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reauthorization and the RtI options for school systems, and c) any other thoughts, opinions, feelings or learnings that resulted from your site review.

Course enrollees are assigned CSUSM e-mail accounts and have computer use privileges on campus. Participants also are encouraged to use home computers to access the web and download the Protection and Advocacy publications as well as other documents you wish to save. This assignment is due on or before the last day of class. Note that this is an individualistic (versus collaborative) assignment intended to evidence your technology application skills as well as develop your knowledge base regarding special education law.

EDMX 631 Reflection Prompts Writing Criteria Three reading reflections are due on the dates indicated in the syllabus schedule. Additionally, a 10-point post-Institute reflection is due on the 9th class meet. The “Reflection Prompt” for each reflection is presented below.

The quality of reflections will be judged based upon at least the following criteria:

  • use of respectful and professional “person first” language (i.e., “Rich who has Cerebral

Palsy” versus “the CP child”);

  • word processed with accuracy in spelling, punctuation, and grammar;

  • organization, comprehensiveness, and professional appearance of the product

  • connection with readings, class discussions, findings on the web, and;

  • use of higher order thinking skills of application, analysis, synthesis, and evaluation.

Reflection Prompts Reflection #1a (4 points) Chapter 4 of the Ed Code of the Composite of Laws (CDE) updates eligibility and IEP process requirements due to IDEIA. Pages 38 – 56 of Chapter 2 and ALL of Chapter 7 of Rosenberg et al. covers a huge amount of information regarding the legal aspects of special education and the procedures and paperwork all special educators must manage. Read Chapter 4 of the Ed Code and Chapter 7 from the perspective of a brand new special educator responsible for ensuring that every communication, assessment, eligibility, placement, and IEP-development step occurs in a timely and student-centered manner for Sara. As the newly hired special educator at Sara’s school site, you want to make sure that you do not miss a single step in the referral and IEP process with Sara or any other student. Please construct a detailed graphic organizer - flowchart, table, outline, mind map, or other visual - to help you remember each of the procedural steps in the sequence from “prereferral” to “exit” for which you are responsible. Be very specific and include as much of the information from Chapter 7 as you can, as this is your personal “cheat sheet” to keep you out of “hot water” procedurally as a new special educator. Bring this reflection to class for public presentation.

In-Class Reflection #1b (1 point) Before class, please read pp. 1 – 5 of Vol. 19(2) of The Special EDge provided by instructors. Also read the section of Chapter 4 of Rosenberg et al. on Curriculum-Based Assessment (pp. 107 – 112). Part 1: With your Reflection #1a in mind, where in your graphic organizer does the Response to Intervention approach and curriculum-based ways of intervening and tracking Sara’s performance fit? Please revise your graphic organizer to include RtI. Part 2: Where in Figure 1 (on page 4 of the Special Edge) do you believe Sara falls? Provide a rationale. Part 3: Thinking about Curriculum-Based

EDMX 631


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