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Here is a chance to share what you’ve learned. You are working as the special ed
Here is a chance to share what you’ve learned. You are working as the special education teacher in an ICT Kindergarten classroom with 17 students without IEPs and 6 children with IEPs. Children with IEPs include:
1 child with high functioning autism, also diagnosed with ADHD
1 child classified as having a mild visual impairment
1 child with auditory processing disorder
1 child with a mild intellectual disability
1 child diagnosed with selective mutism
1 child who uses a wheelchair
Additionally, 3 children in the class are emergent bilinguals all speaking Spanish in their home (not with IEPs). You have a general education teacher in the room as well as 3 paraprofessionals: one who is a native Spanish speaker, one assigned to the child in a wheelchair and another assigned to the child with the visual impairment. Therapists are on sight at the school and may push in or pull out from time to time but are not always available when you need them. How might you:
1) Set up your room?
2) Plan your day?
3) Structure your curriculum?
4) Communicate with parents?
5) Collaborate with the other adults?
6) Balance your role as the special education teacher (paperwork, IEP goals, etc.) with the need to also be a fully immersed co-teacher for all children in the classroom?
Make sure to back up these ideas with each of your textbooks. You should include one picture of the room set up which will not take away from any word count. It can be a simple sketch – not necessarily a perfect diagram. In order to do so, you will need to find a way to embed the picture into your paper or attach as a separate upload.
Rubric
Assignment 4 – Classroom Simulation Paper
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeRoom Set Up
3.4 pts
Level 3
Room set up is clear and makes sense for the population. Diagram or clear indications of set up are included. Student makes reference to 3 or 4 specific reasons for the set up chosen. Textbook is cited.
3 pts
Level 2
Room set up generally makes sense for the population. Clear indications of set up are included. Student makes reference to at least 2 reasons for the set up chosen. Textbook is sometimes cited.
2.6 pts
Level 1
Student makes reference to set up with at least 1 reason for the set up chosen.
3.4 pts
This criterion is linked to a Learning OutcomeOrganization of Day
3.4 pts
Level 3
Daily routine is clearly laid out. Student makes reference to 3 or 4 specific reasons for the schedule chosen based on the population. Textbook is cited.
3 pts
Level 2
Daily routine is laid out. Student makes reference to at least 2 specific reasons for the schedule chosen based on the population. Textbook is sometimes cited.
2.6 pts
Level 1
Daily routine is touched on but few clear reasons are shared for the schedule.
3.4 pts
This criterion is linked to a Learning OutcomeCurriculum & Differentiation
3.4 pts
Level 3
Curriculum and modifications are clearly and thoroughly addressed based on the population of children in class. A minimum of 3 methods of differentiation is discussed. Textbook is cited.
3 pts
Level 2
Curriculum and modifications are addressed based on the population of children in class. A minimum of 2 methods of differentiation is discussed. Textbook is sometimes cited.
2.6 pts
Level 1
Curriculum and modifications are briefly addressed.
3.4 pts
This criterion is linked to a Learning OutcomeParent & Team Communication & Collaboration
3.4 pts
Level 3
A minimum of 2 Parent Communication strategies is thoroughly addressed and 2 strategies for positive collaboration among professionals is discussed. Textbook is cited.
3 pts
Level 2
A minimum of 1 Parent Communication strategies is addressed and 1 strategies for positive collaboration among professionals is discussed. Textbook is sometimes cited.
2.6 pts
Level 1
Parent communication and team collaboration are briefly touched on in the paper.
3.4 pts
This criterion is linked to a Learning OutcomeSpecific & General Strategies for children with Special Needs
3.4 pts
Level 3
At least 3 specific general strategies among children with special needs and at least 3 specific strategies are included throughout the paper backed up by textbook citations.
3 pts
Level 2
At least 2 specific general strategies among children with special needs and at least 2 specific strategies are included throughout the paper backed up sometimes by textbook citations.
2.6 pts
Level 1
At least 1 specific general strategy among children with special needs and at least 1 specific strategy are included throughout the paper.
3.4 pts
This criterion is linked to a Learning OutcomeGrammar, APA, & References
3.4 pts
Level 3
Assignment contains 2 or fewer APA or grammatical errors. Textbook is primary reference and well cited all sections of the paper.
3 pts
Level 2
Assignment contains APA or grammatical 3 – 5 errors. Textbook is cited in some sections of the paper.
2.6 pts
Level 1
Assignment contains 6 or more errors. Textbook is cited only in one or two section.
3.4 pts
This criterion is linked to a Learning OutcomeTimeliness
3.4 pts
Level 3
Document is posted by the assigned Module due date.
2.6 pts
Level 1
Assignment is not posted by the due date but is posted by the end of the course.
3.4 pts
Textbook & Course Materials
Required Course Materials:
Cook, R. E., Klein, M. D., & Chen, D. (2020). Adapting early childhood curricula for
children with disabilities and special needs. Pearson. ISBN-10: 0135204453 ISBN-
13: 978-0135204450
Suggested Texts & Other Readings
Special education. web. (n.d.). Retrieved from
https://www.schools.nyc.gov/learning/special-education
Who we serve. Advocates for Children of New York | Students with Disabilities.
(n.d.). Retrieved from
http://www.advocatesforchildren.org/who_we_serve/students_with_disabilities To schedule a Zoom, telephone, online or in-person 30-minute tutoring session email
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