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Final Exam

ED 226 Fall 2009 Final Exam
 * 1: Choose six of the disability categories researched by your colleagues over the semester. Read their Part 1 paper on the wiki and review your notes from their presentation. Write a summary of the basic characteristics of each of the six disability categories. Your audience is a regular education teacher with minimal special education training who is curious to know if one of her/his students might have the characteristics of the disability category.
 * 2: Drawing from course discussion regarding your colleagues’ finding in their Part 2 papers, develop three themes present across multiple interviews. Articulate these themes in a five-paragraph essay. You must cite at least 6 of your colleagues as references in your work. Citations may be done using note card codes from the actual paper or making a reference to the researcher using her/his disability category.
 * 3: Describe an adhocratic organization and list three ways this type of organization might benefit schools. Create a comparison between other organization types presented in class. Discuss why schools are often seen as a confusion of several different organizational types.
 * 1) 4. Compare and contrast the objective vs. subjective perspective regarding the education of students. Take a strong stance on how you view children and which paradigm should be used as we consider schooling.



http://dieselandthelocos.wikispaces.com/

Gang, Here is the pdf file with the three case studies for you to review and write PLEPs for. I can tell you from looking at the assignments turning in from last week, you are on the right track. My only suggestion would be to begin attempting to write in a more formal way. For example if I was writing for a fake student (these entries would be too brief for an IEP, but hopefully will hep you get the drift):

Ability John is considered to be a smart student by his parents and teachers. When given the WISC-R, his full scale IQ was 115. This is above averages. Sub-scores show strengths in analytical and spatial abilities.

Performance John has taken the state and local assessment the last three years. He is also given curriculum based assessments along with his peers. Consent was given for him to take performance assessment in the areas of reading and math. John is on target in the area of reading (insert scores), but shows delays in the area of math as evidence by state and local assessments, teacher prepared measures and the (insert test protocal). His scores follow (insert scores).

Social/Emotional John participates in class, demonstrates the ability to interact will with his peers, and has typical relationships with school staff. Parents note that he is involved in extra curricular and church based activities, which he enjoys.

Heath/Physical Parents report that John has asthma and this impacts his ability to participate in outdoor sports for periods of time in the spring and fall. No other health issues are present.

Commucation John demonstrates appropriately develop expresses and receptive communication skills. No speech issues are present.

Here is the file. Enjoy! See you Tuesday.

Here is the pdf of the Toby case study: okay so I'm not able to upload files from my work computer. I had the same problem yesterday. I will do it from home this evening.

mjr

Interview Questions:

How disability impacts the family as a whole...
 * 1) Describe a day in the life of your family and how disability impacts your schedule...
 * 2) What are the financial impacts
 * 3) What is it like related to the sped professional at work, what is the IEP process like....
 * 4) What is the impact on siblings...
 * 5) What is the impact on your marriage...
 * 6) Emotional impact on your family...
 * 7) social relationships outside of the family...
 * 8) Are there things you can no longer do as a family...

Here is our course schedule:


 * **Date** || **Activity** || **Assignment** ||
 * August 27 || Introduction to the Course ||  ||
 * September 1 || NO CLASS—All School Mass ||  ||
 * September 3 || Models of Scientific Inquiry ||  ||
 * September 8 || Organizational Structures ||  ||
 * September 10 || History of Special Education ||  ||
 * September 15 || Conducting Naturalistic Inquiry ||  ||
 * September 17 || Case-Study #1 ||  ||
 * September 22 || Case-Study #6 ||  ||
 * September 24 || Case-Study #11 || Interview 1 Due ||
 * September 29 || Presentation || Part 1 of paper due ||
 * October 1 || Presentation ||  ||
 * October 6 || Presentation/review || Interview 2 Due ||
 * October 8 || Mid-term ||  ||
 * October 13 || PLEPS ||  ||
 * October 20 || PLEPS || Interview 3 Due ||
 * October 22 || Case Study #16 || PLEP Write Up #1 ||
 * October 27 || Case Study #21 || PLEP Write Up #2 ||
 * October 29 || Case Study #26 || Interview 4 Due ||
 * November 3 || Case Study #31 || PLEP Write Up #3 ||
 * November 5 || Case Study #36 || PLEP Write Up #4 ||
 * November 10 || Case Study #41 || Interview 5 Due ||
 * November 12 || Case Study #46 || PLEP Write Up #5 ||
 * November 17 || Case Study #51 || PLEP Write Up #6 ||
 * November 19 || Case Study #56 || Phase 2 interviews Due ||
 * November 24 || Flex Day || Final Paper Due ||
 * December 1 || Presentation ||  ||
 * December 3 || Presentation ||  ||
 * December 8 || Presentation/Review ||  ||
 * December 14 || Final (3:30 to 5:30 p.m.) ||  ||