CH2+Activities

__ Activity 1 __
Progress on Standardized Tests Click on the link below to watch the video //Assessment of Special Needs Students//. After watching the video, answer the following questions. [|Assessment of Special Needs Students] // This activity contains 3 questions. //
 * 1) // What does IDEA say about standardized tests? //
 * 2) // What is the benefit of authentic assessment? //
 * 3) // What is needed to help students with special needs progress in the general education curriculum and participate in tests? //

**__ Activity 2 __**
What is UDL? Click on the link below to read the document //Universal Design for Learning: Using Technology to Access Text//. After reading the document, answer the following questions. Universal Design for Learning // This activity contains 2 questions. //
 * 1) // What is one of the primary barriers to learning for students with disabilities? Why is this a barrier? //
 * 2) // How can teachers meet the needs of these diverse students? //

**__ Activity 3 __**
The Inclusive Classroom Click on the link below to watch the video //The Inclusive Classrooms//. After watching the video, answer the following questions. [|The Inclusive Classrooms] // This activity contains 3 questions. //
 * 1) // What are the roles of the teachers in this activity? //
 * 2) // How do the teachers work collaboratively to meet the needs of all students in the class? //
 * 3) // What are the benefits to all students of having 2 teachers in the classroom? //

**__ Activity 4 __**
UDL Click on the links below to review the text sections //What is Universal Design?// and //How Does Universal Design for Learning Facilitate Progress?//. After reading the text sections, answer the following questions. What is Universal Design? > > // This activity contains 3 questions. // **__ Activity 5  __** Early Intervention Click on the link below to watch the video //Inclusion in an Early Childhood Class//. After watching the video, answer the following questions. [|Inclusion in an Early Childhood Class] > What functional skills are taught in this classroom? **__ Activity 6  __** Assessment <span style="color: black; font-family: 'Comic Sans MS'; mso-ansi-language: EN; mso-bidi-font-size: 9.0pt;">Click on the link below to view the simulation //Accountability//, then answer the following questions. <span style="color: black; font-family: 'Comic Sans MS'; mso-ansi-language: EN; mso-bidi-font-size: 9.0pt;">Accountability // This activity contains 3 questions. // <span style="mso-ansi-font-size: 12.0pt; mso-ascii-font-family: 'Comic Sans MS'; mso-hansi-font-family: 'Comic Sans MS';">**__ Activity 7  __** Accessing the General Education Curriculum <span style="color: black; font-family: 'Comic Sans MS'; mso-ansi-language: EN; mso-bidi-font-size: 9.0pt;">Click on the link below to view the simulation //Accessing the General Education Curriculum//, then answer the following questions. <span style="color: black; font-family: 'Comic Sans MS'; mso-ansi-language: EN; mso-bidi-font-size: 9.0pt;">Accessing the General Education Curriculum // This activity contains 2 questions. // What are some cautions about using modifications?
 * 1) <span style="color: black; font-family: 'Comic Sans MS'; mso-ansi-language: EN; mso-bidi-font-size: 9.0pt;">How Does Universal Design for Learning Facilitate Progress?
 * 1) // What is universal design for learning? //
 * 2) // How does UDL contribute to progress in the general education curriculum? //
 * 1) <span style="color: black; font-family: 'Comic Sans MS'; mso-ansi-language: EN; mso-bidi-font-size: 9.0pt;">What are the benefits of inclusion for students in this classroom?
 * 2) How does the planning for classroom setup and instruction help students?
 * 1) // What are the benefits of high stakes testing for students with disabilities? //
 * 2) IDEA and NCLB both focus on measureing the progress of stuents. Quenomoen, Lehr, Thurlow, and Massanari (2001) report positive effects of standards and assessment for students with disabilities. What are these positive effects?
 * 3) NCLB and IDEA requre students with disabilities to participate in high stakes testing. What are three fundamental reasons students with disabiliites should participate in these assessments?
 * 1) // What is an accomodation? What is it not? //
 * 2) // What is a modification and why are modifications used? //

<span style="color: black; font-family: 'Comic Sans MS'; mso-ansi-language: EN; mso-bidi-font-size: 9.0pt;">Click on the links below to watch the videos //Great Expectations: Dani's Family, Great Expectations: Dani's Teachers//, and //Meeting IEP Goals: Building Self-Confidence//. As you watch the videos, think about the wonderful strides Dani is making in school and how inclusion in general education classes has helped her. <span style="color: black; font-family: 'Comic Sans MS'; mso-ansi-language: EN; mso-bidi-font-size: 9.0pt;">[|Great Expectations: Dani's Family] <span style="color: black; font-family: 'Comic Sans MS'; mso-ansi-language: EN; mso-bidi-font-size: 9.0pt;">[|Great Expectations: Dani's Teachers] <span style="color: black; font-family: 'Comic Sans MS'; mso-ansi-language: EN; mso-bidi-font-size: 9.0pt;">[|Meeting IEP Goals: Building Self-Confidence] <span style="color: black; font-family: 'Comic Sans MS'; mso-ansi-language: EN; mso-bidi-font-size: 9.0pt;"> Aligning Content and Assessment <span style="color: black; font-family: 'Comic Sans MS'; mso-ansi-language: EN; mso-bidi-font-size: 9.0pt;">Click on the link below to watch the video //Assessment of Special Needs Students//. As you watch the video and answer the accompanying questions, think about ways you could modify and then align academic content and assessments. <span style="color: black; font-family: 'Comic Sans MS'; mso-ansi-language: EN; mso-bidi-font-size: 9.0pt;">[|Assessment of Special Needs Students] // This activity contains 3 questions. // <span style="font-family: 'Comic Sans MS'; font-weight: normal; mso-ansi-font-size: 12.0pt; mso-ansi-language: EN;"> <span style="font-family: 'Comic Sans MS'; font-weight: normal; mso-ansi-font-size: 12.0pt; mso-ansi-language: EN;"> Supplementary Aids and Services <span style="color: black; font-family: 'Comic Sans MS'; mso-ansi-language: EN; mso-bidi-font-size: 9.0pt;">Click on the link below to watch the video //Determining Supplementary Aids and Services//. As you watch the video and answer the accompanying questions, reflect on how Dani's supplementary aids and services and her teachers' use of universally designed learning help her to make progress in the general education classroom. <span style="color: black; font-family: 'Comic Sans MS'; mso-ansi-language: EN; mso-bidi-font-size: 9.0pt;">[|Determining Supplementary Aids and Services] // This activity contains 3 questions. // Students with Visual Impairments <span style="color: black; font-family: 'Comic Sans MS'; mso-ansi-language: EN; mso-bidi-font-size: 9.0pt;">Click on the links below to watch the videos //Perkins Brailler and Braille Lite//, //Reading Class//, and //Assistive Technology for Students with Visual Impairments//. As you watch the videos and answer the accompanying questions, consider the benefits of this placement setting for students with visual impairments. <span style="color: black; font-family: 'Comic Sans MS'; mso-ansi-language: EN; mso-bidi-font-size: 9.0pt;">[|Perkins Brailler and Braille Lite] <span style="color: black; font-family: 'Comic Sans MS'; mso-ansi-language: EN; mso-bidi-font-size: 9.0pt;">[|Reading Class: Using Large Print, Braille and Braille Notes] <span style="color: black; font-family: 'Comic Sans MS'; mso-ansi-language: EN; mso-bidi-font-size: 9.0pt;">[|Assistive Technology for Students with Visual Impairments: Zoom Text and CCTV] // This activity contains 3 questions. // Dani's Success <span style="color: black; font-family: 'Comic Sans MS'; mso-ansi-language: EN; mso-bidi-font-size: 9.0pt;">Click on the link below to watch the video //Challenges of Collaboration//. As you watch the video and answer the accompanying questions, reflect on the effort and time Dani's teachers have put toward ensuring her progress in the general education curriculum. <span style="color: black; font-family: 'Comic Sans MS'; mso-ansi-language: EN; mso-bidi-font-size: 9.0pt;">[|Challenges of Collaboration] // This activity contains 3 questions. // Pros and Cons of Inclusion <span style="color: black; font-family: 'Comic Sans MS'; mso-ansi-language: EN; mso-bidi-font-size: 9.0pt;">Click on the link below to watch the video //Ms. Adimoolah: Inclusion//. As you watch the video compare and contrast this teachers perspectives on inclusion with those presented in Figure 2.7. <span style="color: black; font-family: 'Comic Sans MS'; mso-ansi-language: EN; mso-bidi-font-size: 9.0pt;">[|Ms. Adimoolah: Inclusion] // This activity contains 3 questions. // RTI <span style="color: black; font-family: 'Comic Sans MS'; mso-ansi-language: EN; mso-bidi-font-size: 9.0pt;">Click on the link below to view the simulation //RTI: An Overview//. As you interact with the simulation, think about how RTI could be implemented in your future classroom. <span style="color: black; font-family: 'Comic Sans MS'; mso-ansi-language: EN; mso-bidi-font-size: 9.0pt;">RTI: An Overview // This activity contains 3 questions. // <span style="font-family: 'Comic Sans MS'; font-weight: normal; mso-ansi-font-size: 12.0pt; mso-ansi-language: EN;"> Building Teaching Skills and Dispositions   Dani's IEP Progress <span style="color: black; font-family: 'Comic Sans MS'; mso-ansi-language: EN; mso-bidi-font-size: 9.0pt;">Dani's team collaborates to meet her needs, and her family is involved in her IEP planning. When watching the videos, think about the IEP planning and development process. Answer the following questions about developing IEPs. <span style="color: black; font-family: 'Comic Sans MS'; mso-ansi-language: EN; mso-bidi-font-size: 9.0pt;">[|Describing the IEP and the IEP Process/Describing the IEP] <span style="color: black; font-family: 'Comic Sans MS'; mso-ansi-language: EN; mso-bidi-font-size: 9.0pt;">[|Dani Gonzalez/Collaboration: Roles in the IEP Process] <span style="color: black; font-family: 'Comic Sans MS'; mso-ansi-language: EN; mso-bidi-font-size: 9.0pt;">[|Dani's IEP History and Current Goals] <span style="color: black; font-family: 'Comic Sans MS'; mso-ansi-language: EN; mso-bidi-font-size: 9.0pt;">[|Meeting IEP Goals – Functional Skills] <span style="color: black; font-family: 'Comic Sans MS'; mso-ansi-language: EN; mso-bidi-font-size: 9.0pt;">[|Meeting IEP Goals – Building Self Confidence] // This activity contains 5 questions. // >  What was Dani's first special education placement, and how do you think it affected Dani's current progress? > > <span style="color: black; font-family: 'Comic Sans MS'; mso-ansi-language: EN; mso-bidi-font-size: 9.0pt;">Heather's Lunch Plan <span style="color: black; font-family: 'Comic Sans MS'; mso-ansi-language: EN; mso-bidi-font-size: 9.0pt;">Heather's Collaborative Support Plan
 * __Activity 8__**
 * __ Dani's Success __**
 * 1) What are Dani’s positive attributes that help her achieve in the inclusion classroom?
 * 2) what are the teachers’ ideas about working with students? How can these help Dani succeed in the general classroom?
 * 3) One of Dani’s IEP goals is that she will express herself with more confidence. How did the teachers help Dani to be more confident?
 * __ Activity 9 __  **
 * 1)   In the chapter reading and the study plan activities, you read about accommodations, modifications, and alternatives to testing students with special needs. Give one example of each: accommodation, modification, alternatives for testing students with special needs.
 * 2)   What is another form of assessment that may be more valid then high-stakes testing? Give an explanation of the assessment.
 * 3.  **   <span style="font-weight: normal; mso-ansi-font-size: 12.0pt; mso-ascii-font-family: 'Comic Sans MS'; mso-hansi-font-family: 'Comic Sans MS';">Name some accommodations and modifications to testing that are discussed in the video.
 * __ Activity 10 __  **
 * 1)   Dani needs an insulin pump for her diabetes. Who helps Dani with this and how?
 * 2)   What is the teacher's role in Dani's supplementary aids and services? <span style="color: windowtext; mso-ansi-font-size: 12.0pt; mso-ascii-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; mso-hansi-font-family: 'Times New Roman';">
 * 3)   What is the teacher's role in Dani's supplementary aids and services?
 * __ Activity 11 __  **
 * 1)   How does the teacher integrate academic content into learning to use a Brailler?
 * 2)   What is the difference between the Perkins Brailler and the Braille Lite? What is the CCTV and Zoom Text program?
 * 3)   How does placement in the classes and schools demonstrated in the video benefit students with visual impairments?
 * __ Activity 12 __  **
 * 1)   What challenges have the teachers faced in ensuring Dani's success?
 * 2)  In which areas of the curriculum does Dani receive alternate instruction?
 * 3)   Who are the other educators and staff with whom Dani's teachers have collaborated?
 * __ Activity 13 __  **
 * 1)   What do educators view as the benefits of inclusion, as discussed in the video and in Figure 2.7 of the text?
 * 2)   What do educators view as concerns or challenges of inclusion classrooms?
 * 3)   What kinds of training do you think regular education and special education teachers should have to implement effective inclusion?
 * __ Activity 14 __  **
 * 1)   What are the components of RTI?
 * 2)   What is the rationale for using RTI?
 * 3)   How can RTI help you as a teacher?
 * __ Activity 15 __**
 * 1)   What kinds of information and documentation are needed to develop an IEP?
 * 2)   How is a child's educational placement determined? How is a child's educational placement determined?
 * 3)   How is a child's educational placement determined?
 * 1)   What are some of Dani's functional goals? Why are these goals important for Dani?
 * 2)   What skill areas do you think Dani needs to work on, and what goal areas should be included on her IEP?
 * __ Additional Resources __  **