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Application Exercise 5.1: Parental Rights Learning Outcome 5.1: …
Application Exercise 5.1: Parental Rights
Learning Outcome 5.1: Recognize the rights of parents in the educational decision-making of their children and identify how to provide written notice to parents for special needs assessment and to obtain parental consent.
[Q 1]
Consider the following scenario:
Augustus is engaged in his senior student teaching experience. This is the last college class needed before he receives his teaching license. In this experience, his mentor teacher, a veteran special educator, continually stresses the importance of prior written notice when working with parents, particularly on IEP development or when changes to an IEP need to be made. Augustus hears his mentor teacher, but he wonders why so much notice is needed. For organizational purposes, he thinks a better approach is to schedule all IEP meetings at the beginning of the year, notify parents, and then let parents be responsible for showing up at the scheduled time. How might Augustus’s mentor advise him to reconsider his plan?
Application Exercise 5.2: Evaluation Processes
Learning Outcome 5.2: Identify the procedures for initiating an evaluation for a child with a suspected disability and describe six IDEIA standards to comply with federal guidelines for special education evaluations.
[Q 1]
Consider the following scenario:
Kellen is a student who is undergoing evaluation for special education services. His mother assumed that meant that only a special educator would be involved with the process. She was shocked to learn that the team, called a multidisciplinary team, actually included a special educator, general educator, speech-language pathologist, social worker, and a school psychologist. How would you explain the benefits of such a diverse team to Kellen’s mother?
Application Exercise 6.1: Cultural Differences and Implicit Bias
Learning Outcome 6.2: Describe the significance of cultural competence when working with children with special needs and their parents.
[Q 1]
Go to the following website: https://iris.peabody.vanderbilt.edu/interview/ford_cul_ling_diff/
Once there, listen to or read the transcript of Professor Donna Ford as she discusses cultural and linguistic differences.
How does Professor Ford distinguish between cultural diversity and cultural differences? Why is this important?
[Q 2]
Go to the following website: https://iris.peabody.vanderbilt.edu/interview/ford_cul_ling_diff/
Once there, listen to or read the transcript of Professor Donna Ford as she discusses cultural and linguistic differences.
How does Professor Ford discuss stereotyping? What does it mean for a teacher to be “vigilant” against stereotyping?
Application Exercise 6.2: Increasing Inclusivity
Learning Outcome 6.3: Identify techniques and actions educators use to prepare for a multicultural assessment.
[Q 1]
Consider the following scenario:
Manuel is a new special education teacher. As he introduces himself at a faculty meeting, he shares his desire to create a classroom that embraces multiculturalism as a central and core value of the class. After the meeting, one of his colleagues comes up and asks Manuel to explain what he means by “multiculturalism” and what actions educators should engage in to show that they adopt it as a core value.
How should Manuel respond?
[Q 2]
Consider the following scenario:
Manuel is a new special education teacher. As he introduces himself at a faculty meeting, he shares his desire to create a classroom that embraces multiculturalism as a central and core value of the class. After the meeting, one of his colleagues comes up and asks Manuel to explain what he means by “multiculturalism” and why it is so important that he considers it a core value. Manuel responds and explains, and while his new colleague sees the benefits, he also wonders what this position has to do with assessment.
How should Manuel respond?
Application Exercise 9.1: The Child Study Team
Learning Outcome 9.1: Recognize the purpose and importance of the child study team and their initiation of a pre-referral process.
[Q 1]
Consider the following scenario:
Olivia Hamilton is a second-grade student who is having some difficulty with reading. Her teacher, Mr. Mulberry, is meeting with Olivia’s Child Study Team to discuss the situation. M s. Hamilton, Jill’s mother, is concerned that Jill will be spoken of as if she possesses inherent deficits and she is quite concerned.
Imagine you are Mr. Mulberry. How can you explain the function of the Child Study Team in a way that alleviates Ms. Hamilton’s expressed worry?
[Q 2]
Olivia Hamilton is a second-grade student who is having some difficulty with reading. Her teacher, Mr. Mulberry, is meeting with Olivia’s Child Study Team to discuss the situation. M s. Hamilton, Olivia’s mother, is concerned that Olivia will be spoken of as if she possesses inherent deficits and she is quite concerned. Mr. Mulberry explains that the function of the meeting is not to focus specifically on Olivia’s areas of difficulty, but rather to think about the ways in which the professionals involved may better support Olivia. M s.Hamilton feels relieved but remains skeptical and asks for specifics.
What are some specific pre-referral strategies that you may be able to describe to help Olivia’s mother feel more at ease?
Application Exercise 9.2: Information Informing Child Study Teams
Learning Outcome 9.2: Describe the sources of student information that inform child study team meetings.
[Q 1]
Consider the following scenario:
Rodrigo is a new student to the school district. The Child Study Team is busy reviewing data as Rodrigo may have a specific learning disability in the area of reading. The team has reviewed multiple sources of data. In particular, the team has found two standout findings. First, Rodrigo is often absent at the end of the week. Second, Rodrigo often changes schools mid-year.
Given this scenario, what information can be assumed from the first piece of data focused on Rodrigo’s pattern of absences?
[Q 2]
Consider the following scenario:
Rodrigo is a new student to the school district. The Child Study Team is busy reviewing data as Rodrigo may have a specific learning disability in the area of reading. The team has reviewed multiple sources of data. In particular, the team has found two standout findings. First, Rodrigo is often absent at the end of the week. Second, Rodrigo often changes schools mid-year.
Given this scenario, what information can be assumed from the second piece of data focused on Rodrigo’s pattern of school changes?
Application Exercise 9.3: Pre-referral Strategies
Learning Outcome 9.3: Identify pre-referral strategies used most often in school systems.
[Q 1]
Consider the following scenario:
Riley is a ninth-grade student who is currently being evaluated by a Child Study Team. Riley is having some difficulty, particularly in math class. This is the first time Riley has been evaluated by a Child Study Team. The team decides to recommend some pre-referral strategies related to classroom management.
Why might the Child Study Team begin with this approach? What are these strategies likely to include?
[Q 2]
Consider the following scenario:
Riley is a ninth-grade student who is currently being evaluated by a Child Study Team. Riley is having some difficulty, particularly in math class. This is the first time Riley has been evaluated by a Child Study Team. The team began by suggesting some classroom management techniques, but has now decided to be more aggressive, particularly in terms of academic support.
What is a possible pre-referral strategy that may target particular math support for Riley?
