25 Sep ECE-208 SPRING, 2021 Exceptional Children – An Introduction to Special Education

ECE-208 SPRING, 2021

Exceptional Children – An Introduction to Special Education

FINAL EXAM

Due: no later than 5/21/21

Please identify each question by #. There are 2 bonus questions to choose from

for 2 extra credit points. Total # of points possible: 10 AND 2 extra credit points

Answer each question selected in as much detail as possible.

1.* 2 points

View the Dan Habib Ted Talk https://www.youtube.com/watch?v=izkN5vLbnw8

Based on your viewing of this and the other documentaries, the readings and

cases we have read, summarize at least 3 positive impacts and practices that

support inclusion.

2. * 2 points

Choose one of the case Studies that that we read this semester:

 Juanita – “Should I take Juanita Pope?”

 Patrick – “Who will take Patrick?”

 Jim – “What do we do with Jim?”

 Tyler – “The Red Belt”

 Chase – “Getting to know Chase”

 Pete – “The Reluctant Collaborator

 Brian – “Least restrictive for Whom”

Using the chart on page 37 of the textbook (“Exceptional Learners”, Table 2.3 –

Dimensions of Special Education that can make it truly special – see chart below),

as well as the section on Universal Design for Learning on pages 38 & 39 of your

textbook and strategies listed below to differentiate instruction for struggling

learners: Create a differentiation model for one of the cases (Juanita, Patrick, Jim,

Tyler, Chase, Pete, Brian) which supports at least 3 of the strategies outlined.

Your plan should incorporate strategies which also provide for differentiation of

content, process and outcomes through modification of pace, intensity, attempts,

structure, curriculum, teacher: student ratio and assessments.

Dimensions of Special Education:

DIMENSIONS OF INSTRUCTION ALTERATION DEFINITION

PACE (RATE) Speed of lesson; speed of

introducing new concepts

Make slower or faster to

meet student’s needs

INTENSITY Demandingness: level of

difficulty & complexity

Size of steps in learning, #

of attempts, frequency of

reviews adjusted to fit the

learner

RELENTLESSNESS/PERSISTENCE Tenacity, stick-to-it-ness Allow for repeated attempts

using different methods

STRUCTURE Explicitness, predictability,

teacher direction, tolerance,

immediate rewards and

consequences

Adjusted (tightened or

loosened) to fit individual

student

REINFORCEMENT Reward desired behavior Increased, made more

frequent, immediate and

explicit or tangible as

necessary

PUPIL/TEACHER RATIO

(class size)

# of students per teacher Smaller, more individual

CURRICULUM Content of Instruction,

purpose of activity

Determined by individual

need

MONITORING Keeping track of progress Daily or frequent

checking/tracking of

achievement of specific

tasks and goals

Strategies:

 leveled texts at various complexity levels – Offer texts at various complexity levels

 audio/video options for content delivery – Offer different vehicles for delivering content

like videos, podcasts, tutorials, etc..

 the use of graphic organizers – Offer an array of organizers for learning new information

and organizing schema

 breaking down complex tasks into manageable sections (chunking) – Break down

complex tasks into manageable sections or chunks

 scaffolded instruction – provide assistance when first learning tasks and gradually

reduce assistance so that student becomes independent

 group and cooperative learning – student discusses questions and ideas with a partner

or small group

 alternate assignment options – Allow students choices in demonstrating learning

(perform a skit, write a poem, etc….

 customized rubrics – Create a variety of rubrics that account for differences in learning

Answer all of the following questions: 6 questions – each worth 1 point:

3. What do you view to be the biggest challenge facing learners diagnosed on the

Autism Spectrum? What are the priorities for educational programming? 1 point

4. Persons with visual impairments may also have problems with social

interactions. Based on your readings and the case study, identify ways in which

teachers could improve social responses by sighted peers and ways that

teachers could teach sighted peers to communicate more effectively with

persons who have a visual impairment. 1 point

5. Given the discussion in your text about whether Deafness is a disability or a

cultural difference, discuss the elements of “Deaf Culture” and how this is unique

to the deaf community and not evident within other disability groups we have

studied. 1 point

6. After reading the Case Study “Least restrictive for whom”, and watching the

short film “The Silent Child”, discuss whether you agree or disagree with the

placement of Brian in a residential school for the deaf, and how you feel that

“Libby” should be educated – using sign language or learning to lip read. 1 point

7. What are some of the controversies related to full inclusion? Give 3 examples

of the compelling arguments for and against the practice and philosophy of full

inclusion for students with developmental disabilities. Include what is your

opinion and why? 1 point

8. From our viewing of the Dan Habib films ‘Including Samuel” and “Who cares

about Kelsey” detail one of the 5 case studies profiled – Samuel, Alana, Keith,

Emily, Alana or Kelsey. Identify one case that may have been characterized as a

student with an Emotional or Behavioral disorder. Using the approaches detailed

in the text (Chapter 8), what would be your process for designing a support

program for them to be successful in a public school setting? Include what

approaches/interventions do you feel would be most effective and why? 1 point

“Including Samuel” http://youtu.be/KZG3arChKDc

“Who Cares About Kelsey” https://youtu.be/yikXs_TLeWg

EXTRA CREDIT QUESTIONS (WORTH 2 BONUS POINTS FOR FINAL EXAM)

Choose only ONE to respond to for extra credit:

 Extra Credit # 1: The following letter to the editor appeared in the 12.4.11

Boston Sunday Globe. If you were the newspaper editor, what would you

write in a letter of response to Mr. John Wood of Concord:

Re: State overwhelmed by Special education costs

The rising cost of special education was described in a recent report on the

school funding in the state (“Schools’ costs top estimates of state”, Metro, Nov.

27) A special-education industry has emerged in the Commonwealth. Parents of

Special Needs children created the demand. They spread the associated costs to

the rest of the population through taxes. Teachers fill the market need with ever

more expensive programs. Fleets of special buses travel the roads.

The article notes the number of autism diagnoses has increased from 603in 1998

to 10,834 in 2009. If this growth rate continued, the state’s current population

would be diagnosed with autism in about 25 years.

Because special-education spending is mandatory, regular education suffers.

Next time the Globe runs an article on the shortage of skilled labor, it should

consider the state of regular education in the Commonwealth.

JOHN WOOD, Concord

 Extra Credit #2:

After viewing the “Technology and Deaf Culture” clip in Week #11, Comment and

reflect on the following question:

• How may the impact of technology, specifically Cochlear Implants, diminish the

identity within Deaf Culture? Why is this controversial?