Sistema Universitario Ana G. Méndez School for ...
Transcript of Sistema Universitario Ana G. Méndez School for ...
Sistema Universitario Ana G. Méndez School for Professional Studies
Florida Campuses Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo
EDUC 204
NATURE AND NEEDS OF THE EXCEPTIONAL CHILDREN
NATURALEZA Y NECESIDADES DE LOS NIÑOS EXCEPCIONALES
© Sistema Universitario Ana G. Méndez, 2008 Derechos Reservados.
© Ana G. Méndez University System, 2008. All rights reserved
EDUC 204 Nature and Needs of the Exceptional Children
Prep. 2004. Claudia X. Álvarez, MA Rev. 2008. Fidel R. Távara, M.Ed.
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TABLA DE CONTENIDO/TABLE OF CONTENTS
Página/Page
PRONTUARIO ......................................................................................................... 3
STUDY GUIDE ...................................................................................................... 13
WORKSHOP ONE ................................................................................................ 21
TALLER DOS ........................................................................................................ 24
WORKSHOP THREE ............................................................................................ 27
TALLER CUATRO ................................................................................................. 31
WORKSHOP FIVE/TALLER CINCO ..................................................................... 34
ANEJO A/APPENDIX A ......................................................................................... 38
ANEJO B/APPENDIX B ......................................................................................... 40
ANEJO C/APPENDIX C ........................................................................................ 43
ANEJO D/APPENDIX D ........................................................................................ 46
ANEJO E/APPENDIX E ......................................................................................... 47
ANEJO E1/APPENDIX E1 ..................................................................................... 49
ANEJO E2/APPENDIX E2 ..................................................................................... 50
ANEJO E3/APPENDIX E3 ..................................................................................... 51
ANEJO E4/APPENDIX E4 ..................................................................................... 53
ANEJO E5/APPENDIX E5 ..................................................................................... 54
ANEJO E6/APPENDIX E6 ..................................................................................... 55
ANEJO E7/APPENDIX E7 ..................................................................................... 56
ANEJO E8/APPENDIX E8 ..................................................................................... 57
ANEJO F/APPENDIX F ......................................................................................... 59
ANEJO G/APPENDIX G ........................................................................................ 62
ANEJO H/APPENDIX H ........................................................................................ 64
ANEJO I/APPENDIX I ........................................................................................... 68
ANEJO J/APPENDIX J .......................................................................................... 70
ANEJO K/APPENDIX K ......................................................................................... 71
ANEJO L/APPENDIX L ......................................................................................... 73
EDUC 204 Nature and Needs of the Exceptional Children
Prep. 2004. Claudia X. Álvarez, MA Rev. 2008. Fidel R. Távara, M.Ed.
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PRONTUARIO
Título del Curso: Naturaleza y Necesidades de los Niños Excepcionales
Codificación: EDUC 204
Duración: Cinco semanas o según aplique
Prerrequisito: Ninguno
Descripción:
Este curso presenta una visión integrada de los principios básicos de educación
especial. Desde un marco constructivista se incluye el análisis de las causas de
las excepcionalidades amparadas por las leyes vigentes, así como el estudio de
los fundamentos educativos, históricos, sicológicos y sociales que rigen el
Programa de Educación Especial. Contribuye a la aceptación del niño
excepcional en la corriente general de la enseñanza. Provee al futuro maestro de
Educación Especial y al futuro maestro de la corriente general de las destrezas y
estrategias de intervención, adaptación de currículo y materiales y uso de
tecnología para trabajar con estudiantes con excepcionalidades leves y
moderadas en la clase regular. Se abordan las implicaciones y aplicaciones de
las teorías contemporáneas sobre la problemática y las controversias de la
educación en general y la educación especial en particular, así como la relación
entre ambos programas educativos. Se hace particular énfasis en la población
excepcional desde la infancia hasta la edad preescolar.
Objetivos Generales
Al final del curso, los estudiantes:
1. Analizarán la base teórica, histórica y legal que rige al programa de Educación
Especial.
2. Compararán el contenido legislativo estatal y federal que reglamenta los
servicios de Educación Especial.
3. Describirán el desarrollo, estructura y organización de la Oficina de Programas
de Educación Especial del Departamento de Educación de los EE.UU. y sus
implicaciones para la educación de infante y preescolar con necesidades
especiales.
EDUC 204 Nature and Needs of the Exceptional Children
Prep. 2004. Claudia X. Álvarez, MA Rev. 2008. Fidel R. Távara, M.Ed.
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4. Reconocerán el enfoque multidisciplinario de las prácticas de la Educación
Especial en el nivel preescolar, incluyendo los diversos modelos de
intervención existentes en la actualidad.
5. Se sensibilizarán hacia las necesidades particulares de la población
excepcional de manera que puedan redefinir sus actitudes hacia los niños
excepcionales y sus familias.
6. Analizarán y describirán la naturaleza, necesidades y métodos de intervención
educativa para cada una de las diversas excepcionalidades.
7. Utilizarán los recursos tecnológicos disponibles para llevar a cabo
investigaciones sobre las prácticas para la educación y manejo de las
población excepcional.
8. Reconocerán las controversias y tendencias de cambio contemporáneas
relacionadas con la identificación, educación, inclusión y el rol de los
cuidadores primarios de los niños excepcionales.
Textos y Recursos
Hallahan, D., et al. (2009). Exceptional learners: Introduction to special education.
(11th Ed.). Boston, MA: Allyn & Bacon/Merrill Publishers.
Heward, W. (2009). Exceptional children: An introduction to special education. (9th
Ed.). Boston, MA: Allyn & Bacon/Merrill Publishers.
Raver, S. (2009). Early childhood special education: 0 – 8 years: Strategies for
positive outcomes. Boston, MA: Allyn & Bacon/Merrill Publishers.
Referencias y material suplementario
Távara, F., & Báez, M. (2007). Portfolio assessment. Orlando, FL: Ana G. Méndez
University System.
Yell, M., & Drasgow, E. (2009). What every teacher should know about No Child
Left Behind: A guide for professionals. (2nd Ed.). Boston, MA: Allyn &
Bacon/Merrill Publishers.
EDUC 204 Nature and Needs of the Exceptional Children
Prep. 2004. Claudia X. Álvarez, MA Rev. 2008. Fidel R. Távara, M.Ed.
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Evaluación
Asistencia y participación en clase ..........................................................20 puntos
Muestra de noticia/anuncio ......................................................................10 puntos
Mapa conceptual .....................................................................................10 puntos
Línea del tiempo ......................................................................................10 puntos
Portafolio .................................................................................................40 puntos
Ejercicio de simulación ............................................................................20 puntos
Collage ....................................................................................................10 puntos
Presentación oral (2 presentaciones) ......................................................40 puntos
Ensayo de respuesta ...............................................................................10 puntos
Entrevista.................................................................................................20 puntos
Ensayo expositivo final ............................................................................10 puntos
Informe de investigación ..........................................................................20 puntos
TOTAL ..............................................................................................220 puntos
Descripción de la evaluación
Asistencia y participación en clase (Talleres 1 – 5 )
o La asistencia y participación en todas las clases es obligatoria y tendrá una
puntuación de cuatro (4) puntos por cada taller. Además, por cada día se
sumará la puntuación correspondiente a los siguientes criterios:
� Demostrar dominio de los temas discutidos en clase.
� Cumplir con las tareas asignadas en la clase.
� Participar y cumplir con trabajo colaborativo.
� Demostrar destrezas de comunicación verbal adecuadas.
� Puntualidad en la entrega de los trabajos.
Es requisito asistir a todos los talleres para aprobar el curso. Las ausencias
afectarán su nota final (1 punto por asistencia y 3 puntos por participación en
cada taller).
Muestra de noticia/anuncio (Taller Uno)
Los estudiantes presentarán una noticia o anuncio sobre alguna de las leyes a
favor del programa de educación especial. Esta asignación se evaluará usando
el Anejo A .
EDUC 204 Nature and Needs of the Exceptional Children
Prep. 2004. Claudia X. Álvarez, MA Rev. 2008. Fidel R. Távara, M.Ed.
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Mapa conceptual (Taller Uno)
Los estudiantes elaborarán un mapa o red conceptual para analizar la labor de
las diferentes leyes estatales y federales y agencias gubernamentales
relacionadas con el programa de educación especial. Esta asignación se
evaluará usando el Anejo B .
Línea del tiempo (Taller Uno)
Los estudiantes elaborarán una línea del tiempo en la cual presentarán los
eventos y defensores más importantes del programa de educación especial a
través de la historia. Esta asignación se evaluará usando el Anejo C .
Portafolio (Talleres 1 – 5)
o Todas las asignaciones escritas, juntas con la selección del trabajo hecho
durante el curso, deberán ser colocadas en un portafolio y seguir
estrictamente las especificaciones de su elaboración ubicadas en los
Anejos Es .
o El portafolio se presentará dos veces durante este curso: La primera
evaluación (Taller 3) y la evaluación final (Taller 5).
o El portafolio se evaluará utilizando el Anejo E8 .
Ejercicio de simulación (Taller 2)
Los estudiantes seguirán las instrucciones dadas en el Anejo F y simularán
tener algún tipo de necesidad especial. Los estudiantes prepararán un informe
escrito siguiendo la matriz de valoración del Anejo F .
Collage (Taller 2)
Los estudiantes prepararán un collage que represente el contenido de los
temas asignados en este taller. Esta actividad se evaluará usando el Anejo G .
Presentación oral (Talleres 2, 3 ó 4 y 5)
Los estudiantes realizarán dos presentaciones orales: (a) presentación del
tema asignado en los talleres 2, 3 ó 4; (b) presentación de su trabajo de
investigación sobre un tema asignado en el Taller Tres. Esta actividad se
evaluará usando el Anejo H .
EDUC 204 Nature and Needs of the Exceptional Children
Prep. 2004. Claudia X. Álvarez, MA Rev. 2008. Fidel R. Távara, M.Ed.
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Ensayo de respuesta (Taller Tres)
Los estudiantes redactarán un ensayo de respuesta sobre un artículo científico
que el facilitador proveerá en el Taller Tres. Esta actividad se evaluará usando
el Anejo I .
Entrevista (Taller 5)
Los estudiantes entrevistarán a un profesional de educación especial siguiendo
las instrucciones del Anejo J .
Ensayo expositivo final (Taller 5)
Los estudiantes entregarán su ensayo expositivo titulado Mi función como
educador con respecto a la educación especial. Este ensayo se evaluará
usando el Anejo K .
Informe de Investigación (Taller 5)
Los estudiantes entregarán el informe escrito de su investigación sobre un
tema asignado en el Taller Tres. Se evaluará usando el Anejo L .
Curva evaluativa
A = 220 – 200 pts B= 199 – 179 pts C= 178 – 158 pts D= 157 – 137 pts
F = 136 puntos o menos
EDUC 204 Nature and Needs of the Exceptional Children
Prep. 2004. Claudia X. Álvarez, MA Rev. 2008. Fidel R. Távara, M.Ed.
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Descripción de las normas del curso
1. Este curso sigue el modelo “Discipline-Based Dual Language Immersion
Model®” del Sistema Universitario Ana G. Méndez, el mismo esta diseñado
para promover el desarrollo de cada estudiante como un profesional bilingüe.
Cada taller será facilitado en inglés y español, utilizando el modelo 50/50. Esto
significa que cada taller deberá ser conducido enteramente en el lenguaje
especificado. Los lenguajes serán alternados en cada taller para asegurar que
el curso se ofrece 50% en inglés y 50% en español. Para mantener un
balance, el módulo debe especificar que se utilizarán ambos idiomas en el
quinto taller, dividiendo el tiempo y las actividades equitativamente entre
ambos idiomas. Si un estudiante tiene dificultad en hacer una pregunta en el
idioma especificado, bien puede escoger el idioma de preferencia para hacer la
pregunta. Sin embargo, el facilitador deberá contestar la misma en el idioma
designado para ese taller. Esto deberá ser una excepción a las reglas pues es
importante que los estudiantes utilicen el idioma designado. Esto no aplica a
los cursos de lenguaje que deben ser desarrollados en el idioma propio todo en
inglés o todo en español según aplique.
2. El curso es conducido en formato acelerado, eso requiere que los estudiantes
se preparen antes de cada taller de acuerdo al módulo. Cada taller requiere un
promedio de diez (10) horas de preparación y en ocasiones requiere más.
3. La asistencia a todos los talleres es obligatoria. El estudiante que se ausente al
taller deberá presentar una excusa razonable al facilitador. El facilitador
evaluará si la ausencia es justificada y decidirá como el estudiante repondrá el
trabajo perdido, de ser necesario. El facilitador decidirá uno de los siguientes:
permitirle al estudiante reponer el trabajo o asignarle trabajo adicional en
adición al trabajo a ser repuesto.
Toda tarea a ser completada antes del taller deberá ser entregada en la
fecha asignada. El facilitador ajustará la nota de las tareas repuestas.
4. Si un estudiante se ausenta a más de un taller el facilitador tendrá las
siguientes opciones:
EDUC 204 Nature and Needs of the Exceptional Children
Prep. 2004. Claudia X. Álvarez, MA Rev. 2008. Fidel R. Távara, M.Ed.
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o Si es a dos talleres, el facilitador reducirá una nota por debajo basado en la
nota existente.
o Si el estudiante se ausenta a tres talleres, el facilitador reducirá la nota a
dos por debajo de la nota existente.
5. La asistencia y participación en clase de actividades y presentaciones orales
es extremadamente importante pues no se pueden reponer. Si el estudiante
provee una excusa válida y verificable, el facilitador determinará una actividad
equivalente a evaluar que sustituya la misma. Esta actividad deberá incluir el
mismo contenido y componentes del lenguaje como la presentación oral o
actividad a ser repuesta.
6. En actividades de grupo el grupo será evaluado por su trabajo final. Sin
embargo, cada miembro de grupo deberá participar y cooperar para lograr un
trabajo de excelencia, pero recibirán una calificación individual.
7. Se espera que todo trabajo escrito sea de la autoría de cada estudiante y no
plagiado. Se debe entender que todo trabajo sometido esta citado
apropiadamente o parafraseado y citado dando atención al autor. Todo
estudiante debe ser el autor de su propio trabajo. Todo trabajo que sea
plagiado, copiado o presente trazos de otro será calificado con cero (vea la
política de honestidad académica).
8. Si el facilitador hace cambios al módulo o guía de estudio, deberá discutirlos y
entregar copia a los estudiantes por escrito al principio del primer taller.
9. El facilitador establecerá los medios para contactar a los estudiantes
proveyendo su correo electrónico, teléfonos, y el horario disponibles.
10. EL uso de celulares esta prohibido durante las sesiones de clase; de haber una
necesidad, deberá permanecer en vibración o en silencio.
11. La visita de niños y familiares no registrados en el curso no está permitida en el
salón de clases.
12. Todo estudiante esta sujeto a las políticas y normas de conducta y
comportamiento que rigen al SUAGM y el curso.
Nota: Si por alguna razón no puede acceder las dire cciones electrónicas
ofrecidas en el módulo, no se limite a ellas. Exis ten otros motores de
EDUC 204 Nature and Needs of the Exceptional Children
Prep. 2004. Claudia X. Álvarez, MA Rev. 2008. Fidel R. Távara, M.Ed.
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búsqueda y sitios Web que podrá utilizar para la bú squeda de la información
deseada. Entre ellas están:
• www.google.com
• www.altavista.com
• www.ask.com
• www.excite.com
• www.pregunta.com
• www.findarticles.com
• www.telemundo.yahoo.com
• www.bibliotecavirtualut.suagm.edu
• www.eric.ed.gov/
• www.flelibrary.org/
El/la facilitador(a) puede realizar cambios a las d irecciones electrónicas y/o
añadir algunas de ser necesario.
EDUC 204 Nature and Needs of the Exceptional Children
Prep. 2004. Claudia X. Álvarez, MA Rev. 2008. Fidel R. Távara, M.Ed.
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Filosofía y Metodología Educativa
Este curso está basado en la teoría educativa del Constructivismo.
Constructivismo es una filosofía de aprendizaje fundamentada en la premisa, de
que, reflexionando a través de nuestras experiencias, podemos construir nuestro
propio conocimiento sobre el mundo en el que vivimos.
Cada uno de nosotros genera nuestras propias “reglas “y “métodos
mentales” que utilizamos para darle sentido a nuestras experiencias. Aprender,
por lo tanto, es simplemente el proceso de ajustar nuestros modelos mentales
para poder acomodar nuevas experiencias. Como facilitadores, nuestro enfoque
es el mantener una conexión entre los hechos y fomentar un nuevo entendimiento
en los estudiantes. También, intentamos adaptar nuestras estrategias de
enseñanza a las respuestas de nuestros estudiantes y motivar a los mismos a
analizar, interpretar y predecir información.
Existen varios principios para el constructivismo, entre los cuales están:
1. El aprendizaje es una búsqueda de significados. Por lo tanto, el aprendizaje
debe comenzar con situaciones en las cuales los estudiantes estén buscando
activamente construir un significado.
2. Significado requiere comprender todas las partes. Y, las partes deben
entenderse en el contexto del todo. Por lo tanto, el proceso de aprendizaje se
enfoca en los conceptos primarios, no en hechos aislados.
3. Para enseñar bien, debemos entender los modelos mentales que los
estudiantes utilizan para percibir el mundo y las presunciones que ellos hacen
para apoyar dichos modelos.
4. El propósito del aprendizaje, es para un individuo, el construir su propio
significado, no sólo memorizar las contestaciones “correctas” y repetir el
significado de otra persona. Como la educación es intrínsicamente
interdisciplinaria, la única forma válida para asegurar el aprendizaje es hacer
del avalúo parte esencial de dicho proceso, asegurando que el mismo provea
a los estudiantes con la información sobre la calidad de su aprendizaje.
5. La evaluación debe servir como una herramienta de auto-análisis.
EDUC 204 Nature and Needs of the Exceptional Children
Prep. 2004. Claudia X. Álvarez, MA Rev. 2008. Fidel R. Távara, M.Ed.
12
6. Proveer herramientas y ambientes que ayuden a los estudiantes a interpretar
las múltiples perspectivas que existen en el mundo.
7. El aprendizaje debe ser controlado internamente y analizado por el estudiante.
EDUC 204 Nature and Needs of the Exceptional Children
Prep. 2004. Claudia X. Álvarez, MA Rev. 2008. Fidel R. Távara, M.Ed.
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STUDY GUIDE
Course Title: Nature and Needs of the Exceptional Children
Code: EDUC 204
Time Length: Five weeks or as applicable
Pre-requisite: None
Description:
This course presents an integrated view of the basic principles of special
education. From a constructivist perspective, it includes a cause analysis of the
exceptionalities ruled out by the law as well as a study of the educational,
historical, psychological, and social foundations that govern the Special Education
Program. It contributes with the acceptance of the exceptional child in the
mainstream. It provides the future Special Education teacher and the future
mainstream teacher with the skills and strategies of intervention and adaptation of
curriculum and materials, and the use of technology to work with mild
exceptionalities in the mainstream. It addresses the implications and applications
of the contemporary theories about the issues and controversies of education,
specifically special education as well as the relation existing between mainstream
education and special education. It especially highlights the exceptional population
from the infant years to the pre-k stage.
General Objectives:
At the end of this course, students will:
1. Analyze the theoretical, historical, and legal foundations that rule out the
Special Education program.
2. Compare and contrast the state and federal legislative content that govern the
Special Education services.
3. Describe the development, structure, and organization of the Office of Special
Education Programs (OSEP) of the U.S. Department of Education and its
implications in the education of infants, toddlers and pre-k children with special
needs.
4. Recognize the multidisciplinary approach of the Special Education practices at
pre-K level, including the diverse intervention models existing at present.
EDUC 204 Nature and Needs of the Exceptional Children
Prep. 2004. Claudia X. Álvarez, MA Rev. 2008. Fidel R. Távara, M.Ed.
14
5. Become sensitive of the particular needs of the exceptional population in order
to redefine their attitudes toward the exceptional children and their families.
6. Analyze and describe the nature, needs, and methods of educational
intervention for exceptionalities.
7. Use the available technological resources to research about educational
practices and management of the exceptional population.
8. Recognize the controversies and trends of contemporary changes related to
the identification, education, inclusion, and role of primary caregivers of
exceptional children.
Texts and Resources
Hallahan, D., et al. (2009). Exceptional learners: Introduction to special education.
(11th Ed.). Boston, MA: Allyn & Bacon/Merrill Publishers.
Heward, W. (2009). Exceptional children: An introduction to special education. (9th
Ed.). Boston, MA: Allyn & Bacon/Merrill Publishers.
Raver, S. (2009). Early childhood special education: 0 – 8 years: Strategies for
positive outcomes. Boston, MA: Allyn & Bacon/Merrill Publishers.
References and Supplementary Materials
Távara, F., & Báez, M. (2007). Portfolio assessment. Orlando, FL: Ana G. Méndez
University System.
Yell, M., & Drasgow, E. (2009). What every teacher should know about No Child
Left Behind: A guide for professionals. (2nd Ed.). Boston, MA: Allyn &
Bacon/Merrill Publishers.
Evaluation
Attendance and participation .................................................................... 20 points
Sample news/announcement ................................................................... 10 points
Concept map ............................................................................................ 10 points
Timeline .................................................................................................... 10 points
Portfolio .................................................................................................... 40 points
Simulation exercise .................................................................................. 20 points
Collage ..................................................................................................... 10 points
Oral presentation (2 presentations) .......................................................... 40 points
EDUC 204 Nature and Needs of the Exceptional Children
Prep. 2004. Claudia X. Álvarez, MA Rev. 2008. Fidel R. Távara, M.Ed.
15
Response paper ....................................................................................... 10 points
Interview ................................................................................................... 20 points
Final expository essay .............................................................................. 10 points
Research report ........................................................................................ 20 points
TOTAL ............................................................................................... 220 points
Evaluation’s description
Attendance and participation (Workshops 1 – 5)
o Attendance and participation in every workshop is mandatory. The student
will receive four (4) points per workshop. The following criteria will also be
evaluated:
� Mastery of the material discussed in class.
� Completion of work assigned in class.
� Collaboration with their peers on assigned group work.
� Demonstration of proper verbal communication skills.
� Turn in work strictly on time.
o Attendance is required to pass the course. Absences will affect your final
grade as follows: 1 point for your attendance and 3 points for your
participation in class.
Sample news/announcement (Workshop 1)
Students will present news or announcement about a law related to special
education programs. This assignment will be evaluated using Appendix A .
Concept map (Workshop 1)
Students will make a concept map to analyze different state and federal laws
and agencies related to special education programs. This assignment will be
evaluated using Appendix B .
Timeline (Workshop 1)
Students will draw a timeline with the major events and advocates of special
education programs in the U.S. history. This assignment will be evaluated using
Appendix C .
EDUC 204 Nature and Needs of the Exceptional Children
Prep. 2004. Claudia X. Álvarez, MA Rev. 2008. Fidel R. Távara, M.Ed.
16
Portfolio (Workshops 1 – 5)
o All self assessment and reflection written assignments, together with the
selection of work done during the course, will be assembled in a portfolio
strictly following the guidelines of portfolio elaboration in Appendices Es .
o The portfolio is should be submitted twice during this course: First partial
evaluation (Workshop 3), and final evaluation (Workshop 5).
o The portfolio will be evaluated using Appendix E8 .
Simulation exercise (Workshop 2)
Students will follow guidelines provided in Appendix F and simulate to have any
special need. This activity will be evaluated using Appendix F .
Collage (Workshop 2)
Students will make a collage representing the content of the assigned topics in
this workshop. This activity will be evaluated using Appendix G .
Oral presentation (Workshops 2, 3, or 4, and 5)
Students will make two oral presentations: (a) presentation of the topic
assigned in Workshops 2, 3, or 4; (b) presentation of their research project
about a topic assigned in Workshop Three. This assignment will be evaluated
using Appendix H .
Response paper (Workshop 3)
Students will write a response paper of a research-based article provided by
the facilitator in Workshop Three. This assignment will be evaluated using
Appendix I .
Interview (Workshop 5)
Students will interview a special education professional following guidelines
provided in Appendix J .
Final expository essay (Workshop 5)
Students will write an expository paper entitled My role as an educator toward
the special education. This essay will be evaluated using Appendix K .
Research report (Workshop 5)
Students will hand in the written report of their research project about a topic
assigned in Workshop Three. It will be evaluated using Appendix L .
EDUC 204 Nature and Needs of the Exceptional Children
Prep. 2004. Claudia X. Álvarez, MA Rev. 2008. Fidel R. Távara, M.Ed.
17
Evaluation curve
A = 220 – 200 pts B= 199 – 179 pts C= 178 – 158 pts D= 157 – 137 pts
F = 136 points or below
Description of course policies
1. This course follows the Sistema Universitario Ana G. Méndez Discipline-Based
Dual Language Immersion Model® designed to promote each student’s
development as a Dual Language Professional. Workshops will be facilitated in
English and Spanish, strictly using the 50/50 model. This means that each
workshop will be conducted entirely in the language specified. The language
used in the workshops will alternate to insure that 50% of the course will be
conducted in English and 50% in Spanish. To maintain this balance, the
course module may specify that both languages will be used during the fifth
workshop, dividing that workshop’s time and activities between the two
languages. If students have difficulty with asking a question in the target
language in which the activity is being conducted, students may choose to use
their preferred language for that particular question. However, the facilitator
must answer in the language assigned for that particular day. This should only
be an exception as it is important for students to use the assigned language.
The 50/50 model does not apply to language courses where the delivery of
instruction must be conducted in the language taught (Spanish or English only).
2. The course is conducted in an accelerated format and requires that students
prepare in advance for each workshop according to the course module. Each
workshop requires an average ten hours of preparation but could require more.
3. Attendance at all class sessions is mandatory. A student that is absent to a
workshop must present the facilitator a reasonable excuse. The facilitator will
evaluate if the absence is justified and decide how the student will make up the
missing work, if applicable. The facilitator will decide on the following: allow the
student to make up the work, or allow the student to make up the work and
assign extra work to compensate for the missing class time.
EDUC 204 Nature and Needs of the Exceptional Children
Prep. 2004. Claudia X. Álvarez, MA Rev. 2008. Fidel R. Távara, M.Ed.
18
Assignments required prior to the workshop must be completed and turned in
on the assigned date. The facilitator may decide to adjust the grade given for
late assignments and make-up work.
4. If a student is absent to more than one workshop the facilitator will have the
following options:
o If a student misses two workshops, the facilitator may lower one grade
based on the students existing grade.
o If the student misses three workshops, the facilitator may lower two
grades based on the students existing grade.
5. Student attendance and participation in oral presentations and special class
activities are extremely important as it is not possible to assure that they can be
made up. If the student provides a valid and verifiable excuse, the facilitator
may determine a substitute evaluation activity if he/she understands that an
equivalent activity is possible. This activity must include the same content and
language components as the oral presentation or special activity that was
missed.
6. In cooperative activities the group will be assessed for their final work.
However, each member will have to collaborate to assure the success of the
group and the assessment will be done collectively as well as individually.
7. It is expected that all written work will be solely that of the student and should
not be plagiarized. That is, the student must be the author of all work
submitted. All quoted or paraphrased material must be properly cited, with
credit given to its author or publisher. It should be noted that plagiarized
writings are easily detectable and students should not risk losing credit for
material that is clearly not their own (see Academic Honesty Policy).
8. If the Facilitator makes changes to the study guide, such changes should be
discussed with and given to students in writing at the beginning of the first
workshop.
9. The facilitator will establish a means of contacting students by providing an
email address, phone number, hours to be contacted and days.
EDUC 204 Nature and Needs of the Exceptional Children
Prep. 2004. Claudia X. Álvarez, MA Rev. 2008. Fidel R. Távara, M.Ed.
19
10. The use of cellular phones is prohibited during sessions; if there is a need to
have one, it must be on vibrate or silent mode during class session.
11. Children or family members that are not registered in the course are not
allowed to the classrooms.
12. All students are subject to the policies regarding behavior in the university
community established by the institution and in this course.
Note: If for any reason you cannot access the URL’s presented in the
module, do not stop your investigation. There are many search engines and
other links you can use to search for information. These are some
examples:
• www.google.com
• www.altavista.com
• www.ask.com
• www.excite.com
• www.pregunta.com
• www.findarticles.com
• www.telemundo.yahoo.com
• www.bibliotecavirtualut.suagm.edu
• www.eric.ed.gov/
• www.flelibrary.org/
The facilitator may make changes or add additional web resources if deemed
necessary.
EDUC 204 Nature and Needs of the Exceptional Children
Prep. 2004. Claudia X. Álvarez, MA Rev. 2008. Fidel R. Távara, M.Ed.
20
Teaching Philosophy and Methodology
This course is grounded in the learning theory of Constructivism.
Constructivism is a philosophy of learning founded on the premise that, by
reflecting on our experiences, we construct our own understanding of the world in
which we live.
Each of us generates our own “rules” and “mental models,” which we use to
make sense of our experiences. Learning, therefore, is simply the process of
adjusting our mental models to accommodate new experiences. As teachers, our
focus is on making connections between facts and fostering new understanding in
students. We will also attempt to tailor our teaching strategies to student
responses and encourage students to analyze, interpret and predict information.
There are several guiding principles of constructivism:
1. Learning is a search for meaning. Therefore, learning must start with the issues
around which students are actively trying to construct meaning.
2. Meaning requires understanding wholes as well as parts. And parts must be
understood in the context of wholes. Therefore, the learning process focuses
on primary concepts, not isolated facts.
3. In order to teach well, we must understand the mental models that students use
to perceive the world and the assumptions they make to support those models.
4. The purpose of learning is for an individual to construct his or her own meaning,
not just memorize the "right" answers and regurgitate someone else's meaning.
Since education is inherently interdisciplinary, the only valuable way to
measure learning is to make the assessment part of the learning process,
ensuring it provides students with information on the quality of their learning.
5. Evaluation should serve as a self-analysis tool.
6. Provide tools and environments that help learners interpret the multiple
perspectives of the world.
7. Learning should be internally controlled and mediated by the learner.
EDUC 204 Nature and Needs of the Exceptional Children
Prep. 2004. Claudia X. Álvarez, MA Rev. 2008. Fidel R. Távara, M.Ed.
21
Workshop One
Specific Content Objectives:
At the end of Workshop One, students will:
1. Analyze the theoretical foundation and the basic principles that rule out the
Special Education program.
2. Identify the applicability of the laws that regulate the Special Education
program.
3. Analyze the structure and organization of the Office of Special Education
Programs of the U.S. Department of Education, and its educational
implications.
4. Compare and contrast the state and federal legislative content that regulate
and protect diverse exceptionalities.
5. Identify the major historical events and special education advocates through the
history and their contributions to special education.
Specific Language Objectives:
At the end of Workshop One, students will:
1. Use the reading process effectively.
2. Write a self reflection about an activity or assignment completed in this
workshop, using appropriate vocabulary, grammar, and style.
3. Express their ideas in spoken English effectively using graphic organizers.
Electronic Links (URLs):
Office of Special Education Programs (OSEP)
http://www.ed.gov/about/offices/list/osers/osep/index.html
IDEA 2004
http://idea.ed.gov/explore/home
Special education laws and regulations
http://www.greatschools.net/cgi-bin/showarticle/989
http://www.fldoe.org/disability/
History of special education
http://www.learningrx.com/history-of-special-education.htm
http://www.parentsunitedtogether.com/page15.html
EDUC 204 Nature and Needs of the Exceptional Children
Prep. 2004. Claudia X. Álvarez, MA Rev. 2008. Fidel R. Távara, M.Ed.
22
http://admin.fortschools.org/PupilServices/StaffInfo/A%20TIMELINE%20OF%20SP
ECIAL%20EDUCATION%20HISTORY.htm
Assignments before Workshop One
1. Read the entire module, focusing your attention on Workshop One. Pay close
attention to the rubrics, since they will be used to assess your knowledge,
language skills and participation.
2. Study the concepts of culture, globalization and their influence on the school
setting. Make a summary and bring it to class.
3. Search information of cultural diversity and cross-cultural problems that the
school administrator should deal with. Print it and bring it to class.
4. Get ready to actively participate in discussion in Workshop One.
Activities
1. Introduction of the course, module, students, and facilitator.
2. Filling out students’ personal information cards.
3. Election of the student representative.
4. The facilitator and students will get engaged in an icebreaking activity.
5. The facilitator and students will discuss the philosophical and theoretical
foundation of legalization of special education.
6. The facilitator will provide sample news announcing the passing of a state or
federal law (Appendix A ).
7. Class will make four teams and write an ad or news announcing the passing of
special education laws.
8. Teams will present their news or ads.
9. Class will compare and contrast stated and federal special education laws.
Students will also compare the Office of Special Education Programs of the
U.S. Department of Education and the IDEA Program.
10. Teams will elaborate a concept map that compares and contrasts state and
federal laws and governmental agencies (Appendix B ).
11. Teams will present their concept maps to the class.
12. Teams, guided by the facilitator, will make a timeline with the major historical
events and advocates of Special Education (Appendix C ).
EDUC 204 Nature and Needs of the Exceptional Children
Prep. 2004. Claudia X. Álvarez, MA Rev. 2008. Fidel R. Távara, M.Ed.
23
13. The facilitator will explain how to make an essay outline to students. The essay
entitled My role as an educator toward the special education will be submitted
in the last workshop (Appendix D ).
14. Students will individually work on their essay outlines.
15. The facilitator will assign the research topics, and explain about the written and
oral reports of their research. Audiovisuals should be used, and the active
participation of group members will be mandatory. The topics are:
a. Mental retardation
b. Emotional and behavioral problems
c. Learning disability
d. Autism
e. Speech and language difficulties
f. Visual impairments
g. Auditory problems
h. Physical disabilities
i. Health impairments
j. Gifted children
16. Students will begin working on their portfolios following the guidelines of
portfolio elaboration included in this module (Appendices Es )
17. The facilitator will answer any questions concerning the assignments of
Workshop Two.
Assessment
1. Students will complete the self reflection sheet (Appendix E3 ) and insert it in
their portfolio.
2. Portfolio: A copy of every performance assignments and activities required in
Workshop One should be included. Students can also include material relevant
to the workshop (Appendices Es ).
EDUC 204 Nature and Needs of the Exceptional Children
Prep. 2004. Claudia X. Álvarez, MA Rev. 2008. Fidel R. Távara, M.Ed.
24
Taller Dos
Objetivos Específicos de Contenido:
Al finalizar el Taller Dos, los estudiantes:
1. Evaluarán mitos, actitudes y comportamientos de la sociedad hacia los niños
con excepcionalidades.
2. Reconocerán el enfoque multidisciplinario que se usa en educación especial.
3. Identificarán los modelos de intervención en educación especial.
4. Reconocerán el rol de la familia y la comunidad como contexto de las diversas
excepcionalidades.
5. Identificarán las causas, características, necesidades y métodos de
intervención en los niños con retraso mental y con problemas emocionales y de
conducta.
Objetivos Específicos de Lenguaje:
Al finalizar el Taller Dos, los estudiantes:
1. Resumirán las ideas principales usando adecuadamente la gramática y la
ortografía después de leer una amplia variedad de recursos impresos.
2. Escribirán una auto reflexión sobre una de las actividades o asignaciones
completadas en este taller, utilizando gramática, vocabulario y estilo
adecuados.
3. Utilizarán estrategias efectivas para llevar a cabo discusiones formales e
informales incluyendo actividades de reflexión y análisis, respetando los
diversos puntos de vista de otros.
Enlaces Electrónicos:
Principios de educación especial
http://dewey.uab.es/pmarques/ee.htm
Haciendo funcionar la educación inclusiva
http://www.amschool.edu.sv/mined/links/GuiaEducacionInclusiva.pdf
http://www.educationworld.com/a_curr/curr320.shtml
Retraso mental
http://old.nichcy.org/pubs/spanish/fs8stxt.htm
http://old.nichcy.org/pubs/spanish/fs4sp.pdf
EDUC 204 Nature and Needs of the Exceptional Children
Prep. 2004. Claudia X. Álvarez, MA Rev. 2008. Fidel R. Távara, M.Ed.
25
Déficit de atención con o sin hiperactividad (ADHD)
http://old.nichcy.org/pubs/spanish/fs19sp.pdf
http://old.nichcy.org/pubs/spanish/fs14sp.pdf
http://kidshealth.org/parent/en_espanol/emociones/adhd_esp.html
http://www.chadd.org/
Asignaciones antes del Taller Dos:
1. Leer el material correspondiente al niño excepcional, el contexto del niño
excepcional, intervención temprana y los principios en educación especial.
2. Visitar los sitios de Internet.
3. Realizar el ejercicio de simulación “Un viaje de una milla comienza con un solo
paso...” (Ver Anejo F ).
4. Traer revistas viejas y otros materiales que contengan fotografías o dibujos que
se pueden usar para realizar trabajos de collage.
5. Preparar la presentación de los temas:
• Retraso mental
• Problemas emocionales y de conducta
6. Los estudiantes que no presentan deberán leer sobre los temas que se
presentarán en el taller (retraso mental y problemas emocionales y de
conducta).
Actividades
1. El facilitador comenzará la clase con un breve repaso.
2. Los estudiantes discutirán sus reacciones ante el ejercicio de simulación “Un
viaje de una milla comienza con un solo paso...”.
3. A continuación los estudiantes se dividirán en subgrupos y discutirán los temas
referentes al niño excepcional, el contexto del niño excepcional, intervención
temprana y los principios en educación especial.
4. Cada grupo tendrá un tema asignado y preparará un collage que explique el
tema que se les asignó (Ver Anejo G ).
5. Cada grupo presentará a la clase su collage y explicará el tema que les fue
asignado.
EDUC 204 Nature and Needs of the Exceptional Children
Prep. 2004. Claudia X. Álvarez, MA Rev. 2008. Fidel R. Távara, M.Ed.
26
6. El facilitador indicará a los estudiantes que basados en el bosquejo de ensayo
que realizaron en el taller #1 y en los temas tratados durante el taller #2
escribirán un borrador de ensayo: “Mi función como educador con respecto a la
educación especial”.
7. Una vez escrito el ensayo se puede pedir a un estudiante voluntario para que
lo lea.
8. Se procederá a las presentaciones de los temas: Retraso mental y Problemas
emocionales y de conducta. (Ver Anejo H ). Se asignará de 20 a 30 minutos
de exposición por cada tema y 15 minutos adicionales para preguntas y dudas.
9. El facilitador aclarará dudas con respecto a los temas avanzados en el taller.
10. Los estudiantes continuarán trabajando en sus portafolios (Anejos Es ).
11. El facilitador aclarará dudas relacionadas con las tareas del próximo taller.
Avalúo
1. Los estudiantes completarán la hoja de auto reflexión (Anejo E3 ).
2. Portafolio: Se incluirá una copia de todas las asignaciones y actividades de
ejecución requeridas en el Taller Dos e indicadas por el facilitador. Los
estudiantes podrán incluir material relevante al taller (Anejos Es ).
EDUC 204 Nature and Needs of the Exceptional Children
Prep. 2004. Claudia X. Álvarez, MA Rev. 2008. Fidel R. Távara, M.Ed.
27
Workshop Three
Specific Content Objectives:
At the end of Workshop Three, students will:
1. Identify causes, characteristics, and needs of children with learning disabilities,
autism, speech and language difficulties, and visual impairments.
2. Analyze the influence and role that the family and community play in children
with learning disabilities, autism, speech and language difficulties, and visual
impairments.
3. Identify intervention strategies for children with learning disabilities, autism,
speech and language difficulties, and visual impairments.
Specific Language Objectives:
At the end of Workshop Three, students will:
1. Summarize main ideas using correct grammar and spelling in English after
reading a selection from multiple resources.
2. Write a response paper on a specific topic using appropriate vocabulary,
grammar, and style after searching, analyzing and interpreting information.
3. Use cooperative learning strategies to analyze and discuss a topic.
Electronic Links (URLs):
Learning disabilities
http://www.nichcy.org/pubs/spanish/fs7stxt.htm
http://kidshealth.org/teen/diseases_conditions/learning/learning_disabilities.html
http://www.helpguide.org/mental/learning_disabilities.htm
Learning disabilities association
http://www.ldanatl.org/
Autism
http://www.ninds.nih.gov/disorders/autism/detail_autism.htm
http://kidshealth.org/kid/health_problems/brain/autism.html
http://www.nimh.nih.gov/health/publications/autism/complete-publication.shtml
http://www.nlm.nih.gov/medlineplus/autism.html
Autism society of America
http://www.autism-society.org/site/PageServer
EDUC 204 Nature and Needs of the Exceptional Children
Prep. 2004. Claudia X. Álvarez, MA Rev. 2008. Fidel R. Távara, M.Ed.
28
Visual impairments
http://old.nichcy.org/pubs/factshe/fs13.pdf
http://kidshealth.org/teen/diseases_conditions/sight/visual_impairment.html
Speech and language difficulties
http://www.literacytrust.org.uk/talktoyourbaby/SLDs.html
http://kidshealth.org/parent/emotions/behavior/not_talk.html
http://www.med.umich.edu/1Libr/yourchild/speech.htm
http://old.nichcy.org/pubs/factshe/fs11.pdf
Assignments before Workshop Three
1. Prepare the Presentation of the following topics:
a. Learning disabilities
b. Autism
c. Visual impairment
d. Speech and language difficulties
2. Students who do not make their presentations today should also read about the
topics assigned to presenting groups.
3. Students will find information about the assigned topics on the Internet.
Summarize it and bring it to class.
Activities
1. The facilitator will begin Workshop Three with a KWL chart about the topics
assigned for presentation:
a. Learning disabilities
b. Autism
c. Visual impairment
d. Speech and language difficulties
2. Groups will have 15-20 minutes to make their presentations, and additional 5
minutes for questions (Appendix H ).
3. At the end of each presentation, the facilitator will clarify doubts.
4. Using their notes taken at home, students will make groups of four and discuss
the influence and role of the family and community in the education of
exceptional children.
EDUC 204 Nature and Needs of the Exceptional Children
Prep. 2004. Claudia X. Álvarez, MA Rev. 2008. Fidel R. Távara, M.Ed.
29
5. Using the round-table discussion strategy, teams will become panels of experts
of their selected topic. The facilitator will become the moderator and the other
students will be the audience who can ask questions and even defy the ideas of
the panel at the end of the discussion. The moderator can clarify doubts.
6. The facilitator will provide two different research-based articles about the topics
assigned in this workshop. Class will make two teams and take a copy of an
article. Each team will make a concept map or use a graphic organizer to
present the information from the article. Class debate.
7. Students will write a response paper about the research-based article
discussed in their groups. This paper should be written individually. (Appendix
I).
8. Class will make four teams, and each team will choose one exceptionality, and
brainstorm and discuss all the possible interventions to teach children with
learning disabilities, autism, speech and language difficulties, and visual
impairment. Teams will prepare an outline with the brainstormed list and share
it with the class.
9. Teams will act out two different interventions for the chose disability or
impairment.
10. Students will complete the last column of the KWL chart to review the topics
discussed in this workshop.
11. The facilitator will clarify doubts about the research written reports that students
should submit in the last workshop (Appendix L ). If possible, the facilitator
should meet students on an individual basis and check their written report
outline.
12. Students will continue working on their portfolios and insert all the documents
written and/or completed so far, following the guidelines of portfolio elaboration
(Appendices Es ).
13. Students will hand in the portfolio to the facilitator for its first partial evaluation.
Assessment
1. Students will complete the self reflection sheet (Appendix E3 ), insert it in their
portfolio, and hand in the portfolio to the facilitator for its first partial evaluation.
EDUC 204 Nature and Needs of the Exceptional Children
Prep. 2004. Claudia X. Álvarez, MA Rev. 2008. Fidel R. Távara, M.Ed.
30
2. The facilitator will electronically send the Progression Follow Up Template
(Appendix E5 ) with his/her feedback and improvement recommendations
during the week before Workshop Four.
3. Students will electronically response to the Progression Follow-Up Template
before Workshop Four.
4. Students will hand in their response paper at the beginning of Workshop Four
(Appendix I ).
EDUC 204 Nature and Needs of the Exceptional Children
Prep. 2004. Claudia X. Álvarez, MA Rev. 2008. Fidel R. Távara, M.Ed.
31
Taller Cuatro
Objetivos Específicos de Contenido:
Al finalizar el Taller Cuatro, los estudiantes:
1. Identificarán las causas, características y necesidades de los niños con
problemas auditivos, impedimentos físicos, impedimentos médicos y niños
superdotados.
2. Analizarán la influencia y papel que juegan la familia y comunidad en los niños
con problemas auditivos, impedimentos físicos, impedimentos médicos y niños
superdotados.
3. Identificará estrategias de intervención en la educación de niños con
problemas auditivos, impedimentos físicos, impedimentos médicos y niños
superdotados
Objetivos Específicos de Lenguaje:
Al finalizar el Taller Cuatro, los estudiantes:
1. Utilizarán el proceso de lectura efectivamente.
2. Escribirán una auto reflexión sobre el contenido y el proceso de una actividad o
asignación específica completada en este taller, utilizando gramática,
vocabulario y estilo adecuados.
3. Expresarán sus ideas en español oralmente de manera efectiva usando
organizadores gráficos y otras ayudas visuales.
Enlaces Electrónicos:
Impedimentos auditivos
http://old.nichcy.org/pubs/spanish/fs3stxt.htm
http://www.cdc.gov/ncbddd/Spanish/sphi.htm
http://seriweb.com/hearing.htm
Impedimentos y diferencias físicas
http://www.uatpat.org/resources/educ_sheets/S_mobility1.pdf
http://www.ces.ncsu.edu/depts/fcs/human/pubs/nc15.html
Niños con SIDA
http://www.cdc.gov/hiv/spanish/resources/brochures/careathome/care9.htm
http://www.childrensaidsfund.org/
EDUC 204 Nature and Needs of the Exceptional Children
Prep. 2004. Claudia X. Álvarez, MA Rev. 2008. Fidel R. Távara, M.Ed.
32
Niños talentosos
http://www.estimulosadecuados.com.ar/ninostalentosos.htm
http://www.educationworld.com/a_curr/curr101.shtml
Asignaciones antes del Taller Cuatro:
1. Preparar la presentación de los temas:
a. Problemas Auditivos
b. Impedimentos Físicos
c. Impedimentos Médicos
d. Niños superdotados
2. Los estudiantes que no presentan deberán leer el material correspondiente a
los temas: dificultades de aprendizaje, autismo, problemas visuales y
problemas de comunicación.
3. Visitar los sitios de Internet y leer la información correspondiente a los temas
que se tratarán en el taller tres.
Actividades
1. El facilitador empezará este taller invitando a los estudiantes a completar el
organizador gráfico KWL. Los estudiantes compartirán sus conocimientos
previos sobre los temas asignados en este taller:
• Problemas Auditivos
• Impedimentos Físicos
• Impedimentos Médicos
• Niños superdotados
2. Se asignará un tiempo de 15 – 20 minutos por cada presentación y 10 minutos
adicionales para preguntas y aclaración de dudas (Ver rúbrica de evaluación
en Anejo H ).
3. Al finalizar cada presentación el facilitador debe aclarar dudas que los
presentadores no pudieron hacerlo.
4. El facilitador presentará el estudio de caso de un niño excepcional. Al
presentar el estudio de caso hará énfasis en el trabajo que se hace con la
familia del niño y las acomodaciones educativas que un maestro realiza en el
salón de clase.
EDUC 204 Nature and Needs of the Exceptional Children
Prep. 2004. Claudia X. Álvarez, MA Rev. 2008. Fidel R. Távara, M.Ed.
33
5. Pedirá a los estudiantes que de las excepcionalidades presentadas escojan
una que les pareció la más interesante. Cada estudiante deberá buscar (y si
no lo encuentra hará una hipótesis) un caso de un niño con esa
excepcionalidad y describir su caso tomando en cuenta los siguientes
aspectos:
• Características demográficas: Edad del niño, sexo y familia.
• Características de la excepcionalidad que presenta
• Etapa en la que fue diagnosticado
• Situación educativa actual
6. El facilitador decidirá si recoge las descripciones del estudio de caso al finalizar
el cuarto taller o al iniciar el quinto taller.
7. El facilitador aclarará dudas con respecto al informe escrito del trabajo de
investigación (Anejo L ) y al ensayo final (Anejo K ).
8. Los estudiantes completarán la última columna del organizador gráfico KWL
para revisar los temas discutidos en este taller.
9. Los estudiantes continuarán trabajando en sus portafolios siguiendo las
indicaciones dadas en este módulo (Anejos Es ).
Avalúo
1. Los estudiantes completarán la hoja de auto reflexión (Anejo E3 ).
2. Portafolio: Se incluirá una copia de todas las asignaciones y actividades de
ejecución requeridas en el Taller Dos e indicadas por el facilitador. Los
estudiantes podrán incluir material relevante al taller (Anejos Es ).
EDUC 204 Nature and Needs of the Exceptional Children
Prep. 2004. Claudia X. Álvarez, MA Rev. 2008. Fidel R. Távara, M.Ed.
34
Workshop Five/Taller Cinco
NOTA: Este taller es bilingüe. Tanto,
el Facilitador como los estudiantes,
deberán utilizar el idioma asignado
para cada tarea y actividad.
NOTE: This is a bilingual workshop.
Both the facilitator and student
should use the language assigned
for each homework and activity.
Specific Content Objectives:
At the end of Workshop Five, students will:
1. Discuss the controversies and trends of contemporary change related to the
identification, education, and inclusion of exceptional children.
2. Identify the role of primary caregivers of exceptional children.
3. Identify the role of school in the education of exceptional children.
4. Evaluate and select education intervention strategies in the case study of an
exceptional child.
Specific Language Objectives:
At the end of Workshop Five, students will:
1. Use the reading process effectively.
2. Write an expository essay using appropriate vocabulary, grammar, and style
after collecting, analyzing and interpreting data.
3. Develop ideas to solve problems in an effective way.
Electronic Links (URLs):
Inclusion: Has it gone too far?
http://www.education-world.com/a_curr/curr034.shtml
http://www.kidstogether.org/inclusion/benefitsofinclusion.htm
Inclusion Challenges the Status Quo
http://www.edweek.org/ew/vol-14/22laski.h14
Who are gifted children?
http://www.educationworld.com/a_curr/curr101.shtml
Assignments before Workshop Five
1. Interview a special education professional (Appendix J ) in English.
EDUC 204 Nature and Needs of the Exceptional Children
Prep. 2004. Claudia X. Álvarez, MA Rev. 2008. Fidel R. Távara, M.Ed.
35
2. Write the final essay My role as an education toward the special education
considering the feedback and corrections provided by the facilitator through the
essay drafts in English. (Appendix K ).
3. Write the research report (Appendix L ) (in English).
4. Explore the URLs recommended and others on the Internet about the
controversies in special education. Select one, print it, highlight what you
consider important and bring it to class.
5. Write the case study following the directions provided in Workshop Four (in
Spanish).
Activities
1. Students will make four teams to discuss their experiences in the interview.
(Spanish).
2. Teams will share their experiences in the interview with the whole class.
(Spanish).
3. Students will hand in their written report of the interview and the supporting
documents to the facilitator – English. (Appendix F).
4. Students will have 5 minutes to make an oral presentation of their research
report on the topic assigned in Workshop Three – in English. (Appendix H ).
5. Students will hand in the written report of their research to the facilitator
(Appendix L ) in English.
6. The facilitator will play parts of a movie whose content is strongly related to
special education. The movie Child is a child is recommended.
7. Based on the movie content and their notes taken at home, students will
discuss the present controversies in the field of special education (Spanish).
8. The facilitator will administer an application test of a case study. Students can
work in groups of three for this test (English).
9. In groups of four, students will prepare an overall closing activity of the course.
Students may act out a news program, perform a song or a role play, recite a
poem, or prepare a commercial or advertisement that wraps up the content of
the course (English).
EDUC 204 Nature and Needs of the Exceptional Children
Prep. 2004. Claudia X. Álvarez, MA Rev. 2008. Fidel R. Távara, M.Ed.
36
10. Students will finish working on their portfolios to be submitted at the end of this
workshop for final evaluation (Appendices Es ).
Assessment
1. Students will complete the self reflection sheet (Appendix E3 ) and insert it in
their portfolio.
2. Students will complete the overall portfolio self assessment (Appendix E4 ).
3. Students will hand in their portfolios to the facilitator for its final evaluation.
EDUC 204 Nature and Needs of the Exceptional Children
Prep. 2004. Claudia X. Álvarez, MA Rev. 2008. Fidel R. Távara, M.Ed.
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Anejos/Appendices
EDUC 204 Nature and Needs of the Exceptional Children
Prep. 2004. Claudia X. Álvarez, MA Rev. 2008. Fidel R. Távara, M.Ed.
38
Anejo A/Appendix A
Writing guidelines for the news or announcement
1. Choose one of the laws
2. Write your news or announcement
3. Present hypothetical examples of applicability of the chosen law
News/Announcement Rubric
Name/Group ________________________________________________
Course: _____________________ Date: ________________________
Topic: ______________________ Time: ________________________
Criteria Value points Student score
Content
Researched the subject and integrated 3 or more
"tidbits" from their research into their newscast.
1 point
Speaks clearly and distinctly all of the time and
mispronounces no words.
1 point
Facial expression and body language show a
strong interest and enthusiasm about the topic
throughout the newscast, but it is not overdone.
1 point
Newscast establishes a purpose at the beginning
and maintains that focus throughout! Cohesive
newscast.
1 point
Presents information in logical, interesting
sequence which audience can follow.
1 point
The newscast was between 1.5 and 3 minutes and
did not seem hurried or too slow.
1 point
EDUC 204 Nature and Needs of the Exceptional Children
Prep. 2004. Claudia X. Álvarez, MA Rev. 2008. Fidel R. Távara, M.Ed.
39
Graphics include some original material and are
clearly related to the material being presented.
1 point
Language
Demonstrates a command of standard English (vocabulary, syntax and flow of ideas)
1 point
Uses grammar appropriately and correctly. 1 point
Uses spelling, punctuation, and capitalization correctly.
1 point
Total Points 10 points ( 70% content and 30% language)
______________ Total score:
Student’s Name: _______________________
Facilitator’s Signature: ________________________
Note: The score obtained by the student should be recorded as follows:
• Excellent: 1.00 point • Good: 0.75 point • Fair: 0.50 point • Needs improvement: 0.25 point
EDUC 204 Nature and Needs of the Exceptional Children
Prep. 2004. Claudia X. Álvarez, MA Rev. 2008. Fidel R. Távara, M.Ed.
40
Anejo B/Appendix B
Concept Map
Definition: Concept maps offer a method to represent information visually. There
are a variety of such maps.
Purpose: Concept maps harness the power of our vision to understand complex
information "at-a-glance." The primary function of the brain is to interpret incoming
information to make meaning. It is easier for the brain to make meaning when
information is presented in visual formats. This is why a picture is worth a thousand
words. It is essential to your studies and career that you can handle complex
information; concept maps offer one method to do this.
Practical applications in your courses:
• Handy way to take notes during lecture.
• Excellent aids to group brainstorming.
• Planning your studies and career.
• Providing graphics for your presentations and term papers
• A way to outline your term papers and presentations.
• Refine your creative and critical thinking.
Note: For sample concept maps, go to:
http://classes.aces.uiuc.edu/ACES100/Mind/Cmap.html
EDUC 204 Nature and Needs of the Exceptional Children
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Concept Map Rubric
Name/Group ________________________________________________
Course: _____________________ Date: ________________________
Topic: ______________________ Time: ________________________
Student’s Name: _______________________
Facilitator’s Signature: ________________________
EDUC 204 Nature and Needs of the Exceptional Children
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42
Note: The score obtained by the student should be recorded as follows:
• Excellent: 2.50 points • Good: 2.00 points • Fair: 1.50 point • Needs improvement: 1.00 point
Source:
Retrieved on September 23rd, 2008 from
http://dmc.umn.edu/activities/mindmap/assessment.pdf
EDUC 204 Nature and Needs of the Exceptional Children
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Anejo C/Appendix C
Timeline
A time line can help you make connections and understand complex relationships
and interrelationships.
Source: Retrieved on September 23rd, 2008 from
http://www.netrover.com/~kingskid/graphic/graphic.htm
EDUC 204 Nature and Needs of the Exceptional Children
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Timeline Rubric
Name/Group ________________________________________________
Course: _____________________ Date: ________________________
Topic: ______________________ Time: ________________________
Criteria Value Points Student Score
The timeline has a creative title that accurately
describes the material and is easy to locate 1 point
Facts were accurate for all events reported on the
timeline
1 point
All graphics are effective and balanced with text use. 1 point
An accurate, complete date has been included for
each event.
1 point
The timeline was set up to cover the relevant time
period. It contains appropriate yearly gradations of
set intervals
1 point
The use of font styles and colors is consistent and
shows a logical pattern. It helps organize the
material.
1 point
The timeline contained a significant number of
events related to the topic being studied
1 point
The student had notes about all the events and
dates s/he wished to include on the timeline before
beginning to design the timeline.
1 point
You have properly documented 4 or more good
sources for your topic.
1 point
Clearly stated and appropriately focused. 1 point
TOTAL 10 points
Student’s Name: _______________________
Facilitator’s Signature: ________________________
EDUC 204 Nature and Needs of the Exceptional Children
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45
Note: The score obtained by the student should be recorded as follows:
• Excellent: 1.00 point • Good: 0.75 point • Fair: 0.50 point • Needs improvement: 0.25 point
Source: Adapted from http://soli.inav.net/~rpmic/iowa/rubrics/timerub.htm
EDUC 204 Nature and Needs of the Exceptional Children
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Anejo D/Appendix D
Essay Outline
Title: ____________________
I. Introduction
A. Introductory statement
B. Thesis statement: ____________________
II. Body
A. First Supporting Idea (Topic Sentence): ____________________
1. ____________________
2. ____________________
3. ____________________
B. Second Supporting Idea (Topic Sentence): ____________________
1. ____________________
2. ____________________
3. ____________________
C. Third Supporting Idea (Topic Sentence): ____________________
1. ____________________
2. ____________________
3. ____________________
III. Conclusion
A. Closing statement
B. Restate thesis: ____________________
EDUC 204 Nature and Needs of the Exceptional Children
Prep. 2004. Claudia X. Álvarez, MA Rev. 2008. Fidel R. Távara, M.Ed.
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Anejo E/Appendix E
Guidelines to prepare the portfolio
1. Determination of sources of content
The following, but not limited to, documentation will be included:
a. Projects, surveys, and reports.
b. Oral presentations
c. Essays: dated writing samples to show progress
d. Research papers: dated unedited and edited first drafts to show
progress
e. Written pieces that illustrate critical thinking about readings: response or
reaction papers.
f. Class notes, interesting thoughts to remember, etc.
g. Learning journals, reflective diaries.
h. Self assessments, peer assessments, facilitator assessments.
i. Notes from student-facilitator conferences.
2. Organization of documentation
Documentation will be organized by workshop, and by type of assignment
within workshops. Workshops will be separated from one another using
construction paper or paper of different colors, with tabs indicating the
workshop number.
3. Presentation of the portfolio
• Documentation will be posted in a binder or in a digital version (e-
portfolio).
• The Portfolio Informational Sheet will be placed in the transparent front
pocket of the binder for identification purposes (Appendix E1 ).
• The cover page will follow exactly APA guidelines applied to a cover
page of research papers submitted at Metro Orlando Campus. This
cover page will be placed at the beginning of the portfolio.
• A log of entries that can be expanded with each new entry properly
numbered. The table, which should be located at the beginning, should
EDUC 204 Nature and Needs of the Exceptional Children
Prep. 2004. Claudia X. Álvarez, MA Rev. 2008. Fidel R. Távara, M.Ed.
48
include a brief description, date produced, date submitted, and date
evaluated (Appendix E2 ).
• Introduction and conclusion of the income and outcome of the portfolio.
• Documentation and reflection process (Appendix E3 ) required in each
workshop.
• Overall portfolio self assessment (Appendix E4 ).
• The Progression Follow-Up Template (Appendix E5 ).
• A list of references and appendices of all assignments included will be
added to the end of the portfolio.
• Letter of Use and Return or Use and Discard of Portfolio (Appendices
E6 & E7)
• The entire portfolio will follow APA style: Courier or Times New Roman
font, size 12, double space, and 1-inch margins. See a “Publication
Manual of the APA, Fifth Edition.”
4. Portfolio Evaluation (Appendix E8 )
EDUC 204 Nature and Needs of the Exceptional Children
Prep. 2004. Claudia X. Álvarez, MA Rev. 2008. Fidel R. Távara, M.Ed.
49
Anejo E1/Appendix E1: PORTFOLIO INFORMATIONAL SHEET
Sistema Universitario Ana G. Méndez Metro Orlando Campus
Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo Check one:
� Universidad del Este
� Universidad Metropolitana
� Universidad del Turabo
Check one:
� Undergraduate � Graduate
Concentration
Student’s Name
Facilitator’s Name
Portfolio rated as
Reason of this rate
Classroom-Based ESL Assessment EDUC 569 50
Anejo E2/Appendix E2: Log of Entries or Table of Co ntent
Entry Description
Date of Entry
Date
Submitted
Date
Evaluated
Page #
1
2
3
4
5
6
7
8
9
10
Note: Students can elaborate a table of contents for their portfolios instead.
EDUC 204 Nature and Needs of the Exceptional Children
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Anejo E3/Appendix E3: Reflection Process
Directions: Please complete the following blanks:
This entry is an example of my strengths:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
This entry is an example of an area I really need to improve:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
This entry is an example of an area I have improved:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
I think this exercise has been very helpful for my learning because:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
EDUC 204 Nature and Needs of the Exceptional Children
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Auto Reflexión
Instrucciones: Complete los siguientes espacios en blanco:
Este ingreso es un ejemplo de mis fortalezas:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Este ingreso es un ejemplo de un área que realmente necesito mejorar:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Este ingreso es un ejemplo de un área que he mejorado:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Considero que este ejercicio ha sido muy útil para mi aprendizaje porque:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
EDUC 204 Nature and Needs of the Exceptional Children
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Anejo E4/Appendix E4: Overall Portfolio Self-Assess ment
Dear Student: This form will assist you in monitoring your portfolio and determining the strengths and weaknesses of your writing Part I: Read the statements below. Write the numbers that mostly honest reflects your self assessment (Scale 1-5: 5=strong, 4=moderately strong, 3=average, 2=moderately weak, 1=weak) _____ 1. My portfolio contains all of the items required by the facilitator. _____ 2. My portfolio provides strong evidence of my improvement over the course. _____ 3. My portfolio provides strong evidence of my ability to report factual
information. _____ 4. My portfolio provides strong evidence of my ability to write effectively. _____ 5. My portfolio provides strong evidence of my ability to think and write
creatively. Part II: On the lines below, write the topic of each assignment. Rate your effort for each piece (5=strong effort, 1=weak effort). In the space below write one suggestion for improving that piece. _____ 1. _______________________________________________________ _______________________________________________________ _____ 2. _______________________________________________________ _______________________________________________________ _____ 3. _______________________________________________________ _______________________________________________________ _____ 4. _______________________________________________________ _______________________________________________________ _____ 5. _______________________________________________________ _______________________________________________________ Part III: In assessing my overall portfolio, I find it to be (check one) Very satisfactory __________ Satisfactory __________ Somewhat satisfactory __________ Unsatisfactory __________ Part IV: In the space below list your goal for the next PT and two strategies you plan to achieve. Goal: ________________________________________________________________ Strategies:
1. _________________________________________________________________ 2. _________________________________________________________________
EDUC 204 Nature and Needs of the Exceptional Children
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Anejo E5/Appendix E5: Progression Follow-Up Templat e Strengths Weaknesses Improvem ent Ideas Facilitator’s comments
Student’s response and comments
EDUC 204 Nature and Needs of the Exceptional Children
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Anejo E6/Appendix E6: Use and Return of Portfolio
Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo
I, ____________________________________, grant permission to the office of
Assessment and Placement of the Ana G. Méndez University System, to keep in
their records a copy of my portfolio. I understand that the portfolio is going to be
used for accreditation or educational purposes only, and that is not going to be
disclosed without my consent.
By signing this document I authorize the office of Assessment and Placement to
keep a copy of my portfolio for six months and return it to me at the end of this
period of time.
_______________________________ ___________
Student’s Name (print) Date
_______________________________ ___________
Student’s Signature Date
EDUC 204 Nature and Needs of the Exceptional Children
Prep. 2004. Claudia X. Álvarez, MA Rev. 2008. Fidel R. Távara, M.Ed.
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Anejo E7/Appendix E7: Use and Discard of Portfolio
Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo
I, ____________________________________, grant permission to the office of
Assessment and Placement of the Ana G. Méndez University System to keep in
their records a copy of my portfolio. I understand that the portfolio is going to be
used for accreditation or educational purposes only, and that is not going to be
disclosed without my consent.
By signing this document I authorize the Office of Placement and Assessment to
keep a copy of my portfolio for six months and discard it at the end of this period
of time.
.
_______________________________ ___________
Student’s Name (print) Date
_______________________________ ___________
Student’s Signature Date
EDUC 204 Introduction to the Exceptional Child 57
Prep. 2004. Claudia X. Álvarez, MA Rev. 2008. Fidel R. Távara, M.Ed.
Anejo E8/Appendix E8: Portfolio Rubric
4 3 2 1
PORTFOLIO APPEARANCE
� Readable: Are entries typed in an appropriate font and size? Are entries free of errors? Do
ideas expressed in entries follow a logical sequence with appropriate transitions among paragraphs and topics?
� Professionalism: Is the appearance of the portfolio professional? Are graphics, colors and
portfolio language consistent with professional workplace expectations? Is the portfolio presented in a neat and orderly manner?
� Organization: Is the portfolio organized in a manner that makes it easy to follow and easy to
quickly locate information?
PORTFOLIO CONTENT AND FUNCTION
� Content: Are all required entries included in the portfolio? Are entries relevant to the content of
the portfolio? Do all entries contain the student’s reaction or reflection on the selected topics? Do entries provide thorough understanding of content? Resume, Activities List, Varied Samples of Written Work, Evidence of Problem Solving, and Evidence of Decision Making.
� Authenticity: Are the samples and illustrations a true reflection of the student’s efforts and
abilities?
EDUC 204 Introduction to the Exceptional Child 58
Prep. 2004. Claudia X. Álvarez, MA Rev. 2008. Fidel R. Távara, M.Ed.
� Growth/Development: Do samples provide thorough understanding of growth and
development related to their field of concentration? Do items show what the student has learned?
� Collaboration: Do items show examples of both individual and group work? Does the student
provide clear understanding of collaboration, and use collaboration to support his/her learning?
� Reflection and Personal growth: Do items show exceptional understanding of how to be a
reflective thinker and how to seek opportunities for professional growth? Does the student include self-reflective comments? Does the student reflect enthusiasm for learning?
� Professional Conduct: Do items show clear understanding of ethical behavior and
professional conduct? Do items display the pride the student has in his or her work?
Overall Portfolio Impact
� Is this portfolio an asset in demonstrating the student’s value (skills, abilities, knowledge) to a
potential employer or college representative?
Rating Scale 4 = Outstanding 3 = Very good 2 = Good 1 = Need s improvement Source: Retrieved from www.lcusd.net/lchs/portfolio/rubric.htm on February 10th, 2007. Adapted 02/10/2007 by Fidel R. Távara, M.Ed. Coordinator of Assessment and Placement – Metro Orlando Campus
EDUC 204 Introduction to the Exceptional Child 59
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ANEJO F/APPENDIX F
Ejercicio de simulación “Un viaje de una milla comi enza con un solo paso...”
GUÍA PARA REALIZAR EL EJERCICIO DE SIMULACIÓN
1. Durante un día simule que tiene algún tipo de necesidad especial.
2. Antes de comenzar el ejercicio indique a su familia o relacionados en qué
consiste el ejercicio.
3. De ser posible seleccione una persona que lo vigile y apoye en situaciones
difíciles.
4. Durante el ejercicio mantenerse alerta a las reacciones, comentarios y
conductas de las demás personas.
5. Mantenerse alerta a los propios pensamientos.
6. Al finalizar el ejercicio redacta un informe escrito contestando a las siguientes
preguntas:
• ¿Qué elegiste para la simulación y como pretendiste ser esa persona?
• ¿Cuál fue la reacción de tu familia o allegados cuando comunicaste que
ibas a realizar el ejercicio? ¿Quién fue la persona que te sirvió de apoyo,
y cómo se comportó contigo?
• Describe tu experiencia: situaciones estresantes y cómo las manejaste,
comentarios que recibiste, actitudes y comportamiento de los demás
hacía ti, momento más difícil, momento más agradable.
• ¿Cómo te sentiste realizando el ejercicio? Explica tus pensamientos y
emociones.
• ¿Qué efecto tuvo en ti esta experiencia?
• ¿Qué aprendiste en esta experiencia?
• ¿Qué significado tiene para ti el título del ejercicio?
Ejemplo de posibles simulaciones:
• Problemas auditivos: Se puede usar tapones en los oídos
• Problemas de visión: Espejuelos con una fina capa de crema o vendarse
los ojos
EDUC 204 Introduction to the Exceptional Child 60
Prep. 2004. Claudia X. Álvarez, MA Rev. 2008. Fidel R. Távara, M.Ed.
• Problemas físicos: Silla de rueda, andador o muletas.
Matriz de Valoración del Informe Escrito del Ejerci cio de Simulación
Nombre/Grupo ________________________________________________
Curso: ______________________ Fecha: ________________________
Tema: ______________________ Tiempo: ________________________
Criterios Valor Puntaje del Estudiante
Contenido
El informe brinda un retrato exacto y realista de la excepcionalidad presentada.
La excelente organización realza la claridad y la comprensión del informe.
2 puntos
La relevancia del tema para la clase o la audiencia es obvia. Es fácil de predecir el contenido del informe ya que los temas importantes a discutirse están mencionados específicamente.
2 puntos
Se dan ejemplos claros para apoyar las oraciones centrales y el propósito general del informe; el análisis brinda maneras novedosas para reflexionar en el material; el material citado está bien integrado; las ideas son profundas pero no redundantes.
2 puntos
El tono del informe es consistentemente profesional y apropiado.
2 puntos
El escritor elabora conclusiones sucintas y precisas basadas en la literatura existente. Se ofrecen sugerencias para futuras investigaciones.
2 puntos
Se utiliza precisa y consistentemente el estilo APA en el informe y en la página de referencias. Las referencias del listado concuerdan con las citas en el texto y todas han sido escritas
2 puntos
EDUC 204 Introduction to the Exceptional Child 61
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adecuadamente usando el estilo APA. Lenguaje
Demuestra habilidad en el manejo del idioma inglés estándar (vocabulario, sintaxis y flujo de ideas).
2 puntos
Usa la gramática de una manera adecuada y correcta.
2 puntos
Usa la puntuación y la ortografía correctamente.
2 puntos
Total 20 pts. ( 70% contenido y 30% lenguaje)
____________ Puntaje Total
Nombre del estudiante: ______________________________ Firma del facilitador: _________________________
Nota: El puntaje adquirido por el estudiante podrá anotarse según la siguiente escala:
• Excelente: 2.00 puntos • Bueno: 1.50 puntos • Regular: 1.00 punto • Necesita mejorar: 0.50 punto
EDUC 204 Introduction to the Exceptional Child 62
Prep. 2004. Claudia X. Álvarez, MA Rev. 2008. Fidel R. Távara, M.Ed.
Anejo G/Appendix G Collage Rubric
Name/Group ________________________________________________
Course: _____________________ Date: ________________________
Topic: ______________________ Time: ________________________
Criteria Value Points Student Score
All of the graphics or objects used
in the collage reflect a degree of
student creativity in their display.
1 point
Graphics are cut to an
appropriate size, shape and are
arranged neatly. Care has been
taken to balance the pictures
across the area. Items are glued
neatly and securely.
1 point
The collage includes 15 or more
items, each different.
1 point
Much time and effort went into the
planning and design of the
collage. It is clear the student
worked at home as well as at
school.
1 point
Titles and text were written clearly
and were easy to read from a
distance.
1 point
The student gives a reasonable
explanation of how every item in
the collage is related to the
assigned theme. For most items,
the relationship is clear without
explanation.
1 point
EDUC 204 Introduction to the Exceptional Child 63
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All of the graphics or objects used
in the collage reflect a degree of
student creativity in their display.
1 point
Graphics are cut to an
appropriate size, shape and are
arranged neatly. Care has been
taken to balance the pictures
across the area. Items are glued
neatly and securely.
1 point
The collage includes 15 or more
items, each different.
1 point
Much time and effort went into the
planning and design of the
collage. It is clear the student
worked at home as well as at
school.
1 point
Total Points 10 points _______________ Total score
Student’s Name: _______________________
Facilitator’s Signature: ________________________
Note: The score obtained by the student should be recorded as follows:
• Excellent: 1.00 point • Good: 0.75 point • Fair: 0.50 point • Needs improvement: 0.25 point
Source: Adapted from www.abbotsford.k12.wi.us and
http://www.readwritethink.org/lesson_images/lesson1012/visualcollagerubric.pdf
EDUC 204 Introduction to the Exceptional Child 64
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Anejo H/Appendix H
Oral Presentation Rubric
Name/Group ________________________________________________
Course: _____________________ Date: ________________________
Criteria Value Points Student Score
Content
The student/group holds attention
of entire audience with the use of
direct eye contact, seldom looking
at notes.
2 points
Movements seem fluid and help
the audience visualize
2 points
The student/group displays
relaxed, self-confident nature
about self, with no mistakes.
2 points
The student/group uses a clear
voice with a good projection and
intonation.
2 points
The student/group demonstrates
full knowledge by answer all
questions with explanations and
elaborations.
2 points
The student/group presents
information in logical, interesting
sequence which audience can
follow
2 points
The student/group uses
technology properly during the
presentation.
2 points
EDUC 204 Introduction to the Exceptional Child 65
Prep. 2004. Claudia X. Álvarez, MA Rev. 2008. Fidel R. Távara, M.Ed.
Language
The student/group demonstrates
a command of standard English
(vocabulary, syntax and flow of
ideas)
2 points
The student/group uses grammar
correctly.
2 points
The student/group uses correct
pronunciation of the language.
2 points
Total Points _______________ 20 points ( 70% content and 30% language)
_______________ Total score
Student’s name: _________________________________ Facilitator’s Signature: _________________________________ Note: The score obtained by the student should be recorded as follows:
• Excellent: 2.00 points • Good: 1.50 points • Fair: 1.00 point • Needs improvement: 0.50 point
EDUC 204 Introduction to the Exceptional Child 66
Prep. 2004. Claudia X. Álvarez, MA Rev. 2008. Fidel R. Távara, M.Ed.
Matriz de Valoración de la Presentación Oral
Nombre/Grupo ________________________________________________
Curso: ______________________ Fecha: ________________________
Tema: ______________________ Tiempo: ________________________
Criterios Valor Puntaje del Estudiante
Contenido
El estudiante/grupo mantiene la atención de toda la audiencia utilizando el contacto visual directo, y mirando las notas raramente.
2 puntos
Los movimientos son adecuados y ayudan a la audiencia a visualizar el contenido de la presentación.
2 puntos
El estudiante/grupo demuestra estar relajado y tranquilo, sin hacer errores.
2 puntos
El estudiante/grupo utiliza una voz clara con buena proyección y entonación.
2 puntos
El estudiante/grupo demuestra un conocimiento completo al responder todas las preguntas con explicaciones y elaboraciones.
2 puntos
El estudiante/grupo presenta la información en una secuencia lógica e interesante la cual la audiencia puede seguir sin problema.
2 puntos
El estudiante/grupo utiliza la tecnología adecuadamente durante la presentación.
2 puntos
Lenguaje
El estudiante/grupo demuestra habilidad en el manejo del idioma inglés estándar (vocabulario, sintaxis y flujo de ideas).
2 puntos
EDUC 204 Introduction to the Exceptional Child 67
Prep. 2004. Claudia X. Álvarez, MA Rev. 2008. Fidel R. Távara, M.Ed.
El estudiante/grupo usa la gramática de una manera adecuada y correcta.
2 puntos
El estudiante/grupo usa una pronunciación correcta durante la presentación.
2 puntos
Total 20 puntos ( 70% contenido y 30% lenguaje)
Puntaje Total:
Student’s name: _________________________________ Facilitator’s Signature: _________________________________
Nota: El puntaje adquirido por el estudiante podrá anotarse según la siguiente escala:
• Excelente: 2.00 puntos • Bueno: 1.50 puntos • Regular: 1.00 punto • Necesita mejorar: 0.50 punto
EDUC 204 Introduction to the Exceptional Child 68
Prep. 2004. Claudia X. Álvarez, MA Rev. 2008. Fidel R. Távara, M.Ed.
Anejo I/Appendix I
Response Paper Rubric
Name/Group ________________________________________________
Course: ______________________ Date: ________________________
Criteria Value Points Student Score
Content
Introductory content is clear & well stated.
1 point
Major or relevant details are exposed in essay.
1 point
Clearly explains the results of at least two research-based studies that support the author’s ideas about the topic, providing exact data and precise examples.
1 point
Sentences are cohesive and ideas flow as the essay is read.
1 point
Establishes a writer’s relationship with the subject, providing a clear perspective on the author’s position and engaging the audience attention.
1 point
Draws conclusions based on research-based facts only.
1 point
Demonstrates a comprehensive grasp of significant ideas to reach a higher level of understanding in an organizational manner.
1 point
EDUC 204 Introduction to the Exceptional Child 69
Prep. 2004. Claudia X. Álvarez, MA Rev. 2008. Fidel R. Távara, M.Ed.
Language Demonstrates a command of standard English (vocabulary, syntax and flow of ideas)
1 point
Uses grammar appropriately and correctly.
1 point
Uses spelling, punctuation, capitalization, and APA format correctly throughout the document (cover page, essay body, and list of references).
1 point
Total Points 10 points ( 70% content and 30% language)
____________________ Total score:
Note: The score obtained by the student should be recorded as follows:
• Excellent: 1.00 point • Good : 0.75 point • Fair : 0.50 point • Needs improvement:: 0.25 point
EDUC 204 Introduction to the Exceptional Child 70
Prep. 2004. Claudia X. Álvarez, MA Rev. 2008. Fidel R. Távara, M.Ed.
Anejo J/Appendix J
Guidelines to Interview a Special Education Profess ional
You can interview the following professionals:
• Special Education teacher
• Mainstream teacher who has students with special needs in his/her
classroom
• Speech therapist
• Psychologist
You may use the following guiding questions or create your own for the interview:
• What is your profession? How long have you been working in your
profession?
• What is your experience working with children with special needs?
• What exceptionalities are you dealing with?
• What intervention strategies are you using with these exceptional students?
(Emphasize if exceptional students are being included in the mainstream or
what other alternatives are used with these students).
• What accomplishments have been reached with these students?
• What are the weaknesses and strengths at working with exceptional
children?
• How do you feel about working with this population?
• What would you recommend education students?
Once the interview is completed, make a written report (Appendix F ) and attach
your notes taken during the interview.
EDUC 204 Introduction to the Exceptional Child 71
Prep. 2004. Claudia X. Álvarez, MA Rev. 2008. Fidel R. Távara, M.Ed.
Anejo K/Appendix K
Final Essay Rubric
Student name/Group: _______________________________________________
Course: __________________________ Date: ________________________
Criteria Value Points Student Score
Content
Thesis is clear & well stated.
1 point
Accurately explains and develops thesis and its implications based on research studies that support the author’s ideas about the topic, providing exact data and precise examples.
1 point
Major or relevant details are exposed in essay.
1 point
Sentences are cohesive and ideas flow as the essay is read.
1 point
Draw conclusions based on research-based facts only.
1 point
Demonstrate a comprehensive grasp of significant ideas to reach a higher level of understanding in an organizational manner.
1 point
Language
Demonstrates a command of standard English (vocabulary, syntax and flow of ideas)
1 point
Uses grammar and style appropriately and correctly.
1 point
Uses spelling, punctuation, capitalization, and APA format correctly
1 point
EDUC 204 Introduction to the Exceptional Child 72
Prep. 2004. Claudia X. Álvarez, MA Rev. 2008. Fidel R. Távara, M.Ed.
throughout the document (cover page, essay body, and list of references). Total Points 20 points ( 70% content
and 30% language) ____________________ Total score:
Nombre del estudiante: ______________________________
Firma del facilitador: _______________________________
Note: The score obtained by the student should be recorded as follows: • Excellent: 1.00 point • Good: 0.75 point • Fair: 0.50 point • Needs improvement: 0.25 point
EDUC 204 Introduction to the Exceptional Child 73
Prep. 2004. Claudia X. Álvarez, MA Rev. 2008. Fidel R. Távara, M.Ed.
Anejo L/Appendix L
Research Written Report Rubric
Student name/Group: _______________________________________________
Course: __________________________ Date: ________________________
Cri teria Value Points Student Score
Content
Student(s) posed a thoughtful, creative question that engaged them in challenging or provocative research. The question breaks new ground or contributes to knowledge in a focused, specific area.
2 points
Information is very organized with well-constructed paragraphs and subheadings.
2 points
All topics are addressed and all questions answered with at least a paragraph about each.
2 points
Information clearly relates to the main topic. It includes several supporting details and/or examples.
2 points
All paragraphs include introductory sentence, explanations or details, and concluding sentence.
2 points
Diagrams and illustrations are neat, accurate and add to the reader’s understanding of the topic.
2 points
Language
Demonstrates a command of standard English (vocabulary, syntax and flow of ideas)
2 points
Uses grammar and style appropriately and correctly.
2 points
The entire report, sources 2 points
EDUC 204 Introduction to the Exceptional Child 74
Prep. 2004. Claudia X. Álvarez, MA Rev. 2008. Fidel R. Távara, M.Ed.
of information and graphics are accurately documented in the desired format (APA style). Total Points 20 points ( 70% content
and 30% language) ____________________ Total score:
Nombre del estudiante: ______________________________
Firma del facilitador: _______________________________
Note: The score obtained by the student should be recorded as follows: • Excellent: 2.00 points • Good: 1.50 points • Fair: 1.00 point • Needs improvement: 0.50 point
Source:
Adapted from
http://riversidemiddleschool.com/band/pdf%20files/research_report_rubric_t
emplate.pdf and http://www.sdst.org/shs/library/resrub.html