CHS208 All Weeks Assignments

CHS208 All Weeks Assignments

Unit 2 – Public Law Reflection

Choose a public law that has impacted special education and/or exceptional students and write a reflection. Possible cases include:

Brown vs Board of Education (Topeka, Kansas)

Sheff vs O’Neil (CT)

Pennsylvania Association for Retarded Children (PARC) vs Commonwealth of Pennsylvania

Larry P vs Riles

Board of Education of the Hendrick Hudson Central School District vs Rowley

Daniel R. R. v State Board of Education

Honig vs Doe

Board of Education in Sacramento, CA vs Holland

Provide:

Name of the law (PL# , title of law, and acronym if applicable) and year it became a law

What brought about the law

Review of the law

Implications for children with special needs

Implications for educators

Your personal opinion on the law

Paper length: 2-3 written pages, not including Title and References pages. Use proper APA format when citing sources. Include information from the resources provided as well as at least 2 other references.

Refer to the attached document for grading rubric.

Unit 3 – Evaluation of IEP Form

Review the Federal IEP form and CT IEP form. You may use your own state’s IEP form if you are from another state.

Federal IEP Form http://ed.gov/parents/needs/speced/iepguide/index.html

Scroll down to Sample form.

Connecticut IEP Form http://www.ct.gov/brs/lib/brs/pdfs/guidepostdocs/IEPManual.pdf

Select: SDE Forms

Select: PPT Packet

Select: IEP. There are 12 pages to view the CT IEP.

Note: Here is a more descriptive website for the CT IEP which will be very helpful with the Unit 3 assignment.

“So you’re going to a PPT … The IEP Guide” http://www.ct.gov/dds/lib/dds/family/iep_guide_page_by_page.pdf

Although the federal government sets the requirements for the IEP, states differ in how they meet these requirements.

Compare and contrast the form against the one developed by the state of Connecticut.

How are they different?

How are they the same?

Do they meet the requirements of the 2004 IDEA?

Is the Connecticut IEP form easy to use, useful to educators, and parent-friendly? Explain why or why not.

If you are not teaching in CT you may add comparisons from your state as well.

Paper length: 2-3 written pages, not including Title and References pages. Use proper APA format when citing sources. Include information from the resources provided as well as at least 2 other references.

Refer to the attached document for grading rubric

Unit 4 – Dual Language Learner (DLL) Scenario (CHS208 All Weeks Assignments)

Read the scenario below and using information from the weekly resources describe at least 3 DLL strategies you as the teacher can implement to increase Sheila’s participation in class. Should Sheila be referred for an evaluation at this time? Why or why not? Be sure to use the weekly resources to respond to this scenario.

Sheila is four years old and has just arrived from Bosnia and does not speak a word of English. She cries and throws herself on the floor when her mother leaves her at school in the morning. She will not participate in any activities and just sits by herself and waits for her mother.

Paper length: 2-3 written pages, not including Title and References pages. Use proper APA format when citing sources. Include information from the resources provided as well as at least 2 other references.

Refer to the attached document for grading rubric.

Unit 5 – Activity Modification

1. Choose a specific learning disability as your topic for your Unit 5 assignment.

Down Syndrome and Fragile X are intellectual disabilities as opposed to specific learning disabilities, so do not choose these for your assignment.

Here are some specific learning disabilities topics you may use for your Unit 5 assignment.

Auditory Processing Disorder (APD)

Dyscalculia

Dysgraphia

Dyslexia

Associated Deficits and Disorders While not designated as specific subtypes of LD, there are a number of areas of information processing that are commonly associated with LD

Language Processing Disorder

ADHD

Executive Functioning

Non-Verbal Learning Disabilities

Visual Perceptual/Visual Motor Deficit

*NOTE: You may not use the same disability that you chose for your Final Research Paper.

2. Write a 2-3 page paper including all of the following components:

Description of SLD

Possible causes

Define and describe the learning and developmental characteristics of students with your Specific Learning Disability

Interventions for infants and toddlers and preschoolers

2 useful websites with personalized descriptions

Use at least 2 academic resources other than your text.

Use proper APA citations and include Title and References pages.

3. Grading Rubric: Refer to the attached document.

Unit 6 – Rough Draft of Final Research Paper

Submit the rough draft of your Final Research Paper for feedback. After submitting, you can click on “View/Complete” again to access the SafeAssign report once it is available.

Include all three sections. Refer to the attached documents for assignment details.

Section A: Etiology of the Disability or Disorder

Section B: Educational Implications

Section C: Social Implications

Unit 7 Resource Inventory (CHS208 All Weeks Assignments)

Submit the completed Resource Inventory here with a minimum of 40 resources.

Resource Inventory

Beginning in week one, you will collect a minimum of 5 terms and resources each week pertinent to this course and to exceptional learners. During Unit 2, include ten terms and resources. This inventory will be submitted during unit 7 (40 resources minimum).

Example:

Unit 7 – Fetal Alcohol Syndrome Brochure

Develop a brochure for other college students about the implications of drinking during pregnancy, as related to fetal alcohol syndrome. You can make your brochure in Microsoft Word. Note: this is not a one-page flyer. Use information from the lectures and your own research.

Be sure to include relevant pictures

Research-based facts

Use APA for citations (you must cite the information you are sharing)

You may create the brochure using any program you wish, but it must be able to be opened using Microsoft Word.

Here is a sample brochure from the Minnesota Department of Health: “Childhood Lead Exposure: Are Your Kids at Risk?” Brochure sample childhoodleadexp.pdf

This brochure uses 3 columns per page which you may choose to do.

Refer to the attached document for grading rubric.

Unit 8 – Final Research Paper

Submit the entire 9-10 page final research paper (including title page, abstract, revised sections A, B, and C, and reference page) at the close of Unit 8.

SafeAssign Report: After submitting, you can click on “View/Complete” again to access the report.

Your research-informed, written paper must include:

A. Etiology of the Disability or Disorder (6d)

1. Definition

2. Causes or Theory

3. Assessment for meeting eligibility criteria (two or more assessments

4. Characteristics:

a. Research and review literature

b. Research and view a videotaped observation(s) of a child with the specific disability;

c. Compare/ contrast the characteristics from both sources. Write a brief summary. (1b)

B. Educational Implications

1. Philosophical Approach

2. Define and describe the learning and developmental characteristics of exceptional students

3. Teaching Strategies/Intervention:

4. Use literature and observed video(s) to describe how you would include a child with this

disability in your classroom. Include classroom environment, type of services, adaptations, and

supportive equipment (e.g., assistive technology). (1c)

5. Use literature and observed video(s) to describe how you would use assistive technology to

support the child in your classroom. (3c)

6. Describe a variety of observation and assessment methods — a minimum of two each: (3b)

a. Observation Examples: data collection including anecdotals, running records, checklists, tallies, and teacher-made formative assessments -CHS208 All Weeks Assignments

b. Assessment Examples: Ages and Stages Questionnaire (ASQ), Brigance Screen,

Preschool Assessment Framework (PAF), Devereaux Early Childhood Assessment (DECA)

7. Reflect and articulate the knowledge gained from data-driven decision-making practices. (3a)

8. Partnership with Families: Describe specific ways to:

a. build home-school connections (2b)

b. learn from families’ observations and involve them in ongoing assessment of their children’s progress, including the use of assistive technology (3c)

c. identify effective teaching strategies in both home and classroom settings (2c)

d. choose a video about a child with a disability and describe how you would design, implement and evaluate a meaningful and challenging curriculum for the child (5c)

9. Local Educational Programs/Resources (4c)

a. Research, list and describe at least one educational programs in your community that

service children with this disability.

b. If applicable, identify assistive technology.

10. Ethical Responsibilities to the Child (6b)

a. Explain how you would intentionally apply one ideal and one principle from the NAEYC Code of Ethical Conduct and Statement of Commitment

b. Social Implications

11. Research local resources and support programs/groups. (6c)

List and describe:

a. one community program that welcomes and supports families of children with this disability,

b. one professional publication specific to this disability, and

c. one professional organization.

12. Identify any stigmas and/or biases associated with the disability. Present your societal

response. How would you advocate for this child? (6e)

Follow all APA guidelines for formatting and citations. All information that you learned from a source

must be cited in the text and referenced according to APA.

For a description of plagiarism, please visit http://kidshealth.org/kid/feeling/school/plagiarism.html. You

may not self-plagiarize. You may not submit a paper or any parts of a paper that you previously wrote

unless you cite and reference yourself and the paper. CHS208 All Weeks Assignments

 

 

MORE INFO 

Brown vs Board of Education (Topeka, Kansas)

Introduction

Brown vs. Board of Education was a landmark Supreme Court decision that effectively ended legal segregation in America’s public schools. In 1954, the NAACP Legal Defense and Educational Fund sued the school board of Topeka, Kansas, claiming that it violated its students’ right to equal protection under the 14th Amendment of the U.S. Constitution by allowing only whites to attend their district’s schools. The case ultimately went all the way up to the Supreme Court where it was won by advocates for racial equality who argued that segregated schools had harmful effects on black children who attended them.”

Date: May 17, 1954

The case of Brown v. Board of Education had a lot of moving parts, but the result was simple: The Supreme Court ruled that racially segregated schools were unconstitutional.

The decision came down on May 17, 1954 and was written by Justice Felix Frankfurter. He wrote that “Segregation of white and colored children in public schools has a detrimental effect upon the immediate emotional life of Negro children.” He also said that segregation leads to unequal educational opportunity for black people because it limits their access to resources like teachers and books (and therefore makes them feel inferior).

Funded by the NAACP’s Legal Defense and Educational Fund, the suit was brought to the Supreme Court on behalf of children in California, Kansas, Delaware, South Carolina and Virginia.

The NAACP was founded in 1909, and its Legal Defense Fund was founded in 1940. In 1954, the plaintiff’s lawyers filed a suit against the Brown v Board of Education decision on behalf of children in California; Kansas; Delaware; South Carolina; and Virginia. The case was heard by the Supreme Court on May 17th 1955 and decided unanimously that segregation violated equal protection under the Fourteenth Amendment to the US Constitution.

The NAACP attorneys who argued on behalf of the plaintiffs were Thurgood Marshall and Charles Hamilton Houston.

• Thurgood Marshall was the first African-American to earn a law degree from Harvard University and the first African American to be appointed as solicitor general of the United States.

• He later became the chief counsel for the NAACP in 1948, where he fought for civil rights for blacks

• In 1952, President Harry Truman nominated Thurgood Marshall as Supreme Court justice after hearing about his work with Martin Luther King Jr., who had been jailed unjustly under Jim Crow laws when he was younger

The NAACP argued that racially segregated schools violated their right to equal protection under the 14th Amendment of the U.S. Constitution.

The NAACP argued that racially segregated schools violated their right to equal protection under the 14th Amendment of the U.S. Constitution.

The Supreme Court disagreed with this view and said that separate but equal was not unconstitutional because it did not have an adverse impact on African Americans or any other racial groups in America at the time.

As part of their argument, the NAACP presented sociological evidence showing black students benefited educationally from attending racially integrated schools.

As part of their argument, the NAACP presented sociological evidence showing black students benefited educationally from attending racially integrated schools.

In its brief to the Supreme Court, the NAACP claimed that it was “well settled” that segregation had a negative impact on black students’ learning abilities. It also argued that segregation led to greater poverty for African Americans and reduced their access to quality healthcare facilities and other social services.

The lawyers also produced expert testimony proving that segregation had a harmful impact on black children.

The lawyers also produced expert testimony proving that segregation had a harmful impact on black children. The attorney for the NAACP, Thurgood Marshall, argued that segregated schools were detrimental to the education of black students and violated their constitutional rights. He pointed out that “all that counts is the quality of their life,” meaning that an integrated education would improve their chances of success in life.

The attorney for Brown’s parents emphasized this point by pointing out how segregated housing led to lower SAT scores and lower overall levels of education among blacks than whites who lived in integrated areas.”

Brown vs. Board of Education effectively ended legal segregation in America’s public schools.

Brown vs. Board of Education effectively ended legal segregation in America’s public schools. The Supreme Court ruled that segregated facilities were not equal, and therefore did not provide equal educational opportunities for black children.

In a highly influential opinion written by Chief Justice Earl Warren, the court held that “separate educational facilities are inherently unequal.” It went on to say that “the freedom to teach and learn does not encompass freedom from discrimination.” In addition, the Court found that segregation harmed black students because it kept them from getting an education they needed to succeed in life.

Conclusion

So why is Brown vs. Board of Education a good thing? It’s not just about the end of legal segregation in America’s schools, it’s also about the impact it had on education. With the help of expert testimony, sociological research and statistics, the NAACP attorneys effectively argued that segregated schools were bad for black children. This case helped change how America viewed its public education system