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ID Video Response Activity.
•You will watch a video and answer all of the questions and complete all of the activities that appear on the video response form for the disability under study. •Review the rubric for this assignment. Take care to show that you’ve read the text and reviewed the slides by using APA style intext citation and a reference page to cite your work. At least one of the textbooks is a required source. •Watch and respond individually
The IEP is both a product and a process for a student with a disability. The required members of the team, including parents or guardians, meet to create the document that will guide the education and define the rights of the student. There are certain legal requirements to be satisfied and the student’s and parents’ hopes, plans, and concerns must also be addressed. In Virginia, the IEP must be directly linked to the Standards of Learning (SOLs). The end result is a document that all of the student’s teachers and other instructional personnel must be aware of and responsible for. You’ve read about the IEP in Chapter 5 of Murdick, Gartin and Fowler (2014). This activity will allow you to view and identify some of the essential parts of a completed IEP.
1.Begin by reading the section of Heward et al. on pages 49 – 66 that discusses the special education process, including formulation of the IEP.
2.Go to the VDOE web page on standards-based IEPs: http://www.doe.virginia.gov/special_ed/iep_instruct_svcs/stds-based_iep/index.shtml On this page, review either the Guidance Document or the Standards-Based IEP Training.
3.Open the sample standards-based IEP Click for more options .
4.Complete the following tasks, using the highlighter function in your word processor. •Use a blue highlight to mark the area in the present level of academic and functional performance (PLOP/PLAAFP) section that discusses how Jane’s disability affects her progress in the general curriculum. •Use a yellow highlight to mark the student’s strength and weakness. •Use a green highlight to mark the accommodations recommended for the student. •Use a purple highlight to mark the statewide assessment the student will be taking •Use a red highlight to mark information about where Jane will be placed. •Use a grey highlight to mark Jane’s annual goals.
Finding Evidence-Based Practices
This assignment is optional, but if you choose to complete it, will add 0-5 extra credit points to your score, depending on your submission. Follow the instructions below. While researchers may conduct experimental trials of techniques, practicing professionals (e.g., teachers, nurses, doctors) should use only evidence-based practices (EBPs) when working with their populations. In this case, EBPs are those that have shown the desired results when tested extensively by researchers. Teachers who use strategies and routines grounded in research are using EBPs and therefore have the best chance of success for themselves and their students. Typically, your school will supply you with most of your curricular materials, but you may have to find strategies on your own to meet individual students’ needs. For teachers, EBPs are found in peer-reviewed professional journals. For this assignment, you must find a research article that investigated at least one instructional strategy, behavior management technique, or assistive technology by testing it on a population of students. You may use this article for your personal philosophy paper as well, assuming it fits your theme.
2.Your article must come from a peer-reviewed journal. You’ll need to familiarize yourself with the search procedures of the database you choose to ensure this. 3.Your article must have been published no earlier than 2013.
4.The students/participants in the study must be 0-22 years old, have one of the disabilities studied under the HI or LI modules, and covered under IDEA/have IEPs. Research on parents or teachers is not acceptable. This includes surveys of teachers or parents.
5.The research must focus on instructional strategies, behavior management techniques, or assistive technology, not medications, assessments, schoolwide interventions, or curricula. Heward, Alber-Morgan and Konrad (2017) discuss strategies extensively.
6.The research must have tested the strategy, technique, or technology on at least four students. Studies that review other articles or use large scale databases are not acceptable.
7.The results of the study must be presented as numerical data. Claims of efficacy or improvement without hard data do not constitute EBPs. 8.Attach your article to this link as a PDF.