EDSP 622

Special Education

Task 1: Context for Learning Information

TASK 1: CONTEXT FOR LEARNING INFORMATION

Respond to the prompts below (no more than 4 single-spaced pages, including prompts) by typing your responses within the brackets following each prompt. Do not delete or alter the prompts. Pages exceeding the maximum will not be scored.

About the Placement and Your Role in the Focus Learner’s Instruction

1. Context for Learning

a. Provide information about the context in which you teach so that another educator can understand your teaching decisions for the instruction in the learning segment. Address the following:

Type of setting (e.g., first-grade classroom in an elementary school, resource room, a home, a job site)

[The setting for this lesson is in a K-2 special education resource room within an elementary school.]

Where is the school where you are teaching located? (Type an “X” next to the appropriate description.)

City: _____

Suburb: _____

Town: _X____

Rural: _____

Your role in the focus learner’s instructional program (e.g., teach all academic subjects plus support a behavioral plan; pull out of general education classroom for supplementary instruction in reading; part of an instructional team; coordinate services to the family and model working with the focus learner)

[My role in the focus learner’s instructional program is to pull out of the general education classroom for supplemental instruction in writing. I work as part of an instructional team that provides the services and accommodations required by the IEP. I am responsible for instruction in the Written Language IEP goal which states: In 36 weeks, when given a picture and asked to write about it, Leah will obtain a score of 10/12 on the attached EET writing rubric. The instruction listed in the IEP is the Expanding Expression tool and instruction in the mechanics of writing and grammar.

EET Writing Rubric:

]

The schedule for instructional time with the focus learner for the learning goal (e.g., Tuesdays for 15 minutes; every day for six hours with two hours on reading instruction)

[The schedule for instructional time with the focus learner for this learning goal is 75 minutes per week, which is accomplished by meeting for 15 minutes every school day from 2:50 p.m. to 3:05 p.m.]

The primary language of instruction, if other than English (e.g., ASL)

[The primary language of instruction is English, although the focus learner intermittently uses gestures/functional signs. Along with oral communication, the focus learner communicates with her parents using this mode. When she does use gestures/functional signs, she also says the word that she is signing. She now uses the direct input Hearing Assistive Technology (HAT) and relies on oral communication.]

b. Describe any district, school, or cooperating teacher, or student teaching requirements or expectations (e.g., prescribed reading curriculum) that might affect your planning or instructional delivery.

[The cooperating teacher uses the Expanding Expression Tool and its accompanying visuals for teaching the focus learner how to bring more details, depth, and interest to the student’s writing.

]

c. Identify any textbook or instructional program you primarily use for instruction for the learning goal. If a textbook, please provide the title, publisher, and date of publication.

[References:

Smith, Sara L. (2007). Expanding Expression: A multi-sensory approach for improved oral

language and writing. Sara L. Smith: Bay City, MI.]

d. If group instruction, describe the size and composition of the group (e.g., 6 special education learners; 3 learners with IEPs and 23 general education learners).

[ This is one-on-one instruction in the special education classroom. The focus learner’s paraeducator accompanies her. Another student will be in and out of the room during the time receiving 1:1 from another special education teacher across the room at a different table.]

About the Focus Learner

1. Age: _8_

2. Gender (Type an “X” next to the appropriate description.):

Male: ______

Female: _X_____

3. Grade level:

[The focus learner is in 2nd grade. ]

4. Primary language (Type an “X” next to the appropriate description or provide information requested.):

English: __X___

Bilingual in English and other language (please identify): _________________

Other language (please identify): _________________

5. Describe the disability or disabilities as reported on the focus learner’s IEP.

[The focus learner has a moderately severe to severe hearing loss. The IEP also states that she processes information at a slower pace than peers and needs more wait time. She also can get frustrated and overwhelmed during instruction. She is also easily distracted, especially when there is a lot of verbal communication going on.]

6. List any type of augmentative or alternative communication used by the learner (e.g., communication boards, signing, AlphaSmart keyboard, optical-character-recognition devices, speech generation technology).

[ The focus learner uses a BAHA 5 bone conduction hearing aid worn on a soft band and a Multi Mic HAT and the teacher wears the Roger transmitter. With these, the focus learner can hear tones that put her hearing loss in the borderline normal to mild range. The focus learner also uses her residual hearing, speech reading, and visual cues in order to understand others. The IEP team discussed the use of speech-to-text technology to help the focus learner with writing in the general education classroom, but the speech pathologist remarked that it would most likely not recognize her speech as it is right now. The paraeducator noted that the focus learner many times will say/whisper answers in the classroom but will write it down wrong or not at all, so there is a disconnect in getting ideas from thought to paper. Therefore, using a scribe is a new accommodation for the focus learner in the general education classroom. A scribe will not be used in this lesson, as it is a writing lesson specifically designed to work on the writing goal and build her self-efficacy. It may possibly be used if the task is brainstorming or green-light sessions to develop ideas. The focus learner will use visuals and graphic organizers provided.]

7. Describe any behavior management plans relevant for the focus learner.

[The focus learner has a paraprofessional with her throughout the day to supervise in the following: facilitate independence during academic work activities, remind to take bathroom breaks, fill out the reward chart when the focus learner is paying attention, facilitate self-help skills and interactions with peers and remind to keep objects out of her mouth.]

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