Issues And Applications Journal

Special Education ‘Issues & Applications Journal’ Entry 2

Culturally and Linguistically Diverse Learners

 

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For select modules that do not include a ‘Building bridges to practice: Reflective log’ assignment, you will be asked to write responses to questions that pertain to course topics and readings. You will write your responses to these questions by adding your responses to each set of questions in a given module and submitting that response in the appropriate location (i.e. in module 4 you will add your responses in module 4). Some questions might also refer to a topic and readings from a previous module. You will be asked to come prepared to discuss your responses with your classmates and instructor. Your responses should be clear, detailed, and address all aspects of a given question (see rubric).

Questions for Entry 2

1. What professional collaborative practices can Mrs. Jacobs use to help her students with special learning, behavior, and language needs succeed in the general education classroom? How can she develop home-school communication effectively? (Chapter 3)

2. Do you agree that Ms. Grelak should refer Allen for a special education evaluation? Why or why not? (Chapter 4)

Rubric grades :

3 pts-This criterion is linked to a Learning OutcomeQuality of Content

Advanced

Candidate’s response is thorough, addressing all points raised in the guiding question

3 pts-Quality of Argument

Advanced

All of the arguments in the candidate’s response are presented in clear and comprehensible fashion

3 pts-Length of Response

Advanced

Length of response to each question is 200-250 words

 

 

Resource’s:

4.1: Culturally and Linguistically Diverse Students  (available on page 103 of the Interactive eBook)

4.2: Assessment Challenges  (available on page 111 of the Interactive eBook)

4.3: Culturally Responsive Teaching  (available on page 118 of the Interactive eBook)

 

Article 1:  Parette, H. P., & Petch-Hogan, B. (2000). Approaching families: Facilitating culturally/linguistically diverse family involvement.  TEACHING Exceptional Children, 33(2), 4–10. doi:10.1177/004005990003300201Links to an external site.

Abstract: This article discusses the benefits, supported literature, and best-practice strategies for engaging families from culturally and linguistically diverse backgrounds. A practical set of questioning strategies is provided for enhancing family participation in the decision-making process (p. 6) as well as an overview of family-centered considerations for IEP team members.

 

 

https://edge.sagepub.com/bryant2e/student-resources-0/chapter-4/flashcards

 

 

If you purchased access or redeemed a code for the eBook,  you can read Chapter 4 here Links to an external site. .

 

Article 1:  Malone, D. M., & Gallagher, P. A. (2010). Special education teachers’ attitudes and perceptions of teamwork.  Remedial and Special Education, 31(5), 330–342. doi:10.1177/0741932509338362Links to an external site.

Abstract: One hundred and eighty-four special education teachers serving school-based intervention teams completed the  Attitudes About Teamwork Survey, the T eam Characteristics Survey, and the  Team Process Perception Survey. Respondents’ regard for the team process in planning and implementing supports for children with disabilities was generally favorable. Similarly, respondents’ perceptions of the performance characteristics of the teams on which they served were generally positive. Associations among items on the  Attitudes About Teamwork Survey and the  Team Characteristics Survey are reported. Finally, respondents provided input regarding teamwork benefits and limitations, how teamwork supports their efforts, and recommendations for improving the effectiveness of teamwork. Practical implications of the results and directions for further investigation in this area are discussed.

Article 2:  Whitbread, K. M., Bruder, M. B., Fleming, G., & Park, H. J. (2007). Collaboration in special education: Parent–professional training.  TEACHING Exceptional Children, 39(4), 6–14. doi:10.1177/004005990703900401Links to an external site.

Abstract: This article provides a brief overview of literature and studies and a description of a project aimed at fostering relationships between teachers and parents in support of more effective educational planning and implementation. The curriculum, training procedures, and outcomes of the program are discussed.

 

Article 1:  Parette, H. P., & Petch-Hogan, B. (2000). Approaching families: Facilitating culturally/linguistically diverse family involvement.  TEACHING Exceptional Children, 33(2), 4–10. doi:10.1177/004005990003300201Links to an external site.

Abstract: This article discusses the benefits, supported literature, and best-practice strategies for engaging families from culturally and linguistically diverse backgrounds. A practical set of questioning strategies is provided for enhancing family participation in the decision-making process (p. 6) as well as an overview of family-centered considerations for IEP team members.

 

Culturally Responsive Education: Addressing DiversityLinks to an external site.

Description: This IES webinar video provides information on research-based, culturally responsive practices for students from diverse backgrounds.

Identifying and Supporting Students With Learning DisabilitiesLinks to an external site.

Description: This video provides an overview of the challenges in and importance of identifying students with learning disabilities.

Evaluation of Children With Suspected DisabilitiesLinks to an external site.

Description: This video is the first in a multipart presentation on the evaluation and identification of students with disabilities.


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