CH3+Activities

1. Read the case study at the beginning of the chapter. Discuss the student’s strengths, weaknesses, support systems, family-professional collaboration, and educational program.
 * __ Class Activities – Do First. These are individual assignments. __**

2. Two minute paper: Have students write for two minutes about their cultural identity. Have students share their papers with the class. =  =

__WORK WITH A NEW PARTNER__

 * 1) ==__ CHOOSE TWO PARTNER ACTIVITIES TO DO IN CLASS __==
 * 2) == **__ COMPLETE ONE ADDITIONAL ACTIVITY DURING THE WEEK.  __**==
 * 3) == **__ IN ADDITION, DON’T FORGET TO POST ONE DISCUSSION REFLECTION AND RESPOND TO ONE CLASSMATE DURING THE WEEK. __**==
 * 4) == **__ LASTLY, READ CHAPTER 4 FOR NEXT WEEK. __**==

== == = Activity 1     =

Serge
Click on the link below to read the case study //Is this Child Mislabeled?// After reading the case study, answer the following questions. Is This Child Mislabeled?

1. What factors put Serge at risk for school failure? // 2. // What happened to spark Serge’s progress in school? // 3. // What was Serge’s placement and progress in his first year of school in America?

= Activity 2    =

The Social Context of Special Education
Click on the link below to review the text section //The Social Context of Special Education//. After reading the text section, answer the following questions. The Social Context of Special Education 1. Describe the cultural deficit theory. How did this theory affect education? // 2. // What is the theory of cultural difference and how does it affect education? // 3. // How did Brown v. Board of Education pave the way for IDE? = Activity 3    =

Disproportionate Representation and RTI
Click on the link below to view the simulation //RTI: An Overview//, then answer the following questions. RTI: An Overview 1. What is happening in the U.S. with early reading and literacy? 2. What are some concerns about testing and identifying linguistically and racially diverse and low-income students for special education? //3.// //How can Response to Intervention help all children and prevent disproportionate represention in special education?//  = Activity 4    =

Socioeconomic Factors and Learning
Click on the link below to view the simulation //Teaching and Learning in New Mexico//, then answer the following questions. Teaching and Learning in New Mexico  1. = Activity 5    =
 * 1) What impact does middle-or upper-class income have on student learning?
 * 2) What impact do low income and poverty have on learning?
 * 3) What are some suggestions for working with children from poverty situations/

RTI: A Closer Look at Tier 3
Click on the link below to view the simulation //RTI: A Closer Look at Tier 3//, then answer the following questions. RTI: A Closer Look at Tier 3

1. What are some common misconceptions about culturally andn linguistically diverse students? What are the realities? 2. What are 4 suggestions for ensuring that school personnel are appropriately identifying students for tier 3 services? 3. What should school do prior to determining special education eligiblity of rEnglish learners?

= Activity 6    =

RTI: Putting It All Together
Click on the link below to view the simulation //RTI: Putting It All Together//, then answer the following questions. RTI: Putting It All Together

1. What is a criticism of the IQ – achievement discrepancy model for identifying students with learning disabilities? 2. How can teahers using the RTI model prevent similar outcomes? 3. What are some elements of culturally responsive instruction?

= Activity 7 =

De'ja's Progress 
Click on the links below to watch the videos //Positive Contributions// and //Making Progress in the General Education Curriculum//. After watching the videos, answer the following questions. [|Positive Contributions] [|Making Progress in the General Education Curriculum]  = Activity 8    =
 * 1) What positive attributes does De’ja contribute to the school?
 * 2) What has De’jas’s progress been in her classes?
 * 3) How do De’ja’s teachers help her succeed?

Self-Advocacy and Transition
Click on the links below to watch the videos //Transition to Junior High School// and //Citizenship//. As you watch the videos and answer the accompanying questions, think about all of the strengths that students bring to their learning. [|Transition to Junior High School] [|Citizenship] 
 * 1) <span style="font-family: Times New Roman; mso-ansi-language: EN; mso-fareast-font-family: 'Arial Unicode MS'; msoansilanguage: EN; msofareastfontfamily: 'Arial Unicode MS';">How does De’ja advocate for herself?
 * 2) <span style="font-family: Times New Roman; mso-ansi-language: EN; mso-fareast-font-family: 'Arial Unicode MS'; msoansilanguage: EN; msofareastfontfamily: 'Arial Unicode MS';">De’ja will be attending a new school next year. How have her mom and teacher helped her to transition to the new school?

= <span style="font-family: Verdana; font-size: 13.5pt; mso-ansi-language: EN; mso-bidi-font-weight: normal;">Additional Resources    = Rhonda's IEP – May 2003 Rhonda's IEP – May 2002 <span style="font-family: Times New Roman; mso-ansi-language: EN; mso-fareast-font-family: 'Arial Unicode MS'; msoansilanguage: EN; msofareastfontfamily: 'Arial Unicode MS';">