Introduction to Inclusive Education Module 2

Assignment 1, Discussion 1: Weekly Text Summary and Reflection:

About this Week’s Readings: Module 2: Weekly Text Summaries and Reflection Posts (by Thursday at midnight) & Response to Two Classmates (by Sunday at midnight)  

Format is as follows:
Reading/Watching/Listening Summaries: First, complete your reading/watching/listening assignments and answer to the prompts on the Text Summaries and Reflections for the Required texts. Recommended/Optional are not required, but recommended. If you read/watch/listen to them include the in the Text Summaries and Reflection form.  You will submit one Text Summaries and Reflections per unit. That is, on the same Text Summaries and Reflections you will complete the Text Citation and Summary for each reading/video/podcast. Responses to Questions #3 and #4, what did you learn and would do differently, will be an integration of all the texts. That is one citation and summary for each Text, and an integrated Reflection of the three texts.

o   Format

Please complete one summary for each of the assigned readings:

1. Text 1(Article/Resource/Media) Citation (APA Style):

2. Text 1 Summary: (Make direct connections to the text)

3. Text 2 (Article/Resource/Media) Citation (APA Style):

4. Text 2 Summary: (Make direct connections to the text) – if there are more required texts for that unit you will add an APA citation and a Summary, and combine the reflection responses for all three texts.

·       5. What three things did you learn from these texts (article/resource/media)? (make direct connections to text)

·       6. What three things would you do differently as an educator/leader/therapist based on your new knowledge and understandings as a result of these texts (article/resource/media)?

Introduction to Inclusive Education Module 3

Before completing the assignments, please read the readings and instructional lessons for this module. Please complete these items at the beginning of the module as they are the basis for your discussions and assignments.

1.  Smith, D.D. & Tyler, N.C. (2010). Introduction to special education: Making a difference. (pp. 4-18)  Smith&Tyler__2010__4-18.pdf

2. a. Friend & Bursuck (2015) – Chapter 2: Special Education Procedures and Services – Book Chapter – Text.  Friend & Bursuck (2015) Chapter 2.pdfDownload Friend & Bursuck (2015) Chapter 2.pdf

b.  Friend & Bursuck (2015%- Chapter 2: Special Education Procedures and Services – Book Chapter – Power Point Friend & Bursuck (2015) Ch2 Powerpoint.pdfDownload Friend & Bursuck (2015) Ch2 Powerpoint.pdf

1.    Assignment 1, Module 3 Assignment: Discussion Board:  Module 3: Weekly Text Summaries and Reflection Posts (by Thursday at midnight) & Response to Two Classmates (by Sunday at midnight)
Description
Reading/Watching/Listening Summaries: First, complete your reading/watching/listening assignments and then the Text Summaries and Reflections for the Required texts. Recommended/Optional are not required, but recommended. If you read/watch/listen to them include the in the Text Summaries and Reflection form.  You will submit one Text Summaries and Reflections per unit. That is, on the same document, complete the Text Citation and Summary for each reading/video/podcast. Responses to Questions #3 and #4, what did you learn and would do differently, will be an integration of all that unit texts.

o   Format

Please complete one summary for each of the assigned readings:

1. Text 1(Article/Resource/Media) Citation (APA Style):

2. Text 1 Summary: (Make direct connections to the text)

3. Text 2 (Article/Resource/Media) Citation (APA Style):

4. Text 2 Summary: (Make direct connections to the text) – Add more if more texts are assigned for that unit

5. What three things did you learn from these texts (article/resource/media)? (make direct connections to text)

6. What three things would you do differently as an educator/leader/therapist based on your new knowledge and understandings as a result of these texts (article/resource/media)?

2. Partnership Experience –  Who are you partnering with for this field experience? Link: Partnership Experience – Initial Partner Information 

3. On Social Media, such as Instagram, Facebook, Twitter, etc. search and follow at least two disabled self-advocates who use Identity First Language and another person, a Gen Z (younger person) with a lived experience different from you (with regards to gender, sexuality,  citizenship, disability, race, ethnicity, etc.) Suggestions for Autisitc self-advocates include: https://www.instagram.com/the.autisticats/Links to an external site.; https://www.instagram.com/reframing_autism/;Links to an external site. https://www.instagram.com/explore/tags/identityfirstlanguage/Links to an external site.

·       Discussion Section: Who are you following on Social Media?– Post by Thursday, Respond by Sunday

·       Share who you are following

·       Based on who you are following and read from disabled self-advocates, what resonated with you as a current or future educator, advocate, leader, clinician; your own experiences with members of the disability community, and why?

4. Upcoming: Learning for Justice Webinar Learning for Justice Webinar #1 

Introduction to Inclusive Education Module 4

Before completing the assignments, please read the readings and instructional lessons for this module. Please complete these items at the beginning of the module as they are the basis for your discussions and assignments.

Select two articles to read for this week. Please indicate which articles you are referring to in your summary and reflection discussion. 

Topic 1: On Inclusion

1.  Causton-Theoharis, J., Theoharis, G., Bull, T., Cosier, M., & Dempf-Aldrich, K. (2011). Schools of promise: A school district-university partnership centered on inclusive school reform. Remedial and Special Education, 32(3), 192–205.  Causton-Theoharis et al._2011_.pdfDownload Causton-Theoharis et al._2011_.pdf

2.  Fisher, D. & Frey, N. (2014).  What 20+ years of secondary inclusion has taught us. In Danforth, S. (Ed.) Becoming a Great Inclusive Educator. (pp. 285-292). New York, NY: Peter Lang Publishing Inc. Fisher&Frey (2014).pdfDownload Fisher&Frey (2014).pdf

3. Eudaly _2009_.pdf

4. Research study PowerPoint – Inclusion-study-ppt-short.pdf Download Inclusion-study-ppt-short.pdf

5. Does_self-contained_special_education_deliver_etc.pdf Download Does_self-contained_special_education_deliver_etc.pdf

6. RASE_2013_Does_Access_Matter.pdf Download RASE_2013_Does_Access_Matter.pdf

7. The_Power_of_the_Inclusive_Camp_Experience-ACA Article.pdf Download The_Power_of_the_Inclusive_Camp_Experience-ACA Article.pdf

Additional  Resources: (Optional) 

Videos:

·       Circle makers (by Dr. Julie Causton) – https://vimeo.com/462652898

·       Because of Oliver (by Dr. Julie Causton) – https://www.inclusiveschooling.com/because-of-oliver/

·       Transforming Inclusive Education (by Shelley Moore)https://www.youtube.com/watch?v=RYtUlU8MjlY&feature=youtu.beLinks to an external site.

Additional Resources on Inclusive Education

https://ldaamerica.org/parents/Links to an external site.

https://www.pattan.net/Parent-Information/Pennsylvania-SupportsLinks to an external site.

https://www.pattan.net/getattachment/0395c4a1-6d19-42da-a049-b07a003317d6/Family-ABCs-InfGraph_ENG-SP-11-18-wba.pdf?lang=en-US&ext=.pdfLinks to an external site.

https://www.pattan.net/getattachment/Publications/Education-ABCs/Education_ABCs_0117-pdf/Education-ABCs-8-18-wba.pdf?lang=en-US&ext=.pdfLinks to an external site.

https://www.pattan.net/getattachment/Publications/Pennsylvania-Parent-Guide-to-Special-Education-for/SchAge_Parent0517-pdf/SchAge-Parent-Gd-10-25-18wba.pdf?lang=en-US&ext=.pdfLinks to an external site.

https://www.pattan.net/getattachment/Publications/What-is-the-Families-to-the-MAX-Pennsylvania-State/What-is-the-Families-to-the-MAX-Pennsylvania-State/Families-MAX-Flyer-ENG-10-18-wba.pdf?lang=en-US&ext=.pdfLinks to an external site.

https://www.pattan.net/getattachment/Publications/Understanding-the-Language-of-Special-Education-A/Lang_of_SpEd_1216-pdf/Language-of-Spec-Ed-9-18-wba.pdf?lang=en-US&ext=.pdfLinks to an external site.

https://www.pattan.net/getmedia/38fc4564-3927-4098-b903-afbc3346f706/EarlyInt%20Provider%20Guide%20JUL14%20LTR_v5Links to an external site.

A research article on Inclusive Education in Canada (2017): Developing_Effective_Instructional_Strat-1.pdf

Assignment 1, Module 4 Assignment:  Because of the significance of this topic and the vast amount of resources,  I made the following two changes for this Unit regarding the selection of texts to summarize and reflect on, as well as posting and responding to classmates on the Discussion links. Please read carefully:

·       Even though I encourage you to review all texts in this Unit, select two from the Required Texts section, to complete the Text Summaries and Reflection

For each assigned text/video/podcast, you will complete a Text Summary and Reflection and post it on that Unit Canvas Discussion. You will respond to two of your classmates’ posts in an effort to engage in a conversation, similar to how we will discuss a topic if we were face to face in the classroom.

Your post should demonstrate evidence that you have engaged with the text (read, listened, watched, etc.), what have you learned, and how it could affect your current professional practice.

One way to engage with your classmates’ posts is to think about the following connections: a. text to self; b. text to text; and c. text to world.  That is, what connections are you making between your classmates’ responses to your personal and professional experiences; what connections to other texts (whether from this course or others); and what connections to the world at large. Your Weekly Text Summaries and Reflections Assignments will be graded based on how:

·       Weekly Text Summary and Reflection demonstrates understanding and engagement with the text

·       Writing reflects thoughtful synthesis of text information and student’s professional experiences

·       Summaries include direct references to text including page numbers – note that this bullet was not included in the Syllabus description

Post by Thursday at midnight. Respond to two of your classmates by Sunday at midnight

·       Reading/Watching/Listening Summaries: First, complete your reading/watching/listening assignments and then the Text Summaries and Reflections for the Required texts. Recommended/Optional are not required, but recommended. If you read/watch/listen to them include the in the Text Summaries and Reflection form.  You will submit one Text Summaries and Reflections per unit. That is, on the same document, complete the Text Citation and Summary for each reading/video/podcast. Responses to Questions #3 and #4, what did you learn and would do differently, will be an integration of all that unit texts.

·       The Format of your post should be as follows.

Please complete one summary for each of the Required assigned readings. Optional/Recommended are welcomed but not required.

1. Text 1(Article/Resource/Media) Citation (APA Style):

2. Text 1 Summary: (Make direct connections to the text)

3. Text 2 (Article/Resource/Media) Citation (APA Style):

4. Text 2 Summary: (Make direct connections to the text) – Add more if more texts are assigned for that unit

5. What three things did you learn from these texts (article/resource/media)? (make direct connections to text including page numbers if appropriate)

6. What three things would you do differently as an educator/leader/therapist based on your new knowledge and understandings as a result of these texts (article/resource/media)?

Special Topics in Autism Module 5

Assignment 2, FE 1: Students will complete a review of different communication systems used for clients with autism.  Students will submit a 3-page review (following APA guidelines) of 2 different communication systems such as comparing PECS to ASL.  I suggest finding online resources on these devices and also a journal article would be great to gain that empirical view.

If students have access to students they will observe a student using one of these systems such as Picture Exchange Communication or an IPad and/or meet with a speech therapists to observe or discussion  forms of communication training with a student with Autism.  This observation should be approximately 4 hours in length if possible.  Include subheadings such pros; cons; limitations; etc, to organize the observation.

Please be aware that you will just skip the observation or SLP interview if you are impacted by the COVID Pandemic.  Please note on the PDE form if you were impacted by COVID just for tracking purposes.