EDUC 611: Introduction to Exceptional Individuals
This course introduces the practice of special education in today’s schools, with a focus on the United States. The content will allow students to analyze characteristics of students with learning and behavior disabilities and cognitive disabilities, as well as the implications of learner differences for the legal and professional responsibilities of classroom teachers. Students will examine general principles of instruction that can help improve students’ access to the general education curriculum, including collaboration with other professionals, universal design for learning, response to intervention (RTIP, and assistive technology. Each of these topics is covered in more depth in later courses. Students will survey multicultural considerations in the
diagnosis and instruction of students with disabilities. The overall goal of the course is to expand students’ expertise and confidence in providing an inclusive classroom that effectively addresses the needs of the diverse population of students.
1 Credit
Instructor: Sanders
Fall 2012
diagnosis and instruction of students with disabilities. The overall goal of the course is to expand students’ expertise and confidence in providing an inclusive classroom that effectively addresses the needs of the diverse population of students.
1 Credit
Instructor: Sanders
Fall 2012
research_paper.docx | |
File Size: | 26 kb |
File Type: | docx |
Artifact Description
The artifact I chose for EDUC 611 Introduction to Exceptional Individuals is my research paper titled "Transition Supports for Individuals with Autism Spectrum Disorder Exiting High School". The assignment was to write a research paper about a primary area of interest, including recent literature addressing key issues and best practices for the teacher of the targeted population. The paper looks at the rise in Autism Spectrum Disorders and the services needed for a successful transition from high school to adulthood. This paper guided me in meeting the class objective of utilizing professional literature, colleagues, and other resources to support reflection, problem solving, and new ideas.
Professional Growth
Before this course and assignment, I relied on my colleagues and post-secondary resources for information and ideas relating to my students' transitions. I did not feel confident offering suggestions or resources to the parents and IEP teams of my students. I also did not have much experience locating and researching scholarly literature
While researching and writing this paper, I discovered the types of resources and opportunities available for individuals with Autism Spectrum Disorder after high school. I learned some strategies to create a successful transition for my students including teaching specific work and social skills and collaborating with the family, school, and agencies that assist people with disabilities during transitions. I also became familiar with searching through professional journal articles and literature.
After this course and assignment, I am more confident with the transition plans for my students. Now, during meetings I invite the adult and transition agencies and talk to the IEP team about what specific skills we can work on in the classroom to prepare the student for adult life. I have researched the type of work that most of my students would participate in as adults and have created workbox systems for them to practice those job skills.
Understanding and Application of Standards
CEC Standard 1 Learner Development and Individual Learning Differences : Beginning special education professionals understand how exceptionalities may interact with development and learning and use this knowledge to provide meaningful and challenging learning experiences for individuals with exceptionalities.
Standard 1, Learner Development and Individual Learning Differences, was addressed in this course through the teaching and discussions about the general characteristics of learners with intellectual and developmental disabilities and learning disabilities. By understanding the characteristics of the students I am working with, I am able to better create appropriate learning experiences for them. This standard was also addressed through the study of how language, culture, and family background can influence learning in learners with exceptionalities. This course emphasized how each student in special education is unique and the individual learning needs of each student are different, which is the main idea behind this standard.
CEC Standard 6 Professional Learning and Ethical Practice: Beginning special education professionals use foundational knowledge of the field and their professional Ethical Principles and Practice Standards to inform special education practice, to engage in lifelong learning, and to advance the profession.
Standard 6, Professional Learning and Ethical Practice, was applied in this course through the completion of a research paper that addressed a primary area of interest, including recent literature addressing key issues and best practices for the teaching of the target population. Through this paper, I was able to understand how current issues influence professional practice and the significance of lifelong learning. This standard highlights the understanding of how special education is an evolving discipline based on research, policies, and philosophies. As I researched and wrote this paper, I discovered resources to find current research on special education topics. I am able to continue to apply this standard by using those resources to stay current on topics in special education. Likewise, I also understand the importance of continuing to remain current in special education topics and resources.
Impact on Student Learning
Because of this course, particularly the research paper I wrote during the course, my students having more successful transitions from high school to adulthood. Students have increased vocational and self-help skills. My research for the paper showed that students with Autism need direct instruction for work, social, and self-help skills. Since I have implemented more direct instruction of these skills, my students have gained more independence in vocational skills like packaging, sorting, and collating, social skills like greetings and not interrupting others, and self-help skills like washing hands, sitting at a meeting, and doing laundry. The students are having successful transitions because they possess more of skills needed for adult living and working.
The artifact I chose for EDUC 611 Introduction to Exceptional Individuals is my research paper titled "Transition Supports for Individuals with Autism Spectrum Disorder Exiting High School". The assignment was to write a research paper about a primary area of interest, including recent literature addressing key issues and best practices for the teacher of the targeted population. The paper looks at the rise in Autism Spectrum Disorders and the services needed for a successful transition from high school to adulthood. This paper guided me in meeting the class objective of utilizing professional literature, colleagues, and other resources to support reflection, problem solving, and new ideas.
Professional Growth
Before this course and assignment, I relied on my colleagues and post-secondary resources for information and ideas relating to my students' transitions. I did not feel confident offering suggestions or resources to the parents and IEP teams of my students. I also did not have much experience locating and researching scholarly literature
While researching and writing this paper, I discovered the types of resources and opportunities available for individuals with Autism Spectrum Disorder after high school. I learned some strategies to create a successful transition for my students including teaching specific work and social skills and collaborating with the family, school, and agencies that assist people with disabilities during transitions. I also became familiar with searching through professional journal articles and literature.
After this course and assignment, I am more confident with the transition plans for my students. Now, during meetings I invite the adult and transition agencies and talk to the IEP team about what specific skills we can work on in the classroom to prepare the student for adult life. I have researched the type of work that most of my students would participate in as adults and have created workbox systems for them to practice those job skills.
Understanding and Application of Standards
CEC Standard 1 Learner Development and Individual Learning Differences : Beginning special education professionals understand how exceptionalities may interact with development and learning and use this knowledge to provide meaningful and challenging learning experiences for individuals with exceptionalities.
Standard 1, Learner Development and Individual Learning Differences, was addressed in this course through the teaching and discussions about the general characteristics of learners with intellectual and developmental disabilities and learning disabilities. By understanding the characteristics of the students I am working with, I am able to better create appropriate learning experiences for them. This standard was also addressed through the study of how language, culture, and family background can influence learning in learners with exceptionalities. This course emphasized how each student in special education is unique and the individual learning needs of each student are different, which is the main idea behind this standard.
CEC Standard 6 Professional Learning and Ethical Practice: Beginning special education professionals use foundational knowledge of the field and their professional Ethical Principles and Practice Standards to inform special education practice, to engage in lifelong learning, and to advance the profession.
Standard 6, Professional Learning and Ethical Practice, was applied in this course through the completion of a research paper that addressed a primary area of interest, including recent literature addressing key issues and best practices for the teaching of the target population. Through this paper, I was able to understand how current issues influence professional practice and the significance of lifelong learning. This standard highlights the understanding of how special education is an evolving discipline based on research, policies, and philosophies. As I researched and wrote this paper, I discovered resources to find current research on special education topics. I am able to continue to apply this standard by using those resources to stay current on topics in special education. Likewise, I also understand the importance of continuing to remain current in special education topics and resources.
Impact on Student Learning
Because of this course, particularly the research paper I wrote during the course, my students having more successful transitions from high school to adulthood. Students have increased vocational and self-help skills. My research for the paper showed that students with Autism need direct instruction for work, social, and self-help skills. Since I have implemented more direct instruction of these skills, my students have gained more independence in vocational skills like packaging, sorting, and collating, social skills like greetings and not interrupting others, and self-help skills like washing hands, sitting at a meeting, and doing laundry. The students are having successful transitions because they possess more of skills needed for adult living and working.