Assignment 1, Module 14 Discussion: What do you think special services in a college setting should and will offer to a student with ASD?

Assignment 1, Module 14 Discussion

Student’s Name

Institution Affiliation

Course

Date

What do you think special services in a college setting should and will offer to a student with ASD?

Special services in a college setting for students with Autism Spectrum Disorder (ASD) should aim to create an inclusive and supportive environment that fosters academic success, personal growth, and social integration. Firstly, comprehensive academic support tailored to the individual needs of students with ASD is essential. This might include specialized tutoring, study skills development, and assistance in navigating coursework requirements. Additionally, access to assistive technology and accommodations such as extended time on exams or quiet study spaces can help mitigate challenges related to sensory sensitivities or executive functioning difficulties (Brown & Coomes, 2016). Beyond academics, colleges should offer social and emotional support to help students with ASD thrive in campus life. According to Brown & Coomes (2016), social skills training and peer mentoring programs can provide opportunities for students to develop interpersonal skills and forge meaningful connections with their peers. Furthermore, counseling services that are knowledgeable about ASD can offer support in managing anxiety, stress, and other mental health concerns that may be heightened in the college environment.

In terms of campus accessibility, colleges should prioritize clear communication and sensory-friendly environments to minimize potential stressors for students with ASD. This might involve providing visual schedules, campus maps, and clear signage to help students navigate campus facilities. Moreover, staff and faculty should receive training in autism awareness and understanding to promote a culture of acceptance and inclusion across the campus community. Looking ahead, as awareness and understanding of ASD continue to evolve, colleges will likely expand and refine their support services for students with ASD. This may involve the development of specialized programs or resource centers dedicated to supporting neurodiverse students, as well as ongoing research to identify best practices for promoting their academic and social success in higher education settings. Ultimately, by offering comprehensive and individualized support, colleges can empower students with ASD to thrive academically and personally during their college experience.

References

Brown, K. R., & Coomes, M. D. (2016). A spectrum of support: Current and best practices for students with autism spectrum disorder (ASD) at community colleges. Community College Journal of Research and Practice, 40(6), 465-479.

Assignment 1, Kindergarten Book Review:

Each student will select one children’s book to analyze and use

to promote learning in the classroom.

For this book review, select

a book that is developmentally appropriate for toddlers and supports literacy development for children around the age of 5-6 Educational Rationale, explaining why you chose this text, how and why it appeals to the age group you’ve chosen, which theories your activities draw upon, what your goal for reading it with a young child.

Paragraph 1: Introduction/Overview (5 points)

• Title of the book

• What is this story about? (Plot, main characters)

• Why did you choose your anchor book? What captured your

attention?

• What themes does your book introduce and explore?

• What concepts does this book address?

• What age group would most enjoy this book?

Paragraph 2: Author and Illustrator (5 points)

Author

• Who is this author? Tell something about their background.

Illustrator

Who is the illustrator?

• Is he/she an experienced illustrator of children’s books

• What medium has the illustrator chosen to use?

• In what ways do the illustrations support the text?

• Are the pictures accurate and consistent with the text?

Paragraph 3: (10 points)

Promoting Anti Bias and Problem Solving (if applicable)

• Do the stories promote understanding of our diverse society?

·      Are race, gender, or other cultural stereotypes avoided?

Explain how?

• Will this story encourage discussion? If so, what type?

•Does the story provide opportunities to see problems solved in a productive manner?

Literacy Development 

• Is there opportunity to build new vocabulary? What words and how?

• What techniques might the reader use to support and assess comprehension?

• What type of questions might you use with this story?

• What components of the “Big Five” ( phonics, phonemic awareness, vocabulary, fluency, comprehension) can be supported through the reading of this story? i.e. Does the text flow smoothly, providing demonstration of fluenicy?

Paragraph 4:Educational Rational (10 points)

• How and why it appeals to the age group you’ve chosen,

• Which theories do your activities draw upon?

• What is your vision and hopes for integrating the text into the classroom?

• How you will make accommodations for children with diverse needs?

Solution

Book Review: The Very Hungry Caterpillar by Eric Carle

Student’s Name

Institution Affiliation

Course

Date

Introduction/Overview

The Very Hungry Caterpillar by Eric Carle is a delightful story about a small caterpillar that eats its way through a variety of foods before undergoing a transformation into a beautiful butterfly. The plot is simple and charming, following the caterpillar’s growth over several days as it consumes more and more food. What caught my attention about this book is its vibrant illustrations and its engaging way of teaching concepts such as counting and the days of the week. The story also introduces themes of growth and transformation, which are relatable to young children as they are in a constant state of growth themselves. In addition, it addresses concepts such as numbers, healthy eating, and the passage of time, making it educational while remaining enjoyable. This book is perfect for children aged 5-6, who are in the early stages of literacy development and are beginning to grasp the basics of numbers and time.

Author and Illustrator 

Eric Carle, the author and illustrator of The Very Hungry Caterpillar, is a well-known figure in children’s literature. He is renowned for his distinctive collage-style artwork and engaging, simple narratives that appeal to young readers. Carle’s background in graphic design and advertising plays a significant role in his ability to create visually captivating books for children. His use of hand-painted, textured paper in the illustrations of this book creates an eye-catching and unique visual experience that captures the attention of toddlers. The illustrations not only complement the text but also serve as an essential tool for comprehension, as they visually represent the caterpillar’s growth, the types of food he eats, and the progression of time. These visuals accurately align with the text and help to reinforce the concepts of size, quantity, and transformation.

Promoting Anti-Bias, Problem Solving, and Literacy Development

Although The Very Hungry Caterpillar does not directly tackle issues of diversity, race, or cultural stereotypes, it promotes the universal theme of growth and change, encouraging children to appreciate the natural world. While the story doesn’t address cultural biases, it can inspire discussions about nature, life cycles, and the beauty of transformation. This can lead to productive conversations about change and problem-solving. In terms of literacy development, the book offers a wealth of opportunities for building vocabulary, especially with words like “cocoon,” “butterfly,” and the days of the week. Repetition and the rhythmic flow of the text can support phonemic awareness and fluency, while teachers can encourage comprehension through interactive techniques such as picture walks and read-alouds. Some questions to prompt discussion and assess comprehension include: “What happens when the caterpillar eats too much?” or “Why does the caterpillar change at the end?” The book supports several elements of literacy, including phonics, phonemic awareness, vocabulary, and comprehension.

Educational Rationale

This book appeals to children aged 5-6 because it combines simple, repetitive text with bright and engaging illustrations. Children at this stage of development are eager to learn about the world, and the story provides a great way to introduce basic concepts like numbers, days of the week, and the life cycle of a butterfly. The activities related to this book can draw on Jean Piaget’s theory of cognitive development, specifically the preoperational stage, where children develop language and memory through interaction. Additionally, Vygotsky’s social development theory, which highlights the importance of learning through social interaction, can be applied when the story is used in group settings, encouraging dialogue and peer learning. My vision for using this book in the classroom includes integrating it into a unit on nature and life cycles, where children can act out the stages of the caterpillar’s transformation or sequence the events using hands-on materials. For children with diverse needs, I would provide visual aids like picture cards to help them follow along, and for those with auditory challenges, I would use tactile materials like a felt board to tell the story. Repeated readings and group discussions would help children with learning differences build confidence and comprehension. My hope is that this book will not only enhance literacy skills but also foster a love of reading and learning about the world.

Assignment details. 

Black or White?

Reading

• Alcoff – Visible Identities – Latinos, Asian Americans, and the Black-White Binary
• Okihiro – Margins and Mainstreams (Chap 2: Is Yellow Back or White?) Note: This is quite long, please focus on the beginning and the ending ~ approximately the first 6 and last 6 pages.
• Yang – Black Ink on White Paper

Video/Images

• (In Class) Kondobolu – 2042
• (In Class) Kondobolu – Tolerance
• (In Class) Noah – Live at the Apollo

Writing to Prepare for Class

• A. Alcoff and working with text 
  • Find three passages that help you understand why Alcoff is critical of “the black white binary”. Copy and translate the passages, then say a bit about why you chose each.

• B. Okihiro and working with text
  • Find three passages that help you to understand “Race” and/or “Racism” as constructed ideas (that is, made up, but with real consequences). Copy the passages, write them in your own words, and then say a bit about why you chose them.

• C. Dear Kao Kalia Yang …
  • Write a letter to Kao Kalia Yang in response to Black Ink on White Paper. Tell her how you felt reading her work, and what parts struck you the most. Let her know if you have any questions. Kalia is a local author. If you want me to send your letter to her I can, just let me know. Otherwise I will keep them private.

A. Alcoff and working with text

Passage 1:
These three major differences present obstacles to Asian Americans and
Latinos following the path of white ethnics to "become" white. It is still proving
difficult enough t to be seen as "American." The claim that Asian Americans and
Latinos will become white ignores the issues of color and other racial differences,
takes no notice of the varying symbolic meanings and historical challenges posed by
these groups in regard to "American" metanarratives of moral and political
superiority, and forgets the problem of "assimilability." It thus returns us to the
problem of misidentification discussed earlier, refusing to recognize the specificity
and complexity by which people are vilified. To give another example of this
complexity, Asians and Jews have been similarly grouped together in the
representative representations of their cultures as superior, threatening, and
monolithic. In other words, unlike for African Americans and Latinos, Asians and
Jews are not seen as having inferior intelligence or primitive cultures, but as groups
with collective goals to take over the world and/or evil intent towards those outside
their groups (the "yellow peril" and "Jewish world conspiracy"). This kind of ideology
requires specific analysis, because it operates differently vis-à-vis, among other
issues, affirmative action concerns in regard to higher
Paraphrase:
Compared to White ethnic groups, Asian Americans and Latinos face challenges that
are different than the ones that the Whites faces when it comes to being seen as “American”.
The assumption that these groups can become white ignores their unique cultural and
historical experiences, including “yellow peril” or “Jewish conspiracy” stereotypes. These

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labels showcase that different groups have their distinct and unique ways and this undermines
the assumption that race is just about Black and White.
Explanation:
I chose this passage because it shed light on how the racial experiences of Asian
Americans and Latinos are oversimplified by the Black-White binary, ignoring the
complexities of how racism targets different groups in distinctive ways. Alcoff support the
recognition of this diversity instead of putting all non-whites into one category.
Passage 2:
Of the many questions that one might like to go back and pose to Charles Murray,
perhaps the most obvious is the following: if black and white are oppositional terms, then,
instead of black meaning nonwhite, doesn't it just as logically follow that white could mean
nonblack, in which case all people of color except African Americans would be white? This
conclusion is no more or less fallacious or absurd than Murray's conclusion that black means
nonwhite. That such an idea was, apparently, beyond the imagination of the court at that time
begins to reveal the strategy at work here. Defining whites as only those without one drop of
"other"- blood has been a tool to maintain a clear and distinct border around white identity.
On the other hand, the borders of other identities-their distinctiveness from each other-are not
important for the law to define and maintain. The controlling term here is not race but
whiteness. To be black is to be nonwhite, but this equation is not reversible if one is using the
usual meaning of "black" today, since for Murray "black" includes virtually every Arian
American, Latino, Native American, and mixed-race person as well as all those of African
origin. Although this case began with a strategy to link the Chinese to American Indians, it
ends in a ruling that prescribes a black/white binary. The ruling essentially allowed the state

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to make one all-purpose argument against the civil and political rights of nonwhites, thus
increasing the efficiency with which it could maintain discrimination.
Paraphrase:
The assumption that “black” means “nonwhite” does not reverse logically, and this
means that “Whites” does not necessarily mean “nonblack.” This distinction is crucial,
particularly because the justice systems have historically maintained a clear boundary around
whiteness, viewing and presenting it as opposition to all others while failing to rigidly define
other nonwhite identities.
Explanation:
I decided to analyze this passage because it critiques the role of the legal system in the
reinforcement of the Black-White binary, and this demonstrates how it has been strategically
designed and positioned to protect whiteness as pure, exclusive category. This phenomenon
maintains racial hierarchies. From a critical point of view, the law fails to put sufficient
emphasis on other racial identities, and this paints a picture of how whiteness is prioritized.
Passage 3:
Racism can and has operated in ways in which color is not central but other physical
features, cultural characteristics and original, and status as "native" or "non-native" operate to
the same effect. It is important to note that these other axes are forms of racism that produce
other ways to classify and delimit subsets of people and then justify discrimination against
them.
Paraphrase:
Racism is not primarily centered in color as it can also be based on other
characteristics, including physical features, culture, or status such as native or non-native.

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These are also some of the ways through which society justifies discrimination, categorizing
people in order to maintain power.
Explanation:
I chose this passage because it plays an essential role in showcasing that laying
emphasis only on color misses the broader ways through which racism works. Agreeably,
limiting race discussions to Black and White only ignores other forms of discrimination on
the basis of culture.

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)?