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Base Teams, formulated at the beginning of the course, meet regularly and use the “Team Meeting Worksheet” format to practice collaborative teaming skills, complete assignments, and generally support one another. Each team is required to create a team notebook (e.g., 3-ring binder with dividers) that compiles Team Meeting worksheets, team products, and group processing outcomes.

Participation in base team meetings is mandatory. Documented attendance and participation (via team meeting minutes and products) is worth 5 points per meeting. Each team is expected to hold a minimum of 4 meetings of at least one hour in length outside of class time and follow the prescribed agenda. See each base team agenda to determine the products to be generated and the group processing to be conducted.

Rights & Responsibilities Legal Brief via the World Wide Web (20 maximum points) Each class participant creates a “Legal Brief” by reading the Special Education Rights and Responsibility (SERR) manual which is accessed via the Protection and Advocacy, Inc. home page (www.pai-ca.org). From there you click on publications and type in the search engine box “special education rights and responsibilities.” This will take you to list. Click on Special Education Page – Protection and Advocacy, Inc.” Here you will find the New, Revised, Updated, December 2005 SERR manual as well as a) 18 Tips for Getting Quality Special Education Services for your Child b) Special Education Rights & Responsibilities for Children with ADD/ADHD, and c) Special Education Fair Hearings and Mediations After July 1, 2005 documents.

Your brief is comprised of three parts.

First, for 13 points, compose reactions to each of the 13 chapters of the SERR. For each chapter select two questions, which you find to be the most compelling. For each of these two questions, describe why it is compelling. You may take the perspective of an educator, parent, community member, or a child with a disability. Your reaction to each question should be 1/2 page in length.

Second, for 3 points, scroll down the special education publications site (www.pai- ca.org/pubs/401601.htm) to each of the following four sites. Download and read each publication. Then compose a 1-page reaction to each link a) 18 Tips for Getting Quality Special Education Services for your Child b) Special Education Rights & Responsibilities for Children with ADD/ADHD, and c) Special Education Fair Hearings and Mediations After July 1, 2005.

Third, for a final 4 points, scroll to the very bottom of the same website, click on the “Links” link, examine the available web sites. You may also access additional professional websites via your Rosenberg text site: www.prenhall.com/rosenberg by “jumping” to the eight topical options at the top of the home page. Select four web sites to analyze. Of the four, you must analyze at least one of the following websites:

  • 1)

    www.interventioncentral.org - be sure to examine RTI_WIRE

  • 2)

    www.tash.org - be sure to go to governmental affairs (www.tash.org/govaffairs), and

  • 3)

    www.nichy.org - be sure to go to nichcy.org/resources/IDEA2004resources.asp

For each of the four websites, the reaction/reflection should be approximately one page in length. The reaction/reflection at a minimum should summarize a) how each site can assist you as a special educator, b) what you found about the implications of the 2004 IDEIA

EDMX 631

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