Webfolio Defense Presentation

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Webfolio Defense Presentation. Beatrice Futch. Introduction. Academic B. S. in Elementary Education (K-8) – May 2005 B. S. in Psychology – December 2008 Began the M. Ed. in Special Education the Summer 2009 - PowerPoint PPT Presentation

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Webfolio Defense Presentation

Webfolio Defense PresentationBeatrice Futch1AcademicB. S. in Elementary Education (K-8) May 2005 B. S. in Psychology December 2008 Began the M. Ed. in Special Education the Summer 2009Access to general education opportunities is the right of every student. Special education means specially constructed instruction supported in the least restrictive environment (LRE), free of cost to the parent/guardian, to meet the unique individual needs of a child with a confirmed disability comprised of classroom instruction, home instruction, instruction in hospitals, institutions, and in other settings, and instruction in physical education. The term includes travel training, vocational education, speech-language pathology, occupational therapy, and physical therapy if the service consists of specially designed instruction, at no cost to the parents/guardians, to meet the unique individual needs of a child with a disability.Introduction2Outcome One: Philosophy and Educational OrganizationsSpecial Education Masters degree graduates have a comprehensive understanding of the philosophical, historical, social, political, and cultural understanding of schools and society.

3ArtifactsCurriculum Evaluation: Focusing on Reading First; Current Issues and Policies for Infants and Toddlers, Preschoolers, and School-Aged Children PowerPoint; Abes Anecdote Fit with the M. Ed. in Special Education ProgramFocus on building a cooperative, inquisitive, and respectful classroom.Motivating each student as an individual.Encourage students to transfer their knowledge outside of the classroom and exist within this world proud of who they are. Fit with the College of Education Vision/MissionClear programmatic vision integrating subject matter pedagogy with educational theory and field experience within the special education arena to meet the educational needs of students with disabilities and those at risk academically or behaviorally.Professional PostureContinuous discovery of my tendencies, my strengths, and indeed my weaknesses. Heuristic View4Progression of Teaching Defined professional knowledge and skills to individualize access to learning in both specialized and general curricula for individuals with special needs.Increased Alignment with the College of Educations Vision/MissionInnovative, vital, and current information on addressing the educational needs of students who vary in culture, language, physical abilities, and many other characteristics. Effect on my Professional ActivitiesFoster cultural understanding, safety and emotional well-being, positive social interactions, and active engagement where all students are welcomed, supported, and provided with the best possible opportunities to learn. Service View5Thoughts and Feelings Prior to the M. Ed. in Special Education Program Addressing all of my students cultural and ethnic needs, as well as their social, emotional, and cognitive needs was beyond reach.Frustration at not being capable of responding effectively to every students individual needs.Thoughts and Feelings Upon Completion of the M. Ed. in Special Education Program Ability to meet my students variable needs, skills, talents, interests, and learning styles is attainable by integrating multiple techniques of pedagogy and methodology.Prepared and inspired to daily stimulate and engage my students.New Skills, Dispositions, and ConceptsThe M. Ed. in Special Education has provided me the academic opportunity to establish a productive learning environment for each students diverse cultural, physical, cognitive, and emotional growth.LanguageThe skill to communicate effectively alongside learners in the community whereby anticipating the achievement of attaining our schools expansion as a knowledgeable center within our community, a site of energetic intellectual inquiry, to the substantial benefit of each student.Learning View6

Education is a social process Education is growthEducation is, not a preparation for life; education is life itself.- John Dewey

Outcome Two: CurriculumSpecial Education Masters degree graduates understand that curriculum and interventions should be relevant, inviting, challenging, integrative, and exploratory. They know how to design, select and adapt curriculum for individuals in light of curriculum standards, theories, and models.

Special Education: When every child is welcomed and valued regardless of ability or disability. Curriculum: Curricula is based on the instructional needs (academic, affective, motor, and vocational) of each student with a disability.8ArtifactsCurriculum Evaluation: Reading Mastery Plus, Curriculum Development Process, Curriculum Development UDLFit with the M. Ed. in Special Education Program Creating curriculum and interventions that are significant, engaging, challenging, integrative, and investigative.Design, modify and adapt, and select an individualized curriculum for students with special needs that correlates with the Common Core State Standards (CCSS).Fit with the College of Education Vision/Mission Provide students with disabilities access and opportunities to participate and progress in the general education curriculum through collaboration employed between the special and general education teachers, and other professionals in curricula planning and intervention services.Professional PostureExpand my general education curricula knowledge and skills to create a culturally informed, academic, strategic, social, emotional, and independent objective curricula that is individualized, meaningful, and challenging, employing learning and performance accommodations and modifications for individuals with special needs.Heuristic View9Progression of Teaching Devise an individualized education program for a child based on that childs individual needs (not on the schools staffing or budget problems) that is reasonably calculated to confer a meaningful curricula educational benefit. Access to the general education curriculum ensured through a continuum of special education services consisting of inclusion, pull-out, or self-contained programs (resource rooms) depending upon the individual needs of the student.Increased Alignment with the College of Educations Vision/MissionIDEA 2004 provisions relating to access, participation, and progress within the general education curriculum to ensure that there are no significant modifications of how these terms are currently being utilized.Effect on my Professional ActivitiesReinforcement that professionals need to agree on what constitutes the general education curriculum - as approaching the curriculum without specialized instruction is nonfunctional within the learning arena. Consequently, accomplishing this requires technical assistance and training for administrators, general educators, and other school personnel to improve the curriculums effectiveness and also the schools environment. Service View10Thoughts and Feelings Prior to the M. Ed. in Special Education Program The ability to modify and adapt the general curricula to make the material accessible to individuals with special needs.Thoughts and Feelings Upon Completion of the M. Ed. in Special Education Program The confidence and tools to teach students with special needs within the curriculum context and make a significant difference in student learning. New Skills, Dispositions, and ConceptsThe capability to create, adapt, innovate, and modify a curriculum employing culturally informed, academic, strategic, social, emotional, and independent teaching and learning strategies for students with special needs whereby facilitating their achievement at their highest level and preparing them to function as independently as possible. LanguageCommunicate effectively to students with special needs, their parents /guardians, and my colleagues regarding curriculum adaptations (content, methodology, or delivery of instruction) and modifications within the learning environments to provide for the maintenance and generalization of acquired skills across environments and subjects displaying accountability for language, family, culture, and other significant contextual factors. Learning View11

The teacher who is indeed wise does not bid you to enter the house of wisdom but rather leads you to the threshold of your mind. - Kahlil GibranOutcome Three: InstructionSpecial Education Masters degree graduates understand the principals of developmentally appropriate instruction, know a wide variety of teaching and learning strategies and interventions and use technologically sound practices to teach core concepts, skills of inquiry, problem solving, collaboration, and communication.

13ArtifactsIEP Sunny, IEP Luke, PLT Focus on Early Childhood Shape Walk, PLT Tale of the Sun plus PowerPoint, Call of the Wild, ElmerFit with the M. Ed. in Special Education Program Creating a repertoire of evidence-based instructional strategies to individualize instruction for individuals with special needs.Fit with the College of Education Vision/Mission Understands and demonstrates a respect for the worth and contributions of all learners and designing instructional opportunities that are adapted to the diversity in learning to meet the needs of all learners.Create and implement an IEP outlining the curriculum accommodations, goals, and services that a student needs to receive a FAPE within the LRE. Professional PostureKnowledge of and experiences with diversity and exceptionalities utilizing instructional strategies that reflect an understanding of various models and approaches to learning.Heuristic View14Progression of TeachingIdentify, design, and apply instruction appropriate to a students stages of development, learning styles, strengths, and needs.Incorporate within instruction the