ESE 633 (ASH) Flashcards
ESE 633 Entire Course New
ESE 633 Week 1 Assignment Assessing Conflict Styles
ESE 633 Week 1 DQ 1 History and Service Delivery Options for Students with Disability
ESE 633 Week 2 Assignment Developing Curriculum Design
ESE 633 Week 2 DQ 1 Non-Verbal Communication
ESE 633 Week 3 DQ 1 Concerns of the General Educator in the Co-Teaching Environment
ESE 633 Week 3 DQ 2 Collaborative Consultation Model
ESE 633 Week 4 Assignment Helping Parents Promote Independence
ESE 633 Week 4 DQ 1 Transition Planning
ESE 633 Week 5 Assignment Collaborative Problem Solving
ESE 633 Week 5 DQ 1 Discussion on Co-Teaching
ESE 633 Week 6 Assignment Final Project
ESE 633 Week 6 DQ 1 Course Reflection Discussion
ESE 633 Week 6 DQ 2 Creating a Collaborative School Culture
http://www.homeworktab.com/ese-633-ash/ese-633-entire-class
ESE 633 Week 1 Assignment Assessing Conflict Styles
In this assignment you will demonstrate your understanding of the following learning objectives:
Recognize the importance of knowing personal strengths and weaknesses in conflict resolution.
Determine some causes of education-based conflict. Evaluate problem solving and negotiation strategies to resolve education-based conflict.
Additionally, completion of this assignment represents mastery of Course Learning Outcomes 2 & 3.
Within the field of special education, collaboration among team members with differing personalities and opinions is commonplace. Being a leader in education means learning to proactively problem-solve and manage differences by embracing multiple viewpoints. In education, sources of contention may include conflicting educational placement or transition goals, different personality styles among team members, limited financial resources or services, contrasting communication techniques, and contrasting academic or post-graduation values (Meier, 2011). Each person handles these points of conflict based on their level of comfort and communication style. With a self-awareness of your individual methods and styles, you can increase your effectiveness in resolving education-based conflict.
The Thomas-Kilman Conflict Mode Instrument is a self-assessment and scoring tool that will provide guidance as you develop personal responses to conflicting situations within the following management styles (each with their own areas of strength and weakness): Competing, Accommodating, Avoiding, Collaborating, or Compromising (TKI, 2013).
http://www.homeworktab.com/ese-633-ash/ese-633-week-1-assignment-assessing-conflict-styles
ESE 633 Week 1 DQ 1 History and Service Delivery Options for Students with Disability
This discussion is your opportunity to achieve the week’s learning objective to examine the history and service delivery options for students with a disability. This discussion aligns with Course Learning Outcome 3 and reinforces MAED Program Learning Outcome 2.
This week’s readings provided you with a look into the history of individuals who addressed the academic interests of children with disabilities. These individuals accepted many roles during the process because often there were no legal safeguards against social, academic, or legal injustices.
Starting in the United States in the 1960s, advocates for children with disabilities began a strong campaign for equality. The Education for All Handicapped Children Act (EAHCA) was passed in 1975 with reauthorizations, updates, and refinements occurring continuously. Contemporary special educators continue to serve in multiple roles advocating for equality in schools, communities, and workplaces. Although the federally mandated role of special educators has evolved notably, public education for children with disabilities continues to be a dynamic and progressive area of practice.
Initial Post - Begin by reading Chapter 1 in Murawski and Spenser (2011). Next, using the Ashford University Library or another source for scholarly, conduct additional research to explore the trends since 1950 in the United States related to service and delivery options for students with disabilities.
Then, construct a one paragraph response for each of the following: (a) examine how the special educator’s role has evolved as student rights have changed, including consideration for compulsory education, education placement, and education rights protected by federal law; (b) examine trends in special education and the special educators’ role in public education historically and hypothesize how that role might change in the next decade; and (c) identify leaders and other notable figures who have advanced legislation for and practice of special education since the 1950s.
http://www.homeworktab.com/ese-633-ash/ese-633-week-1-dq-1-history-and-service-delivery-options-for-students-with-disability
ESE 633 Week 2 Assignment Developing Curriculum Design
In this assignment you will demonstrate your understanding of the following learning objective:
• Identify the various roles of team members in providing academic support in an inclusive environment.
The assignment represents your mastery of the Course Learning Outcome 4.
Murawski and Spencer (2011) define inclusion as “an academic setting that provides support and service in the general education classroom so that students with a disability have equitable access to the same curriculum as their peers” (p. 19). Inclusion can consist of one class period up to a full day (i.e., “full inclusion”). Regardless of the time spent within the general education classroom, the overarching theme of inclusive education is collaboration between the general educator, the special educator, service providers, and paraprofessionals/instructional assistants to provide meaningful and engaging curriculum for all students. Strategies for creating materials and providing instructional delivery vary depending on your role in the collaborative education team. http://www.homeworktab.com/ese-633-ash/ese-633-week-2-assignment-developing-curriculum-design
ESE 633 Week 2 DQ 1 Non-Verbal Communication
Initial Post: Review the information, photos, and videos posted on the Creating Communication website. Specifically, scroll down the page and view the two Amy Cuddy videos: Game changer: Amy Cuddy, Power Poser and Amy Cuddy: Your body language shapes who you are.
After watching the videos above, examine each of the photos for the non-verbal messages the body postures convey. Next, visit a busy public place or watch a television show or movie and observe people for 30-minutes. Take note of body language, nonverbal cues, and any other valuable environmental information. Then, construct one paragraph summary for each of the following:
- Where, when, and what you observed;
- What you learned from your observation such as how nonverbal cues were used and how they were interpreted;
http://www.homeworktab.com/ese-633-ash/ese-633-week-2-dq-1-non-verbal-communication
ESE 633 Week 3 DQ 1 Concerns of the General Educator in the Co-Teaching Environment
This discussion is your opportunity to demonstrate mastery of the objective analyze ways to create a collaborative school culture to promote professional growth and leadership and analyze the value of co-teaching as an inclusion model of instructional delivery. The discussion represents your mastery of the Course Learning Outcomes 1 & 2 and MAED Program Learning Outcome 8 and reinforces your competency with the MAED Program Learning Outcome 7.
Before the reauthorization of IDEA in 2004, schools were implementing inclusion, but it was not necessarily the ‘norm’; instead, children with a disability were educated in a self-contained classroom within the general school population. Included with the most updated changes was a closer alignment with NCLB (No Child Left Behind) requirement for data-based decisions, more rigorous standards and highly qualified teachers (No Child Left Behind, 2013). Teachers new to the field of education are being taught during their coursework how to implement inclusive, co-teaching practices and are therefore unfamiliar with past teaching practices. On the other hand, teachers who have been practicing for more than 10 years have experiences in both education environments.
http://www.homeworktab.com/ese-633-ash/ese-633-week-3-dq-1-concerns-of-the-general-educator-in-the-co-teaching-environment
ESE 633 Week 3 DQ 2 Collaborative Consultation Model
This discussion is your opportunity to demonstrate mastery of the objectives; analyze the value of co-teaching as an inclusion model of instructional delivery; analyze the value of collaborative consultation as an inclusion model of instructional delivery; and analyze the range of placements and services offered to students who have a disability. The discussion represents your mastery of the Course Learning Outcomes 1 & 4 and Program Learning Outcome 8 and reinforces your competency with the MAED Program Learning Outcome 7.
Hallahan, Kauffman, and Pullen (2012) definecollaborative consultation as when "...the special education teacher or psychologist acts as an expert who provides advice to the general education teacher," (p. 37). The key to the success of this model is “collaboration” of the general education teacher’s content knowledge and the special educator’s curriculum delivery expertise. The special educator’s role is to provide strategies to the general educator, outside of class time, on curriculum accommodations, meeting and documenting the IEP goals, and review student progress for those who have an identified disability (Why Co-Teaching and Collaborative Consultation, 2008). The special educator and general educator must acknowledge their individual and team value in providing an equal contribution in the student’s education, recognize personal areas of strength and weakness, and share an open line of communication and honesty (Facilitating Collaborative Consultation, 2009). Additional explanations for the purpose and roles involved in the Collaborative Consultation model visit Inclusion in the Secondary Classroom (Collaborative Consultation, n.d.). http://www.homeworktab.com/ese-633-ash/ese-633-week-3-dq-2-collaborative-consultation-model
ESE 633 Week 4 Assignment Helping Parents Promote Independence
In this assignment you will demonstrate your understanding of the following learning objective:
Justify the collaborative role of transition team members who actively participate in transition meetings and examine the steps required in a transition-planning meeting. The assignment represents your mastery of the Course Learning Outcome 5.
In this assignment you will consider a hypothetical transition meeting. To make this meeting more productive, you have decided to create an informational brochure or handout that you would want others in the meeting to understand. For example, as a special educator, what would you want the general educator to know about the transition process, or what would you want the parents to know?
To prepare for this assignment, view the video below titled Be a Superstar - Take the Survey - Student. This video interviews high school graduates one year post-graduation to ask “Where are You Now?” Next, reflect on how creating a realistic and attainable transition from high school to post-graduation independence takes time, planning, and a strong team of professionals and family who all have the student’s best interest at heart. The transition meeting can include the school principal (who may have links to community agencies), representatives from community agencies, a school counselor or psychologist (who was involved in assessments and interest inventories), the special educator, a general educator (who may have a role in the student’s education), the parents, and the student. In addition, parents can invite anyone else they believe will add value to their child’s independence (Levinson & Palmer, 2005).
http://www.homeworktab.com/ese-633-ash/ese-633-week-4-assignment-helping-parents-promote-independence
ESE 633 Week 4 DQ 1 Transition Planning
This discussion is your opportunity to demonstrate your understanding of the objective justify the collaborative role of transition team members who actively participate in transition meetings. The discussion represents your mastery of the Course Learning Outcome 5 and the MAED Program Learning Outcome 8.
Federal guidelines require children who have an Individual Education Plan (IEP) to have a Transition Plan for post-graduation beginning after their 16th birthday and, in some cases, as early as after their 14th birthday. This meeting is separate from the IEP meeting and focuses on the student’s interests, independence, and self-determination (Wright & Darr-Wright, 2013). The purpose of the Transition Plan meeting is for all stakeholders in the student’s education to help plan an independent future for the student.
http://www.homeworktab.com/ese-633-ash/ese-633-week-4-dq-1-transition-planning
ESE 633 Week 5 Assignment Collaborative Problem Solving
In this assignment you will demonstrate your understanding of the following learning objectives:
Analyze ways to create a collaborative school culture to promote professional growth and leadership; Determine some of the causes of education-based conflict. Evaluate problem solving and negotiation strategies to resolve education-based conflict. Recognize the importance of knowing personal strengths and weaknesses in conflict resolution. Justify the collaborative role of transition team members who actively participate in transition meetings.
Additionally, the assignment represents your mastery of Course Learning Outcomes 1, 2, & 3.
Providing tools for academic success to students with disabilities is a collaborative effort. Sometimes however, individuals within the collaborative team face conflict due to a strong emotional or professional investment from a particular member. Examples of education-based conflict include disagreements over the allocation of limited resources and funding, differing curriculum delivery methods, class behavior management styles, misinterpreted conversations (due to cultural differences, communication styles, personal or professional backgrounds, and other differences), and misunderstanding of professional roles, school policy, and other school or district-based guidelines. Chapter 9 in your Murawski and Spencer (2011) text outlines the causes of conflict and how to problem-solve through negotiation strategies with peers and in a collaborative team setting. http://www.homeworktab.com/ese-633-ash/ese-633-week-5-assignment-collaborative-problem-solving
ESE 633 Week 5 DQ 1 Discussion on Co-Teaching
This discussion is your opportunity to demonstrate your understanding of the objectives; Analyze the value of co-teaching as an inclusion model of instructional delivery; Determine some of the causes of education-based conflict, and evaluate problem solving; Evaluate problem solving and negotiation strategies to resolve education-based conflict;, and Recognize the importance of knowing personal strengths and weaknesses in conflict resolution. Additionally, the discussion represents your mastery of the Course Learning Outcomes 1, 2, 3 and the MAED Program Learning Outcome 8.
In previous weeks, you learned about the value of co-teaching including the benefit to the all the students in the classroom. However, many special educators feel that they are not a content-area expert, that they are seen as a “helper teacher”, or there is not enough planning time to properly define roles and responsibilities (Co-Teaching, 2013). Some may simply default to the classroom teacher because they do not yet have tenure, are unsure of how to approach the topic, or are simply uncomfortable with conflict and want to avoid it.
http://www.homeworktab.com/ese-633-ash/ese-633-week-5-dq-1-discussion-on-co-teaching
ESE 633 Week 6 DQ 1 Course Reflection Discussion
This discussion is your opportunity to demonstrate your understanding of the objectives; Analyze ways to create a collaborative school culture to promote professional growth and leadership; and Recognize the importance of knowing personal strengths and weaknesses in conflict resolution. Additionally, the discussion represents your master of the Course Learning Outcomes 1, 2, 3 and the MAED Program Learning Outcome 8.
Throughout the course you have learned the importance of collaboration between teachers in an inclusive teaching environment, how each person plays an important role as part of a team effort, and how an array of opinions can be united into one common goal using proactive problem-solving strategies. The same foundational theories can be applied to a larger system when creating a proactive school culture that is fully inclusive, and requires each stakeholder to play an important role in the team and to use proactive problem-solving to avoid potential conflicting situations.
http://www.homeworktab.com/ese-633-ash/ese-633-week-6-dq-1-course-reflection-discussion
ESE 633 Week 6 DQ 2 Creating a Collaborative School Culture
ESE 633 Week 6 DQ 2 Creating a Collaborative School Culture
http://www.homeworktab.com/ese-633-ash/ese-633-week-6-dq-2-creating-a-collaborative-school-culture
ESE 633 Week 6 Final Paper
After completing this assignment, you will have demonstrated your understanding of the following objectives:
Analyze the value of co-teaching as an inclusion model of instructional delivery.
Analyze the value of collaborative consultation as an inclusion model of instructional delivery.
Analyze ways to create a collaborative school culture to promote professional growth and leadership.
Determine some of the causes of education-based conflict.
Evaluate problem solving and negotiation strategies to resolve education-based conflict.
Recognize the importance of knowing personal strengths and weaknesses in conflict resolution.
Evaluate verbal, non-verbal, and para-verbal cues that impact communication with educators, administrators, parents, and community members.
Analyze the range of placements and services offered to students who have a disability.
Additionally, this assignment demonstrates your mastery of the Course Learning Outcomes 1, 2, 3, 4, & 5 and the MAED Program Learning Outcomes 2 & 8 and will have reinforced your competency with the MAED Program Learning Outcome 7.
As you have learned throughout this course, it takes a team to educate a student. The team is composed of stakeholders who have a professional and/or emotional investment in the student’s education and post-graduation success. Although everyone has the same destination in mind, their paths may differ. Being a proactive problem-solver means recognizing a disagreement or differing of opinions and finding an amicable solution through understanding and compromise. To further your abilities with these essential skills for a special educator, you will complete this comprehensive final assignment.
http://www.homeworktab.com/ese-633-ash/ese-633-week-6-final-paper
