EDU 200 Final:
Complete 2 Online Modules and answer questions in each module. All information will be provided in Blackboard. There may be additional questions that are separate from the module’s assessment questions, so please read the information in our Blackboard Shell before you submit your responses. You are allowed to start these at any time during our course, so you are better prepared before the final due date the last week of class.
#1- Classroom Diversity: An Introduction to Student Differences. This revision of the Teaching and Learning in New Mexico: Considerations for Diverse Student Populations Module offers a broad overview of how diversity (i.e., culture, language, exceptionality, and socioeconomic status) affects learning and how teachers can better meet the needs of all their students in their classes (est. completion time: 1 hour).
Answer the following questions below:
Student diversity in U.S. schools exists in many forms. List four ways in which students are diverse in today’s classrooms.
Imagine you are an eighth-grade social studies teacher whose students are learning about the voting process in the United States. What are four ways you could make sure your lesson is culturally responsive?
Zahara, a sixth-grade student who recently moved to the United States from Kazakhstan, seems able to express her needs and desires socially with her new peers and teachers. However, she struggles to understand the content presented in class and in the text.
Explain why Zahara might be more successful in social situations than in academic ones.
Describe at least three effective supports and strategies Zahara’s teacher might use to strengthen her learning outcomes.
You have just learned that you will have three students with disabilities in your classroom. List three ways you could better meet their needs.
Arlene is a ninth-grade student from a low-SES household. Though capable academically, she is not performing on grade level, does not complete or turn in her homework, and has difficulty staying engaged during her classes.
Identify at least three challenges related to low SES that might explain why Arlene is having difficulty in school.
After speaking to Arlene and confirming your suspicions, explain four ways you could help her to succeed in the classroom
#2- Autism Spectrum Disorder (Part 1): An Overview for Educators. This module provides information on the early signs of autism spectrum disorder (ASD), as well as an overview of the difference between a medical diagnosis and an educational determination of ASD. Resources include notes on instructional considerations for teachers who have children and students with ASD in their classrooms, as well as things to keep in mind when working with the families of those children and students (est. completion time: 2 hours).
Answer the following questions below:
Take some time now to answer the following questions. Please note that the IRIS Center does not collect your Assessment responses. If this is a course assignment, you should turn them in to your professor using whatever method he or she requires. If you have trouble answering any of the questions, go back and review the Perspectives & Resources pages in this module.
Identify the two major characteristics of ASD. For each characteristic, provide at least two examples of how a child with ASD might display them.
Watch the video of a mother interacting with her twins, Nathan and Benjamin (time: 1:20).
View the video below.
Source: Centers for Disease Control and Prevention
Identify the twin who demonstrates early warning signs of ASD and describe the warning signs.
Compare the behavior of the twin who demonstrates early warning signs of ASD to that of his brother.
There are two ways that children can be identified as having ASD.
Compare and contrast the two methods of identification.
Explain why having both diagnoses is important for a child and her or his family.
Pick one of the scenarios below (from the Challenge) and answer the questions.
This is Jaquese, a ten-year-old student in an inclusive fourth-grade classroom. Jaquese loves mathematics and science and is above grade level in both subjects. Because of this, his teachers have a hard time keeping him engaged during mathematics and science instruction. On the other hand, Jaquese has difficulty with reading and writing. He also struggles with reading comprehension, both when a story is read to him and when he reads it independently. He’s obsessed with superheroes and will often quote and act out scenes from their comic books or films. This is often frustrating for the teacher, because no matter how she tries to distract him from his imaginary superheroics, he always comes back to them. In fact, he often cannot begin his work until he has finished acting out an entire scene. Further, most students do not understand his obsession; they find Jaquese annoying and do their best to avoid him.
This is David, a 2½-year-old with autism spectrum disorder and intellectual disabilities. He is not interested in other children, and he does not play with toys as they were designed to be played with. For example, instead of pushing toy cars around on the floor, he flips them over and spins their wheels. On the other hand, David loves to play in the water and listen to music. At night, he remains awake for extended periods, something that is exhausting for his parents. Mealtimes are a struggle as well. David eats only a few specific foods and avoids others with textures or consistencies he doesn’t like. He is non-verbal and lacks a systematic way to let his teachers and parents know what he wants. Often, when he is not successful at communicating what he wants, David throws himself on the floor, hits his parents, and throws objects. He has recently been introduced to the Picture Exchange Communication System, often referred to as PECS, but has not yet learned enough to communicate his needs.
Would this child or student have an IFSP team or an IEP team? Explain.
Who are the required members for this team?
Identify at least two additional team members that might be on this team and explain why?
Cherith is a single parent of six-year-old twins who have ASD. Both have cognitive impairments, language deficits, and behavior issues. Additionally, one child requires almost total assistance for daily living skills in areas such as feeding, dressing, and toileting and the mom reports that the other child does not sleep. Both children receive services and supports in school and in clinic settings.
Identify and explain four struggles or difficulties this mom might face.
Recall Jaquese from the Challenge. Jaquese is a ten-year-old student in an inclusive fourth-grade classroom. Jaquese loves mathematics and science and is above grade level in both subjects. Because of this, his teachers have a hard time keeping him engaged during mathematics and science instruction. On the other hand, Jaquese has difficulty with reading and writing. He also struggles with reading comprehension, both when a story is read to him and when he reads it independently. He’s obsessed with superheroes and will often quote and act out scenes from their comic books or films. This is often frustrating for the teacher, because no matter how she tries to distract him from his imaginary superheroics, he always comes back to them. In fact, he often cannot begin his work until he has finished acting out an entire scene. Further, most students do not understand his obsession; they find Jaquese annoying and do their best to avoid him.
Imagine you are Jaquese’s general education teacher. Using what you know about Jaquese, select three strategies discussed in this module that you could implement to increase his success in the classroom. Explain why you chose each and how it will benefit him.
Video located here: https://iris.peabody.vanderbilt.edu/module/asd1/cr_assess/#content
IRIS | Classroom Diversity: An Introduction to Student Differences
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