Unit 3: Diverse Student Populations

Project Description

Overview

Classroom teachers must identify and monitor struggling students and intervene with teaching strategies to improve their academic and behavioral performance. Therefore, it is important to understand the special education referral process and the signs to look for in a struggling student. Understanding how to differentiate between language and special needs is critical so that students with language needs aren’t mistakenly flagged for Special Education.  In this activity, you will interview another teacher about the referral process in their school and study resources on this subject.

Learning objective(s) 

• Categorize the signs that a student is struggling and examine ways to assist students with disabilities, including referring students for special education services.

What will you do? 

1. In the virtual class, divide into groups of two and interview one another in breakout rooms to find out how the needs of students with learning differences are identified and met in your partner's current or previous school. 

• During your interview, include the following questions:

1. What are the signs of a struggling student?

2. How can a teacher differentiate between a student with a language need and a student with a learning disability?

3. How can differentiated instruction be used to assist students who are struggling?

4. How do teachers involve parents in helping struggling students?

5. How do you determine if a student should be referred to special education services?

6. What is the school administration's directive for special education?

     2. Independently, create a flowchart

• illustrating the process you want to follow in your classroom to identify and help a struggling student.

• include steps to differentiate between a language need and a learning disability.  (Note: If you are not currently working in a school, you can Illustrate the special education process based on research.)

Candidate assignment

• Flowchart illustrating the special education process in your classroom. (Reference the Technology Tutorials if you need assistance with this task.) (We recommend Padlet because it is user-friendly.)

Reminder: to maintain academic integrity, you must cite any information, ideas, text, or images used in this activity by identifying the source.

Note: All assignment descriptions are written for Proficient. You should carefully examine the criteria for an Outstanding score if you want to aim for Outstanding.

Content specific methods requirements

Method Subject: English as a Second Language

As per your certification area, when completing your flowchart for this activity, address the following:

• Explore the importance for educators to use a variety of assessments as part of the identification process and to help make decisions regarding ESL program placement. 

• Use the Moreland University Library and other resources to explore norm-referenced and criterion referenced tests and English language proficiency assessments that may be used to identify learning gaps and language needs.  

• Within your flowchart, name and link to examples of each type of assessment, along with other relevant assessments that may be used with ELLs. Interpret the purpose and application of each by comparing and contrasting them.

• Within your flowchart, use bullet points to describe issues and concerns in validity and reliability of assessments implemented with ELLs, citing your sources as necessary.

Project Description

Overview

Providing accommodations and using assistive technology benefits struggling students and enhances access to learning. In this activity, you will work with your cohort to identify appropriate accommodations and assistive technology for the 14 disability categories in IDEA (Individuals with Disabilities Education Act).  

Learning objectives 

• Research and define the 14 disability categories under IDEA.

• Identify and apply interventions, accommodations, and assistive technologies for students with specific disabilities under IDEA.

What will you do? 

1. In the virtual classroom,

   • The instructor will open and share the 14 Categories of IDEA document.  

     • The 14 categories to include in your document are autism, deaf-blindness, deafness, emotional disturbance, hearing impairment, intellectual disability, multiple disabilities, orthopedic impairment, other health impairment, specific learning disability, speech/language impairment, traumatic brain injury, visual impairment, and developmental delay.

     • Utilizing the resources located in the Activity Resources, work as a cohort to complete the document to include assistive technologies and other accommodations that can be used for struggling students. Link or add images, videos, and additional relevant information to the relevant categories within the cohort document.

Candidate assignment

• Cohort document with the 14 IDEA disability categories indicating assistive technologies and other accommodations for each type.

Reminder: to maintain academic integrity, you must cite any information, ideas, text, or images used in this activity by identifying the source.

Content specific methods requirements

Method Subject: English as a Second Language

As per your certification area, after completing your portion of the shared IDEA document, create a new Google Doc and in one to two double-spaced pages, address the following: 

• Research school, district, state, and national policies and legislation that impact ELLs' educational rights.  

• Explore the needs you see in your school and community regarding ELLs' access to an equitable education. These include but are not limited to: heritage language protection and support, standardized testing, access to language support within content-area classes, ELL graduation rates, culturally responsive schooling practices, etc.  

• Identify one area of need that resonates with you, and describe how current policies and legislation can be leveraged to improve that area of need, or propose a change to current policies and legislation in response to the need you see.  

• Label your document "Educational Rights for ELLs" and press the blue "Share" button to add your Methods instructor as an editor on your document. 

• Submit a link to your document along with the link to the shared IDEA document in the submission box for this activity.

Project Description

Overview

In this assignment, you will complete your literacy guide for Module 2 with your cohort members.

Learning objectives

• Identify and define necessary literacy terminology

What will you do?

1. Complete the collaboratively developed Literacy Guide.

2. Submit the link from your Literacy Guide to the e-portfolio you developed in Module 1

Candidate assignment

• E-portfolio link with your Literacy Guide attached

Reminder: to maintain academic integrity, you must cite any information, ideas, text, or images used in this activity by identifying the source.