Grand Canyon University GCU SPD 200 Field Student Differences and Individual Learning Experience BGC
Grand Canyon University GCU SPD 200 Field Student Differences and Individual Learning Experience B
GCU SPD 200 Field Student Differences and Individual Learning Experience B
Special education teachers play a significant role in the IEP process, delivery of services, and advocacy for students and their families. These teachers are teachers of content, classroom leaders, managers of behavior, consultants, case managers, advocates, and collaborators.
Within these various responsibilities, it is also important to maintain confidentiality while still providing appropriate consultative services, delivery of instruction, and collaboration with faculty, staff, administration, and parents.
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Allocate up to 1.5 hours hours in the field to support this field experience.
Because this course does not require you to have a fingerprint clearance card, your field experience must be completed before or after school, or during another designated time when students are not present.
In person or via phone, interview a certified special education teacher specific to a grade range relevant to your program of study. Be prepared to take notes, as these will be submitted as part of the assignment deliverable.
In the interview, address the following.
- Discuss the similarities and differences among students with and without disabilities.
- Describe the characteristics of various disabilities and their educational implications for students at your school.
- Explain the effects disabilities can have on students’ academic and social development, attitudes, interests, and values.
- Describe how factors such as cultural diversity and human issues affect students with disabilities.
- Explain how you address the unique learning needs of students with disabilities in the classroom, including those students with culturally and linguistically diverse backgrounds.
- Explain strategies you use when collaborating and co-teaching with general education teachers. Include discussion of why it is important to avoid becoming a silo, behavior enforcer, or aid in the classroom rather than a co-teacher.
- Describe how you use various types of technology to support students with disabilities in both the special education and regular education classroom.
- Describe the legal responsibilities you have to protect the rights and privacy of students with disabilities. Include discussion of IDEA, procedural safeguards, FERPA, HIPAA, etc. Include examples of some dilemmas associated with upholding these standards.
- Discuss how you collaborate with general education teachers to communicate, create, and store student documentation.
- Describe one or two of your favorite co-teaching strategies.
In 250-500 words, reflect on what you learned from the interview and discuss the following:
- Describe the unique needs of students with disabilities and the effects disabilities can have not just on students’ academic progress, but also on their social development, attitudes, interests, and values. Include discussion of additional factors related to culturally and linguistically diverse students.
- Explain why it is critical for special education teachers and general education teachers to communicate, collaborate, and co-teach to meet the needs of students with disabilities. Include explanations why this is important not just for teaching students, but also in documenting and communicating information related to progress and meeting IEP goals.
- Summarize why it is important to properly execute the IEP process and maintain confidentiality for students with disabilities. Include discussion of the challenges and dilemmas that can result when collaborating with general education teachers to ensure compliance in these areas.
- Summarize what you learned from the interview and discuss how it can be applied in your future professional practice.
Course Code: SPD-200
Class Code: SPD-200-O501
Assignment Title: Field Experience B: Student Differences and Individual Learning Needs
Total Points: 40.0Criteria Percentage1: No Submission (0.00%)2: Insufficient (65.00%)3: Approaching (75.00%)4: Acceptable (85.00%)5: Target (100.00%)
Group 1 100.0%
Effects of Disabilities 20.0%
- Not addressed. Description of the unique needs of students with disabilities and the effects disabilities have on academic progress, social development, attitudes, interest, and values along with factors related to culturally and linguistically diverse students is incomplete.
- Description of the unique needs of students with disabilities and the effects disabilities have on academic progress, social development, attitudes, interest, and values along with factors related to culturally and linguistically diverse students is cursory.
- Description of the unique needs of students with disabilities and the effects disabilities have on academic progress, social development, attitudes, interest, and values along with factors related to culturally and linguistically diverse students is complete.
- Description of the unique needs of students with disabilities and the effects disabilities have on academic progress, social development, attitudes, interest, and values along with factors related to culturally and linguistically diverse students is comprehensive.
Communication, Collaboration, and Co-Teaching 20.0%
- Not addressed. Explanation of why it is critical for special education and general education teachers to communicate, collaborate, co-teach, and ensure proper documentation and communication of information related to progress and meeting IEP goals for students with disabilities is poor.
- Explanation of why it is critical for special education and general education teachers to communicate, collaborate, co-teach, and ensure proper documentation and communication of information related to progress and meeting IEP goals for students with disabilities is vague.
- Explanation of why it is critical for special education and general education teachers to communicate, collaborate, co-teach, and ensure proper documentation and communication of information related to progress and meeting IEP goals for students with disabilities is sound.
- Explanation of why it is critical for special education and general education teachers to communicate, collaborate, co-teach, and ensure proper documentation and communication of information related to progress and meeting IEP goals for students with disabilities is thorough.
The IEP Process and Confidentiality 20.0%
- Not addressed. Summary of why it is important to properly execute the IEP process and maintain confidentiality, including discussion of the challenges and dilemmas that can result when collaborating with general education teachers to ensure compliance in these areas, is inaccurate and/or lacks details and examples.
- Summary of why it is important to properly execute the IEP process and maintain confidentiality, including discussion of the challenges and dilemmas that can result when collaborating with general education teachers to ensure compliance in these areas, is overly simplistic and includes superficial details and examples.
- Summary of why it is important to properly execute the IEP process and maintain confidentiality, including discussion of the challenges and dilemmas that can result when collaborating with general education teachers to ensure compliance in these areas, is accurate and includes details and examples.
- Summary of why it is important to properly execute the IEP process and maintain confidentiality, including discussion of the challenges and dilemmas that can result when collaborating with general education teachers to ensure compliance in these areas, is insightful and includes substantial details and examples.
Professional Practice 20.0%
- Not addressed. Interview summary and how what was learned can be applied in professional practice is unrealistic and/or lacks relevant details. I
- Interview summary and how what was learned can be applied in professional practice is underdeveloped and provides rudimentary details.
- Interview summary and how what was learned can be applied in professional practice is reasonable and provides relevant details.
- Interview summary and how what was learned can be applied in professional practice is realistic and in-depth.
Interview Notes 10.0%
- Not addressed. Interview notes for both the special and general education teachers are incomplete. Interview notes for both the special and general education teachers are partially complete but lack relevant details.
- Interview notes for the special education teacher are complete and include relevant details. Interview notes for the special education teacher are thorough and substantial.
Mechanics of Writing (includes spelling, punctuation, grammar, language use) 10.0%
- Not addressed. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present.
- Sentence structure is correct but not varied. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present.
- Sentence structure is correct but not varied. Submission includes some mechanical errors, but they do not hinder comprehension.
- A variety of effective sentence structures are used, as well as some practice and content-related language. Submission is virtually free of mechanical errors.
- Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging.
Total Weightage 100%
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