Discussions: With at least one reference.
1A: Using sensitive and appropriate language is important in talking about individuals with disabilities, especially when collaborating with colleagues and families. What tips from the readings were new to you regarding communicating about individuals with disabilities? Which habits related to appropriate language do you think special education teachers need to educate their general education colleagues on the most?
1B: Some general educators believe they do not have the time or the expertise to comply with a student’s IEP. Explain how you, as the special education teacher, would support such a teacher in order to best meet the needs of the student.
2A: Provide an example of a situation where a student may need to bypass a learning step that cannot be mastered after a reasonable amount of time in order to move ahead. What adaptations might you make? When might this bypass of a step prove to be a mistake?
2B: What are some behavioral accommodations that you might make for students with disabilities who pose behavioral concerns? How would you explain these accommodations to other teachers and school staff members? Provide an example.
3A: Discuss engagement and what it means when using UDL in an inclusive classroom. What are three ways to differentiate engagement strategies for different types of students? Provide examples.
3B: Do you think it is difficult to write IEP goals that are measurable and observable? Why or why not? Why is it important for the student that IEP goals are measurable and observable?
4A: Assistive technology comes in many forms. What are some simple, inexpensive technologies you may use in the classroom for a student who is easily distractible, has difficulty paying attention, and is fidgety? Name three items, and explain how they would be used.
4B: Some pieces of technology are very expensive, easily breakable, and need updating often. These pieces of technology often go back and forth from home to school with the student, which increases the opportunity for breaking or misplacing them. What are three ways you can increase student and parent accountability with these pieces of technology?
5A: What are three reasons for allowing students to collect and chart their own assessment data? Describe why each are beneficial for students and what students might do with this data.
5B: Name three accommodations that can be made to assessments for students with disabilities. What are some advantages and disadvantages to making these accommodations?
6A: What post-secondary transition planning strategies do you plan to use with your future students to increase their success after graduation? Specifically mention one activity you would use for the case study student, Alex, to better prepare him for life in the vocational world. Why did you choose this activity?
6B: For some teachers, writing transition plans into an IEP is a struggle. Discuss why you think this might be. What would you recommend to such teachers to help them complete purposeful and useful transitions plans in IEPs?