EDUC 615: Assessment and Treatment of Students with Cognitive Disabilities
This course examines the characteristics and various approaches to the education and treatment of students with intellectual disabilities and developmental disabilities. Students will learn about the areas of assessment, curriculum development, instructional design, appropriate placement, methods for assessing the social, emotional, learning styles, functional behavior development, and curriculum-based skill achievement. Students will administer and interpret individual diagnostic tests, design and administer informal assessment measures, and learn observation and interview techniques that will become a part of the assessment skills needed to be successful in the assessment of students with cognitive disabilities. Additionally, students will engage in an in-depth case study/practicum that will require students to apply his/her knowledge of cross-categorical special education.
3 Credits
Instructor: Armstrong
Spring 2014
3 Credits
Instructor: Armstrong
Spring 2014
case_study.pdf | |
File Size: | 3641 kb |
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Artifact Description
The artifact I chose for EDUC 615 Assessment and Treatment of Students with Cognitive Disabilities is the case study I completed on a student in my classroom. For this assignment, I researched the student's case, family, and educational history, described his strengths and weaknesses, and chose two areas to assess and work on with this student. I worked with the student on following the rules and meeting the expectation of participating in the class opening meeting and improving his reading. I worked one-on-one with the student on these areas, did progress-monitoring, and completed daily reflections.
Professional Growth
Before the case study experience, I didn't do daily reflection, consistent progress monitoring, or fully explain and reinforce classroom expectations. Although I have learned in many of my classes the value of daily reflection, I hadn't put it into practice. I just assumed it would be extra work and would take up time that I didn't have. Before this case study I wasn't consistently using progress monitoring. I collected data on a daily basis, but I hadn't been using an assessment to monitor the students progress every week. I also hadn't been explaining the expectations of the classroom on a daily basis. I had been assuming that students know what they should be doing in situations like sitting at the table for opening meeting.
During the case study I implemented some new strategies in my classroom such as written reflections after each lesson with the target case study student, daily and weekly progress monitoring assessments, and daily reminders and prompting of the expectations for my classroom. I have gained a better understanding of the value of written daily reflections. I wrote a short paragraph after each lesson with my student to reflect on what went well, didn't go so well, and what I might need to change or continue in the future. I learned that it didn't take much time, but was very helpful when lesson planning for future lessons and assessing student growth. For example, when I read through my reflections of my reading lessons with my student, I saw a pattern of him continuing to struggle with specific words and that I thought he might need supplementary work on those words. Without those daily reflections, I might not have seen this pattern.
During the case study I implemented daily progress monitoring for following rules and expectations for the opening meeting and weekly progress monitoring of reading. I learned that it was much easier to see the growth or lack of growth by using the same assessment every day and week. I was able to see that my student was making consistent progress in his reading because each week he was able to read a few more words on the assessment. I found that it didn't take much extra time and the results were very helpful. It is also easy to put the data onto a graph and visually represent the data to share at this IEP and quarterly meetings.
During the case study I started using daily reminders and prompting to review the expectations of opening meeting with my student. He struggled to stay in his seat, keep a quiet voice, and actively participate. When he didn't meet one of the expectations, I (or my staff) reminded him of what he should be doing. The data I collected from the meetings showed that the consistent reminders made a big difference for him and he made progress in more consistently following directions.
After the case study I am now working on creating informal assessments to progress monitor for all of my students. I found that the information gained from progress monitoring was very beneficial for my reflections and lesson planning. I want to be able to show visually the growth that my students are making each quarter. Using progress monitoring will ensure that the visuals are accurate representations of their growth. I am also now using more verbal prompts to remind students of expectations in various areas of school. I am currently working on creating some visual reminders to post in the classroom as well. I am hoping that the consistent verbal and visual reminders will help reinforce the expectations and students will be more likely to follow those expectations. Finally, I am working on setting up a system to do daily reflections of my lessons. I want to create a form that is quick to fill out, yet has the beneficial information. My day doesn't have much down time, so I am working on creating something that is realistic for me to use and that I can look back on to find patterns and remember ideas that worked well with my students.
Understanding and Application of Standards
Viterbo Standard: The teacher demonstrates personal qualities and values which reflect the Franciscan values identified in the Vterbo University teacher education conceptual framework.
The Viterbo Standard was addressed in this course through the case study assignment.
Contemplation: I reflected on my teaching, students, and classroom throughout this assignment. Each day I reflected on what went well and what needed to change in my instruction in order to make my student more successful. I looked for patterns and growth as I looked back through these reflections to improve my instruction.
Hospitality: During this case study I worked to make my student feel safe and comfortable. I learned that students are able to learn and perform much better when they feel comfortable and free from distractions.
Integrity: I learned to create assessments that were accurate in order to show a true representation of the progress my student was making. There were times when he did not make progress, so I needed to show that on my data, even though it made me feel like I might be doing something wrong with his instruction. I was honest and fair in his data and then reflected on it to make positive changes.
Stewardship: Through this course and case study I learned to use all of the resources I had available to me to find the best source of instruction for my student. Because my students are all unique, I can't use the same instructional tools for everyone. I used a variety of tools and curriculum to provide the best instruction I could. I also made sure to be respectful and careful of these materials in order to be able to use them with more students in the future.
Service: Working one-on-one with my student reminded me of the passion and joy I find in working with students with disabilities. I was very proud of the progress he made and loved seeing the joy he felt when he succeeded.
CEC Standard 5 Instructional Planning and Strategies: Beginning special education professionals select, adapt, and use a repertoire of evidence-based instructional strategies to advance learning of individuals with exceptionalities.
Standard 5, Instructional Planning and Strategies, was addressed in this course through selecting the instructional strategies that would work best for my student in the case study. I learned about a variety of evidence-based strategies during the course and was able to use some of those during the instruction portion of the case study. I was able to practice using the evidence-based practices of prompting, reinforcement, task analysis, and visual supports. I've learned that using these evidence-based practices in my instruction will improve my student's learning and retention of skills.
Impact on Student Learning
Due to my participation in this course, the student that I did the case study on is making steady progress on his goals of reading sight words and participating appropriately at opening meeting. Since this project, the student can read ten more words than the baseline assessment. He is also participating appropriately in our opening meeting 85% of the time. Because I learned the value of assessment and data collection during this class, all of my students are making progress toward their goals and the progress is able to be accurately shown through graphs. My students also now have goals that are more attainable for their specific needs because the goals are based on assessment and data.
The artifact I chose for EDUC 615 Assessment and Treatment of Students with Cognitive Disabilities is the case study I completed on a student in my classroom. For this assignment, I researched the student's case, family, and educational history, described his strengths and weaknesses, and chose two areas to assess and work on with this student. I worked with the student on following the rules and meeting the expectation of participating in the class opening meeting and improving his reading. I worked one-on-one with the student on these areas, did progress-monitoring, and completed daily reflections.
Professional Growth
Before the case study experience, I didn't do daily reflection, consistent progress monitoring, or fully explain and reinforce classroom expectations. Although I have learned in many of my classes the value of daily reflection, I hadn't put it into practice. I just assumed it would be extra work and would take up time that I didn't have. Before this case study I wasn't consistently using progress monitoring. I collected data on a daily basis, but I hadn't been using an assessment to monitor the students progress every week. I also hadn't been explaining the expectations of the classroom on a daily basis. I had been assuming that students know what they should be doing in situations like sitting at the table for opening meeting.
During the case study I implemented some new strategies in my classroom such as written reflections after each lesson with the target case study student, daily and weekly progress monitoring assessments, and daily reminders and prompting of the expectations for my classroom. I have gained a better understanding of the value of written daily reflections. I wrote a short paragraph after each lesson with my student to reflect on what went well, didn't go so well, and what I might need to change or continue in the future. I learned that it didn't take much time, but was very helpful when lesson planning for future lessons and assessing student growth. For example, when I read through my reflections of my reading lessons with my student, I saw a pattern of him continuing to struggle with specific words and that I thought he might need supplementary work on those words. Without those daily reflections, I might not have seen this pattern.
During the case study I implemented daily progress monitoring for following rules and expectations for the opening meeting and weekly progress monitoring of reading. I learned that it was much easier to see the growth or lack of growth by using the same assessment every day and week. I was able to see that my student was making consistent progress in his reading because each week he was able to read a few more words on the assessment. I found that it didn't take much extra time and the results were very helpful. It is also easy to put the data onto a graph and visually represent the data to share at this IEP and quarterly meetings.
During the case study I started using daily reminders and prompting to review the expectations of opening meeting with my student. He struggled to stay in his seat, keep a quiet voice, and actively participate. When he didn't meet one of the expectations, I (or my staff) reminded him of what he should be doing. The data I collected from the meetings showed that the consistent reminders made a big difference for him and he made progress in more consistently following directions.
After the case study I am now working on creating informal assessments to progress monitor for all of my students. I found that the information gained from progress monitoring was very beneficial for my reflections and lesson planning. I want to be able to show visually the growth that my students are making each quarter. Using progress monitoring will ensure that the visuals are accurate representations of their growth. I am also now using more verbal prompts to remind students of expectations in various areas of school. I am currently working on creating some visual reminders to post in the classroom as well. I am hoping that the consistent verbal and visual reminders will help reinforce the expectations and students will be more likely to follow those expectations. Finally, I am working on setting up a system to do daily reflections of my lessons. I want to create a form that is quick to fill out, yet has the beneficial information. My day doesn't have much down time, so I am working on creating something that is realistic for me to use and that I can look back on to find patterns and remember ideas that worked well with my students.
Understanding and Application of Standards
Viterbo Standard: The teacher demonstrates personal qualities and values which reflect the Franciscan values identified in the Vterbo University teacher education conceptual framework.
The Viterbo Standard was addressed in this course through the case study assignment.
Contemplation: I reflected on my teaching, students, and classroom throughout this assignment. Each day I reflected on what went well and what needed to change in my instruction in order to make my student more successful. I looked for patterns and growth as I looked back through these reflections to improve my instruction.
Hospitality: During this case study I worked to make my student feel safe and comfortable. I learned that students are able to learn and perform much better when they feel comfortable and free from distractions.
Integrity: I learned to create assessments that were accurate in order to show a true representation of the progress my student was making. There were times when he did not make progress, so I needed to show that on my data, even though it made me feel like I might be doing something wrong with his instruction. I was honest and fair in his data and then reflected on it to make positive changes.
Stewardship: Through this course and case study I learned to use all of the resources I had available to me to find the best source of instruction for my student. Because my students are all unique, I can't use the same instructional tools for everyone. I used a variety of tools and curriculum to provide the best instruction I could. I also made sure to be respectful and careful of these materials in order to be able to use them with more students in the future.
Service: Working one-on-one with my student reminded me of the passion and joy I find in working with students with disabilities. I was very proud of the progress he made and loved seeing the joy he felt when he succeeded.
CEC Standard 5 Instructional Planning and Strategies: Beginning special education professionals select, adapt, and use a repertoire of evidence-based instructional strategies to advance learning of individuals with exceptionalities.
Standard 5, Instructional Planning and Strategies, was addressed in this course through selecting the instructional strategies that would work best for my student in the case study. I learned about a variety of evidence-based strategies during the course and was able to use some of those during the instruction portion of the case study. I was able to practice using the evidence-based practices of prompting, reinforcement, task analysis, and visual supports. I've learned that using these evidence-based practices in my instruction will improve my student's learning and retention of skills.
Impact on Student Learning
Due to my participation in this course, the student that I did the case study on is making steady progress on his goals of reading sight words and participating appropriately at opening meeting. Since this project, the student can read ten more words than the baseline assessment. He is also participating appropriately in our opening meeting 85% of the time. Because I learned the value of assessment and data collection during this class, all of my students are making progress toward their goals and the progress is able to be accurately shown through graphs. My students also now have goals that are more attainable for their specific needs because the goals are based on assessment and data.