. Oops. I made one mistake on the category sorts. My results ended up saying that I had a slight preference for European Americans over Hispanic Americans.
The second test I took was labeled Weight. I used to be heavily into fitness and nutrition, but in recent years, I have not practiced what I preach. I was not sure what the test would ask, so I did not have any expectations or anticipate any results. I made two mistakes on the category sorting. My results ended up saying that I had a moderate preference for thin people. I think this is my own reflection of myself and what I prefer myself to be and not others. I scored in the second highest results category along with the other 28% of test takers. The only other higher scoring result was for a strong preference for thin people at 31%.
3.) When I looked for sibling support groups in Nevada for people with disabilities, I thought I would go one step further and look for one that was not in Las Vegas. The results were sad. I found one through the University of Reno called The Nevada Center for Excellence in Disabilities. Their focus is to support and foster the relationships between siblings and bring to the attention that these relationships may be the longest relationships in the disabled sibling’s life. They acknowledge that siblings can have a positive impact on their disabled sibling. They hold in person workshops for siblings that range from eight to thirteen years old. They have also partnered with the Justin Hope Foundation. I think siblings would benefit from these workshops, because it can build a sense of community among those who have disabled siblings. I think it could make these siblings feel less isolated and may be a way for them to be able to communicate about things that only those people with disabled siblings would understand. They could also learn from each other and receive advice or suggestions from others that have dealt with similar struggles. I think it is important for everyone to know that no one is ever alone in their struggles. I hope this support group expands its age range in the future.
4.)
For culturally and linguistically diverse students, what are the assessment outcomes?
Regarding the open access video for chapter 4, what is the overall cultural reaction to the disabled people in Nepal?
5.)
Chapter 3 made me realize that I had never taken into account how the assessment process played into the placement of minority students into special education services. I found it a little shocking that it has taken so long to realize that assessing students in their native language along with assessing them in English would be a more accurate assessment than just an assessment presented in a language that the student may not be proficient enough in using. I imagine that having conversational understanding of a language and being able to critically think using that language are not quite on the same level. I believe that to be able to use critical thinking, one must possess a deeper understanding of the language than that of conversational abilities, particularly when it applies to an assessment. I agreed with the idea of assessing across multiple intelligences versus just basing intelligence off an IQ score. I personally put more weight behind portfolio-based assessments. I believe those will give us a more accurate depiction of a student’s abilities and how they have progressed. I have told my children to not stress about all of the standardized testing that they are required to take. I take those scores with a boulder of salt. What I do care about is their day-to-day work and how they are performing in class. I do not place a large value on how they did on one test on one day while they were anxious and stressed or didn’t sleep well the night before. I think progress with assessment revisions is heading in the right direction.
In chapter 4, I connected with the potential family life cycles issues, particularly with the sibling issues and the emotional responses toward their sibling with a disability. It made me think deeply about what it would really be like to have a sibling who is disabled. I can empathize with how children could feel resentment, jealousy, shame, and guilt. It must be hard and possibly even frightening for a sibling to think that they may one day be the sole care provider for their disabled sibling. There are a lot of negative issues surrounding having a disabled sibling. From my own perspective seeing classmates that I was friends with that had disabled siblings, they end up growing up to be incredibly kind, empathetic, and possess a high level of acceptance/ tolerance. They are some of the best people in the world. Their experiences, whether positive or negative, helped shape them into the adults they are today, and the ones I know may just be better for it.
Order from us for quality, customized work in due time of your choice.