Introduction to Inclusive Education Module 6

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.

·       National Center for Learning Disabilities (NCLD, 2020). Significant Disproportionality in Special Education: Current Trends and Actions for Impact 2020-NCLD-Disproportionality_Trends-and-Actions-for-Impact_FINAL-1.pdf Download 2020-NCLD-Disproportionality_Trends-and-Actions-for-Impact_FINAL-1.pdf

·       Novak (2019) The School-To-Prison Pipeline: An Examination of the Association Between Suspension and Justice System Involvement Novak (2019) School to Prison Pipeline- Suspension and Justice System Involvement.pdf Download Novak (2019) School to Prison Pipeline- Suspension and Justice System Involvement.pdf

·       Council of Parent Attorneys and Advocates, Inc. (COPAA) Complaint (2018) Legal Case COPAA-complaint-filed.pdf Download COPAA-complaint-filed.pdf

·       Coutinho & Oswald (2006) Disproportionate Representation of Culturally and Linguistically Diverse Students  students_in_SPED_Brief.pdf Download students_in_SPED_Brief.pdf

·       Drakeford (2006 ) Racial Disproportionality in School Disciplinary Practices School_Discipline_Brief.pdfDownload School_Discipline_Brief.pdf

Sub-topic: School to Prison Pipeline

·       Video: How the School to Prison Pipeline Works:https://www.youtube.com/watch?v=zer6FapK49ELinks to an external site.

·       Video: What is the School-to-Prison Pipeline? How Do We Dismantle It? https://www.youtube.com/watch?v=XUUTDoWusHILinks to an external site.

Assignment 1, Module 6 Reflections on Disproportionality in Education: Please post here any thoughts that come to you as you after reading this Module Introduction – Due on Thursday – Respond to two classmates by Sunday at Midnight

Question 1

What did/do you noticed about the racial and gender make up of students receiving special education services, especially in predominantly white school districts. Have you ever noticed any demographic difference between the general population of students in the school/district and those receiving special education supports and services? Furthermore, who gets to be included and who is in more secluded/segregated education settings, such as Emotional and Behavioral Supports who rarely interact academic and socially with their peers?

Question 2

What did/do you noticed about the racial and gender make up of students placed in the Challenge/Gifted program, and Honors and Advanced Placement (AP) courses in High School? Have you ever noticed any demographic difference between the number of students of color in the school/district, and those having access to the most challenging and rigorous courses?

Question 3

How do you explain those differences?

Assignment 2, Journal Article Reflection:

1. Search for an article about Autism in one of our search engines.
2. Write a 2-page reflection about the aforementioned article.

Rubric

Please respond to my peer discussions listed below. All responses should 100-150 words peer response. Please agree with all discussion and provide evidence to support your responses.

Peer 1 Elena Habel: Evidence based practices have been instituted in schools as interventions for children with ASD largely in part because there is a high probability of success, a reduction of time in planning and preparing, and an increased likelihood of educators’ responsiveness to student needs. According to the National Professional Development Center on ASD, EBP’s have shown to be safe and effective through peer reviewed research with high standard methodologies (The National Professional Development Center on Autism Spectrum Disorder, 2017).

In my own experience as teacher to children with ASD, I have found that it is important to have a foundational background on the most common evidence based practices—and with ten years under my belt I finally feel confident to make decisions to support my students. Of course, it is imperative to rely on the support of the special education teacher, speech, ot, and pt therapists, and parent input. I think often as teachers we take on sole responsibility when we should lean on these support resources—they often have experiences and knowledge we do not have.

One specific example of an evidence based practice that worked very well with my students–—allowing children to have choices in preferred activities and materials yields a pivotal response in training students to complete tasks (Prelock, 2021).

References: 

Prelock, P. A., & McCauley, R. J. (2021). Treatment of Autism Spectrum Disorders:

Evidence-Based Intervention Strategies for Communication & Social Interactions.

Second Edition, Baltimore, Maryland: Paul H. Brookes Publishing Co.

Peer 2 Alyssa Friedenberg: Evidence Based Practices are “clinical practice in which clinicians integrate the best available external research evidence; information they obtain about client needs, values, and preferences, and their clinical expertise and practice-internal evidence.”  The advantages to using evidence based practices is that they have the research that backs their effectiveness. Or in other words, they are proven to work. Since this is the case, by using evidence based practices, you will be able to provide your clients with the best treatment possible for them.

Even though evidence based practices are proven to work, they may need to be tweaked a little to work better for clients with different cultural backgrounds. Not every intervention works for every person and it is important to keep in mind the cultural background of your client to tailor the intervention to them or pick a different intervention that may suit them better. It is important to keep this in mind because some evidence based practices may actually harm clients from different cultural backgrounds instead of helping them as they were intended to.

My experience in using evidence based practices relates to both my work and school work. Last semester in my Theory and Techniques course we talked about how CBT is an evidence based practice for people with anxiety and depression. I practiced using CBT during a role-play assignment. Ever since learning about CBT, I have been transferring it into my work as an Equine Assisted Learning instructor in the sessions I have with kids with anxiety. Using evidence based practices allows clinicians to make progress towards their client’s goals quicker since they are using research backed methods.

Source- Prelock, P. A., & McCauley, R. J. (2021). Introduction to treatment of autism spectrum disorder- (ASD). In P.
A. Prelock, & R. J. McCauley (Eds.), Treatment of autism spectrum disorder: Evidence-based intervention
strategies for communication & social interactions (2nd ed.). Paul H. Brookes Publishing Co.

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.    Snow, K. (2010). People first language. http://nebula.wsimg.com/1c1af57f9319dbf909ec52462367fa88?AccessKeyId=9D6F6082FE5EE52C3DC6&disposition=0&alloworigin=1 (Links to an external site.)

2.     Longmore and Piastro: Un-handicapping our Language: Unhandicapping Our Language.pdf

3.    I prefer that you called me disabled: https://www.damemagazine.com/2019/01/15/i-prefer-that-you-say-im-disabled/

Recommended (Optional)

1.    Teen Vogue: How to Use Gender Neutral Words https://www.teenvogue.com/story/how-to-use-gender-neutral-words (Links to an external site.)

2.    Disability is Natural  https://www.disabilityisnatural.com/ (Links to an external site.)Links to an external site.

3.    American Psychological Association (APA) –  APA Manual Unbiased language supplemental materials.pdf Download APA Manual Unbiased language supplemental materials.pdf

You do not need to purchase a textbook for this course. All Reading/Podcast/Webinars will be posted in each weekly Module.

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)?

Assignment 1 is due Wednesday September 06, 2023 @12noon. I will pay you $10.00 only for the assignment. I will use PayPal only for payment. Please verify that you received this email. Late assignments will not be paid for.

Assignment 2, Discussion 2:  Personal and Professional Experiences with People of Diverse Identities and Lived Experiences: 

Personal and Professional Experiences with people of diverse abilities/disabilities, race/ethnicity, gender identity and expression, sexual orientation, religion, language, country of origin, social class. Assignment link: Module 2: Personal and Professional Experiences with People of Diverse Identities

·       Question 1. Educational Experience: Reflect on your K-12 experiences as a student and describe what you remember from that time regarding student and teacher population. Who were the individuals in your school community? Did it feel like a community? Was your school a diverse environment in terms of abilities, race, class, gender identity/expression, sexual orientation of students, families, and educators? Was it a welcoming school? How can you tell? What did “Special Education” look like? What school environments looked like: cafeteria, classrooms, recess, clubs, etc.? In addition, provide some more detailed information on where students with disabilities received their special education services, were they in your classroom, in a separate classroom, separate part of the building, did you have an opportunity to interact with them?

·       Question 2. Personal/Professional Experience: Also, please come prepared to discuss your personal and/or professional experiences with people of diverse abilities/disabilities, race/ethnicity, gender identity and expression, and sexual orientation in your personal or professional life and how they inform your perspectives in life. If you work in a school or another organization, what difference and similarities can you draw from you as a student, and you as the professional?

·       Question 3. Special Teacher: Do you have a teacher who was special to you? If so, why? What do you remember? Did your teacher know?

Topic 5 DQ 2

What characteristics would lead a provider to suspect domestic violence, child abuse, or elder abuse is taking place within a family? Discuss your facility’s procedure for reporting these types of abuse.

Violence and abuse is described as any intentional physical, mental, or psychological harm inflicted on a vulnerable person. This includes punching, berating, screaming, and other types of intentional cruelty. Domestic violence also involves threats or mild verbal or physical attacks, and victims seek to comply with the abuser’s demands. Victims feel trapped, reliant, helpless, and powerless. They can experience depression as a result of being stuck in the abuser’s power and control loop. As a victim’s self-esteem deteriorates as a result of prolonged abuse, he or she will blame themselves for the violence and be unable to see a way out of the situation. Neglect is described as any deliberate or unintentional lack of concern for someone’s well-being, such as failing to meet a dependent’s basic needs. Child abuse, child neglect, dependent adult abuse, dependent adult neglect, and domestic violence are all examples of abuse and neglect

If a family member shows apparent signs of bruising, malnutrition, depression, extreme fear, extortion, or other similar factors, a mandatory leader can suspect violence or neglect. However, this list is little and not an exhaustive, and other elements which exist. There is no one-size-fits-all solution, but mandatory reporters are expected to search for trends of concern and various indicators of problems; they are expected to ask questions if required and to report anything they believe, even if they are not 100 percent certain.

A instructor, for example, can suspect child abuse if a student is chronically underweight and seems desperate to eat all they can while at school. If a woman arrives at the emergency room with severe bruises and physical injuries that do not seem to match her reasons for the medical problems, a nurse may suspect domestic abuse. A mental health professional may suspect elder abuse if a senior citizen pays large sums of money to a single person or if a family member micromanages their finances.

A required reporter must be aware of the appropriate authority to which the alleged violence and neglect should be reported. In the case of child violence, each state has a department of child services (also known as social services) that should be contacted through the appropriate channels, such as hot lines. Domestic abuse should be reported to local law enforcement. Adult services agencies in each state deal with elder abuse and other forms of maltreatment of dependent adult.

References

Child abuse – reporting procedures. (2019). Better Health Channel. https://www.betterhealth.vic.gov.au/health/healthyliving/child-abuse-reporting-procedures

Elder abuse: Types, signs, and reporting. (2020, June 11). Find Assisted Living, Memory Care and Senior Living | A Place for Mom. https://www.aplaceformom.com/caregiver-resources/articles/elder-abuse

Respond to the post in discussion using 200-300 words in APA format with reference to support the post.