CHFD312 Special Needs Students
American Public University System
(APUS)
CHFD312
Week 1 Discussion
Part 2: First Experiences
Reflect on your first experience in school, or when you
were in a classroom with a student with special needs. Discuss how you felt
about this student's disability and how you perceived the student's education
to be similar to or different from your own.
Note-
this may require you to spend time thinking back to your school years. I know
some may have brothers or sisters who received services, or, are currently
working in the field, but I am looking for your perspective of when you were a
peer to this population. How did others treat them? What observations may you
have? Where are they now? What special treatments did they get
academically?
CHFD312
Week 1 Assignment
Instructions
IDEA
Procedural Safeguard # 1 Free and Appropriate Public Education (FAPE)
Description: According to the Individual's with Disabilities
Education Act (IDEA), all children are afforded the right to a free and
appropriate public education. This means, that irrespective of a student's
educational needs, under the law (i.e., IDEA), they are afforded the right to
access a free and appropriate public education. At times, the extent of a
student's educational needs may extend outside of the range of educational
services that their school district offers (e.g., students who may require a
therapeutic day school placement but their school district may not have a
therapeutic day school within the district). In this case, the school district
would still responsible for meeting the educational needs of the students even
if the student required an educational placement outside of their home school
district. Visit FAPE online at https://www2.ed.gov/about/offices/list/ocr/docs/edlite-FAPE504.html for more information regarding this procedural
safeguard.
Scenario:
Michael has been referred for special education
services after teachers and his parents had tried several problem-solving
efforts within his current school and classroom to help meet his educational
needs. Results from Michael's full case study evaluation suggest that he
possesses behaviors consistent with an emotional disability and requires
special education services for more than 50% of his school day in order to help
meet his educational needs. Michael's Individual Education Program (IEP) team
decides that he requires a therapeutic day placement in order to meet his
educational needs. An administrator within Michael's home school district
states that the school district does not offer a therapeutic day placement
option for students and Michael must attend a placement outside of the county.
This placement will cost over $7,000 per month, but the school has
stated they can only pay $4,000 per month for an out of district therapeutic
day placement. If you search out costs for this type of service you will find
it is on the low end for a halftime placement. The school explains Michael is a
new student this year and the cost was not budgeted for; the school district
claims they simply do not have the money. To make this assignment more
personable, the setting for this is in either the school district you currently
live in or your childhood school district.
Based on what you have learned
about FAPE, explain why or why not the cost -sharing for the parents is an acceptable
solution for Michael. In the first sentence- tell me "yes this is
acceptable" or "no this is not acceptable". Use the rest of
the paper to support your point. You may then comment on the placement
outside the county if you wish. To make this more personable, search out your
local school district's budget and see how if Michael was a student in your
district, how he would fare. Would they be covered? NO fence riding- one or the other.
CHFD312
Week 2 Discussion Inclusion
Inclusion of
students with disabilities into the regular education classroom, is an
important component of IDEA. Read arguments regarding inclusion (both pros and
cons) from both of the websites listed below and write a response regarding
inclusion and whether you believe it is practical or not.
Including
Students with Disabilities in General Education Classrooms
Part two- The
topic we will have this week and in the coming weeks is advocacy. I have
included a case study. It is a real 504 plan. Briefly- what happened
was this student received a D in his English class, the first D ever.
The problem is there are safeguards in the 504 that were not followed. You can
read along in the narrative and see just how long it takes for an advocate to
get things addressed (Yes, this is an actual narrative from emails and
meetings).
/content/enforced/29364-452743/Week
2 case study part one 504 Plan..docx
/content/enforced/29364-452743/Week
2 case study part two.docx
What
are your thoughts about what happened? Was the procedure followed? If you were
the parent, what are your options? Any surprises?
THURSDAY
morning I will be posting what happened and the second part of the story. Don't
be late in your initial post this week! I would like to hear your thoughts on
the rest of this story!
Important
note: Posts are accepted only in the week in which they are due. Early or
late posts to the discussion are not accepted for grading. While you may
prepare a post ahead of time, you may only submit it during the actual week of
the discussion.
Instructions
Directions: Read
the scenario below and then respond to the questions/statements which follow.
Scenario:
Sally is a third-grade student with an identified specific learning disability
in the academic areas of reading comprehension and math reasoning. Sally
requires a resource level of support whereby she spends the majority of her
school day within her general education third-grade classroom. Sally spends at
least 20% of her school day receiving specialized instruction in the areas of
reading comprehension and math reasoning (i.e., the academic areas where her
disability manifests itself). Sally's specialized instruction may include small
group instruction with the special education teacher outside or inside of her
classroom.
Based on what you have learned about inclusion:
- Are
Sally's current special education services consistent with the inclusion
model? You will need to state "yes Sally's instruction is consistent
with the inclusion model" or "no, Sally's instruction is not
consistent with the model in the first sentence. Then
explain why? Why not? Notice this assignment is 750 words long as is week
7.
- What
could Sally's general education third-grade teacher do to help support
Sally within the third-grade classroom? (Discuss at least 3
accommodations.)
CHFD312
Week 3 Discussion Specific Learning Disabilities
One of the most common
exceptionalities you may encounter as an educator is a Learning
Disability. It is not always possible to be well versed on each
exceptionality that you may encounter so it is important to rely on resources
that can be accessed in a time of need. You can pick one or two topics
from this list in addition to RTI --dyslexia, processing disorders, non-verbal
disability, auditory processing, dysgraphia, dyscalculia, or learning
disabilities. Sorry, ADHD is not on this list, we will get to it in a few
weeks. Explain what the exceptionality is, how it is addressed in schools, and
any common problems these students may face.
CHFD312 Week 4 Discussion Communication Disorders
Communication Disorders
Scenario:
Jane is a first grade student who appears to be
experiencing both expressive and receptive language difficulties. She has
attended her home school since kindergarten and both Jane and her parents are
native English speaking. Her kindergarten teacher did not document any difficulty
with language in school records or mention anything to the parents.
Her first grade teacher has noticed that Jane
experiences problems with orally expressing herself clearly and responding
appropriately to what others say to her without a visual support or repeated
attempts but no formal interventions have been tried. Jane's parents have
not been contacted yet. Her first grade teacher is concerned that Jane may have
a specific learning disability because her language is affecting her ability to
read, and do math, however she is not sure about how to get Jane the help that
she may need.
Which
of the two solutions works best?
- Should
Jane's teacher be referring her, now, for an evaluation
related to a Specific Learning Disability (SLD)? Why? Why Not? (Consider
the following: Rti requirements for a referral for SLD,
classroom interventions or strategies used, parent contact and other ideas
as appropriate)
- What
interventions in the classroom could Jane's teacher implement in order to
help Jane with her expressive and receptive language problems? Describe at
least 3 interventions.
CHFD312
Week 5 Discussion Attention Deficit Hyperactivity Disorder (ADHD)
Attention Deficit
Hyperactivity Disorder (ADHD)
1. Name some of the
challenges students with ADHD face in school and later in life. What are some
common ways that students and their families address these challenges?
2. What are some ways that educators
can support students with ADHD and address these challenges within the school
environment? Discuss the types of instructional strategies and
accommodations that may be used. Would the student with ADHD be served
under an Individual Education Program or under a 504 plan? Why? Support
your discussion with references to outside resources.
CHFD312
Week 6 Discussion Autism
Never has a disorder received so much attention, research
and discussion as Autism Spectrum Disorder (ASD). It seems as if the more
we learn about the disorder, the more we need to learn.
What factors account for the high prevalence of rates in ASD among children
today? What are some current treatment methods for Autism? Support
your discussion with research and not opinion.
CHFD312 Week 7 Discussion Traumatic Brain Injury
Traumatic Injury
Many traumatic injuries can be
prevented. Think First is an organization that
addresses prevention (research and policy) of injuries such as traumatic brain
injury (TBI), spinal cord injury (SCI), and other injuries. Explore the website
and:
- Discuss
a minimum of one prevention strategy to prevent TBI in children and youth.
- Describe
the role teachers and other school staff should play in the area of
prevention. Should schools be responsible for prevention programs? If not
who?
CHFD312 Week 8 Discussion Gifted Children
Gifted children are those who display extremely
high cognitive, academic and/ or performance achievement skills. A child who is
gifted may be identified in these areas: high general intellect, creativity,
leadership, visual and performing arts, and/ or, emotional and social
characteristics. Children who are identified will also receive some form
of differentiated instruction plan as required under the Every Student Succeeds
Act (ESSA).
Some school districts may call this an Individual
Education Plan. (This education plan is not to be confused with IEP's mandated
by the Individuals with Disabilities Education Improvement Act (IDEA).)
Please visit the link below and answer then answer the following
questions:
- Based
on your reading, what means do school districts use to help identify
gifted children?
- What
(if any) differentiated education services do you think are available to
gifted children?
- In
your opinion, should gifted children receive special/ differentiated
education services? Why? Why Not?
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