Week 4 Discussion Question 1
Read the article “A Model of Parent-Teacher Collaboration to Promote Self-Determination in Young Children with Disabilities,” retrieved from the EBSCOhost database. Imagine that you are a special education teacher and you have been asked by your administrator to support a novice teacher who has never heard the term self-determination. How would you explain the concept of self-determination, and how important it is for all children with disabilities to develop these skills? What strategies would you suggest to this teacher to help to promote and teach these skills through classroom instruction?
ArticlesNational Governors Association Center for Best Practices, Council of Chief State School Officers. (2010). Common core state standards for English language arts & literacy in history/social studies, science, and technical subjects. Retrieved from http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf
National Governors Association Center for Best Practices, Council of Chief State School Officers. (2010). Common core state standards for mathematics. Retrieved from http://www.corestandards.org/assets/CCSSI_Math%20Standards.pdf
Download the Common Core State Standards in English Language Arts and Mathematics to use throughout the course for alignment with all lesson plans and activities.
Saunders, A. F., Bethune, K. S., Spooner, F., & Browder, D. (2013). Solving the common core equation: Teaching mathematics CCSS to students with moderate and severe disabilities. Teaching Exceptional Children, 45(3), 24-33. Retrieved from the ProQuest database.
This article focuses on how the Common Core State Standards can help all students, including those with disabilities, to become ready for the demands of careers and life in an age of technology
Week 4 Discussion Question 2
Designing a Mini-Lesson in Mathematics
Create a mini-lesson in mathematics to teach a small group of students (group description below) using an evidence-based strategy from the textbook. Plan a 15- to 20-minute mini-lesson that addresses the needs of all four students in the group through effective strategies and accommodations for the learners. Respond briefly to the two reflection questions (in the mini-lesson template) about your lesson. Use this mini-lesson template to develop your mini-lesson, and then copy and paste it into the discussion forum to obtain feedback from your peers.
Small group description: There are four students in this group who are in fourth grade. Two of the students have a learning disability in math; one student has an intellectual disability who reads at a first grade level, and you also have a student with a visual impairment (low vision).
Please use the mini-lesson template below
Mini-Lesson Format
Student Name: Grade: Disability Area:
Characteristics/needs of the students with disabilities in the group:
Accommodations that need to be made:
Title of Mini-Lesson:
Common Core State Standard:
Procedures (15 minute activity):
(Provide the steps of instruction or task analysis, based on an evidence-based strategy in the text or a peer-reviewed article of your choice)
Reflection:
1. How did you ensure that your mini-lesson addresses the needs of the individual learners in the group?
2. Why did you choose the strategy you used in this mini-lesson?
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