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Destiny Mendoza - SPED 747 Engage April 18

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Destiny Mendoza - SPED 747 Engage April 18

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Metaphor for traditional assessments: One size fits all.

Metaphor for innovative assessments: Not everyone fits the mold.

I chose the first metaphor, "One size fits all," to represent traditional assessments as these assessments typically do not meet the unique needs of students with physical disabilities or other health impairments. I chose the second metaphor, "Not everyone fits the mold," to represent authentic assessments as these assessments allow students with physical disabilities or other health impairments to use their knowledge of skills to produce a product or complete a performance. We can use both of these metaphors to reflect on our practices about students with disabilities in ensuring that we are providing a learning environment that meets, supports, and enriches each individual needs.

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Assessment in Special Education can be likened to a compass guiding students with physical disabilities on their

educational journey. Just as a campus helps travelers navigate through uncharted territories, assessments help educators,

determine a student's IEP and set goals for their academic achievement. Educators, acting as skilled navigators, must be

well-versed in the test items to ensure the reliability and validity of the assessments, much like understanding the

intricacies of using a compass correctly. Students, like explorers, must also be familiar with the test equipment, language,

and procedures, akin to understanding how to use tools for navigation effectively. Just as a navigator practices using a compass

before embarking on a journey, teachers practice giving assessments to gather information about a student's progress.

This preparation is crucial, especially for assessments like the Brockport Physical Fitness Test and FITNESSGRAM, which have

multiple components requiring practice and familiarity for both educators and students. In this educational journey, both physical

education and special education teachers serve as direct service providers, akin to guides leading students towards their

educational goals. Assessments becomes the map guiding instruction for the development of physical and motor skills in

students with disabilities, ensuring they reach their destination successfully. Just as travelers adapt to changing landscapes,

educators must adopt innovative assessment methods and techniques to support students with disabilities effectively. By

embracing new pedagogies and assessment practices, educators can address existing biases and ensure that all students,

can navigate through their educational journey with confidence and success.

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Equality does not equal equity!

I chose this image to describe my metaphor for this article because the article describes how traditional assessment tools do not always address the needs of students with physical disabilities and/or health impairments effectively. There is very much a UDL framework to what this article purposes- that when we assess students with physical disabilities and/or health impairments for physical fitness we need to account for the fact that not everyone learns the same, and not everyone expresses their knowledge in the same way. Traditional assessments do not always take this into account, therefore as educators, we need to adapt our assessment processes to accommodate the needs of students with disabilities.

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Metaphor: "education is not pie"

While it may seem a little out there, my metaphor is based on a quote I saw floating around the internet a while ago. The original quote was "power is not pie," and it describe how providing equity/equal rights to those who need it will not take away the rights of others. In regards to this article, I believe that the same approach can be made. By doing away with traditional assessments, many people believe that assessments will now be geared towards students with special needs - therefor diminishing the value of testing for general education students, but that's not the case. It is clear that modern teachers are focusing more and more on making an approach to learning that can benefit anyone regardless of the lesson with UDL teaching methods, but if the testing does not reflect the style of learning, then change can not happen.

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Dominic Saucedo- SPED 747 Engage activity

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Dominic Saucedo- SPED 747 Engage activity

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Metaphor for Physical education in special education. Climb every mountain.

I chose this metaphor because the article mentions how there is such a vast difference in what is appropriate for each student when it comes to physical education and care for a student. The mountain represents that student's journey. Not all mountains will look the same and there several ways to conquer them. It is up to the teacher/ A.P.E and specialist to help them.

The second part of the metaphor covers the need for the correct assessment and on a regular basis. Unauthentic assessments seem to be the norm when it comes to physical education and every student deserves to be allowed the freedom to move at the best of their ability.

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All of the individuals in the infographic are reaching towards their goals. I chose people in different positions to show that each student is an individual and needs different accommodations and modifications. Ultimately, all students are progressing towards the same thing, reaching their goals.

The article highlighted the shift that needs to be made towards more innovative methods for assessment techniques within physical education. Students needs to be assessed as unique individuals to establish an appropriate baseline. Then goals can be created based on the initial student assessment. An educator's job is to provide the scaffolding in a way that helps the student continue to grow, encompassing all three areas of assessment motor development, fitness knowledge, and social/emotional. Old techniques that rely heavily on written assessments, do not necessarily hold the means for accurately assessing students with disabilities. The shift towards innovation and experiential learning provides more quality opportunities for student assessment.

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As I read about Other Health Impairment this week, I learned that inclusive practices follow the guidelines of universal design for learning. The format is loose with careful consideration of family values, communities and support. This process requires educators to conduct assessments in a similar format, based on individual abilities.

I think this is great because it embraces a new experience insight on how to work with Individuals with disabilities. One thing that stood out to me in this week's reading is the consideration of culture values during informal assessments. Oftentimes, we conduct assessment in schools that do not describe our students for who they are. I like the whole-student approach method more because it embodies the concept and follows the guidelines of Universal design for learning.

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Evangelina Chavez - SPED 747 Engage 4/18

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Evangelina Chavez - SPED 747 Engage 4/18

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Metaphor: Every flower has its own fragrance and every human is a unique flower

What I took away from this article is that we need to begin making the shift to adopting innovative pedagogies and emerging innovative assessment techniques, that will give us a better look at what are the needs of our students with physical disabilities and other health impairments and how to address their unmet needs. Traditional assessment tools do not take into account our unique learners in p.e. Classes especially unique learned with physical disabilities and other health impairments. These assessments do not capture the real picture of who our students are and their areas of needs.

As educators, we understand that all students are unique and not one is the same. Being unique means being the only one of its kind and for our students with physical disabilities and other health impairments, each child is different and knowing that, we need to make sure we provide the student with the appropriate supports that are fitting for them. I chose my quote because I was reminded by a coworker that our students are like flowers in a way that they are constantly changing. If you look at a flower from different angles, like when you take a picture, it looks different. Just like our unique student, when we view them from different angles we see just a tiny piece of what makes up our student. When you put together all the different views you get the full picture or in this case a full picture of the student. Traditional assessments will not provide us with the necessary information we need as a team to provide all the appropriate accommodations that will allow our students to demonstrate their strengths and capabilities.

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Monica De Leon - SPED 747 Engage April 18

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Monica De Leon - SPED 747 Engage April 18

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Metaphor: “Learning is like building a house”

This metaphor reflects all the different components that goes into building a strong foundation of a house. While building a house you have contractors, electricians, plumbers, and public safety officials that all have their roles in contributing to the foundation, there are services providers laying a foundation for the student. A student could have adapted physical education, occupational therapy, and a speech language pathologist that are working together to help achieve the students and parents goals. Appropriate assessment are conducted to check for understanding and to keep building on the student’s foundation of learning. Before a house can be sold or someone move in, public safety officials conduct final walk through to ensure the house is up to code and safe for someone to move in. Just like when our students begin their transition from the education model into society, we hope all those lessons, experiences, and role playing have equipped them with the right tools/skill set to be as dependent as possible.

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“Think smarter not harder”

We should think smarter, not harder when it comes to assessing students with disabilities.

A big misconception about traditional assessments is that they often provide an accurate snapshot of a student’s grasp on a lesson. I like to think that assessments are there to give an opportunity to apply their knowledge, not just regurgitate what they have learned. Ideally if a student was to attempt to teach their peer the lesson, it would be a great example of the application of the lesson. So why do teachers still employ assessments with multiple choice questions and short response answers? There are many reasons, but an important one is to collect and review the gathered data. Data like that can be used to review teaching method effectiveness, used to track valuable assessment scores. Regardless, it is a source of information that helps instructors create new and more effective curriculum that can be universally accessed to all students. Instead of having teachers relentlessly drill curriculum into students’ heads, we should use the data we collected to develop new methods to access education.

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Metaphor- "IN EDUCATION THERE IS NO ONE SIZE FITS ALL"

Growing up we learned there are several different learners in the classroom: hands-on learners, visual learners, those who learn through reading and writing, and those who learn from listening to lectures/discussions. We add in different abilities and individual needs and it becomes more evident that we need to cater our curriculum and teaching style to work with the students and give them the opportunity to engage and learn within their individual capacity.

Many schools are fighting against standardized testing for general education students, so why are traditional assessments similar to standardized tests, still being used when assessing students with special needs? Research has shown that the best way to take data on students is to do it within their natural routines, around people that they are comfortable with. Traditional assessments don’t allow for modifications and adaptations that most students rely on (hierarchy of prompts) that are used daily in special day classes. The data or results of the assessment would not be an accurate representation of the child’s true skills.

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I think some important takeaways from the article are that assessment can be a valuable tool when utilized correctly, goal setting is important for all students, and accommodating is not limiting.

A metaphor that could apply to some of these ideas is that we are all at the same party, but we aren't all having the same drinks. That doesn't mean we all can't dance together.

I chose this metaphor because the drinks imply that everyone could be having something a little different, but they all are doing us some sort of service. Something to loosen us up, something to do with our hands, or even something just to keep us hydrated. In either scenario, we all deserve something to help improve our experience. The same party relates to our shared humanity. Dancing all together means that although our experiences and needs can be different, but we should still respect and celebrate each other. This metaphor can even be applied to one of the main focuses of the article: physical education. Some students need more involved support, but that should not discount them from joining everyone on the dance floor. I think this metaphor is helpful in my practice because I have to consider what the barriers are that prevent students from dancing. When those are identified, we can make accommodations to support them.

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One of the main messages that I took away from this reading was how to help students who are living with disabilities have better access to different types of assessments. One quote that stood out to me was “the assessment procedures must respect individual, cultural, and ethnic diversity, and be free of cultural, language, and/or gender bias” (Hodge, Lieberman, & Murata, 2012). Sometimes when I think of inner city kids having to take tests pertaining to situations they have never experienced before shows me how unfair and biased the education system can be. One of the schools that I will be working at next school year has one of the highest test scores within the district. I am excited to know how that is possible, why it is possible and what keeps it going. I think that the climate of kids are different there than where I have been (more Black and Brown kids at this new school) so I am really excited to see what has been put into place to make this happen. And how we can get these scores up across the district. A metaphor that I have chosen is honestly one that I picked up while reading. It is, “INCLUSION is being asked to dance. EQUITY is how much space on the floor you get. BELONGING is who gets to choose the music (Dobbins, 2023). I like this because I believe that it really shows the difference between these terms and how others can really understand them. I think if we use this, this can help us reflect on practices with our own students because it asks the question, are our kids being asked to dance? Are our kids getting enough space on the floor? Are our kids getting a chance to choose what music they want?

Dobbins, Melissa (4, January, 2023). Career.Place

https://www.career.place/post/the-meaning-of-diversity-equity-inclusion-and-belonging-through-the-dance-art-and-business#:~:text=INCLUSION%20is%20being%20asked%20to,emotional%20connection%20to%20the%20concepts.

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-Dead as a door knob-

I choose this metaphor phrase because I tie it with old fashion assessments, what worked or observed decades ago does not apply to the present or future, children and times are always changing we need to work on assessments that meet children's individual needs. What can past assessments support children and staff now. We build on the past to create a better future not stay with one strategy.

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Lily Silva “Every child is a different kind of flower" 

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Lily Silva “Every child is a different kind of flower" 

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I chose this metaphor because I think it is important to recognize that each child is different from the other this means that strategies that can work for one child probably will not work for others. When we work with children with special needs, we must create a plan that meets children's needs and wants. This plan also has to include the child's family. When we do assessments, we need to take into consideration all aspects that may affect children's development such as culture, belief, language, race, religion, health, economic background, family background, and others. Disabilities are not diseases that can be cured with the same medicines. Disabilities are conditions that make people learn, think, and develop some skills in different ways than typical people do. To provide the best support for children with special needs and work together with families and other specialists, we need to embrace the differences and celebrate the diversity that makes this world a better place.

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In reading Traditional and Innovative Assessments Techniques for Students with Physical and Other Health Impairments, this visual came to my mind immediately. The uniqueness of each child can not be ignored when it comes to assessment. The use of the correct assessment tool for students with physical disabilities or other health impairments must always be at the forefront. Yes, according to the regulations set by the U.S. Department of Education, requiring that all students with disabilities be included in local and State assessments creates an opportunity for an advancement of what that assessment approach will be for these students. In the figure above, the requirement is to all climb the same tree. The exam or assessment is the same for all to be "fair", but then what alternative assessment is available under IDEA. Also, it is important to mention the appropriate accommodations.

Essentially, the metaphorical image above should be a continued reminder of the responsibility we have to ensure advocacy for the uniqueness of students we will or currently work with despite the rules that govern assessment. As the article states, "Professional educators must be encouraged to adopt effective methods and inclusive assessment techniques to help students with physical disabilities or other health impairments function more productively without feeling marginalized." We can have a positive impact when we create assessments that consider how a student/child will feel and will be motivated to reach their goals. The monkey in the image is feeling really good already, yet all the other animals probably feel defeated and have no motivation to attempt this task. It does not take into account their unique abilities and strengths. An assessment that is innovative and authentic will provide valid data.

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Assessing children and getting to know them is like exploring an island filled with hidden treasures. Becoming familiar with a student is comparable to walking down a path with unique treasures of knowledge and understanding scattered throughout. Educators are tasked with being the brave explorers who traverse the islands and surface these hidden treasures for the world to see! Educators use their knowledge and assessment tools to find the brilliance within each child. And like a shining star in the night, children's unique talents illuminate the path to the bright future ahead of them. Similar to these assessments, educators embark on a neverending journey of discovery to open up these treasures of knowledge and guide children toward their bright futures.

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Elizabeth Cano -  Sped 747                                                              Describes  metaphor of children’s   assessment

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Elizabeth Cano -  Sped 747                                                              Describes  metaphor of children’s   assessment

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Quote may not actually be from Albert Einstein

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Stefanie Pappalardo - SPED 747 Engage April 18, 2024

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Stefanie Pappalardo - SPED 747 Engage April 18, 2024

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While this quote may not exactly be a metaphor, it does make us think about how we all have different abilities and we cannot demonstrate those equally. Traditional assessments may not be what works for many students who may not be able to demonstrate performance on norm-standards designed for fully, able bodied people. While assessments are needed to determine needs, measure growth, and allow for creating instructional goals, they cannot be universal. The main ideas I took away from the Hodge article were the value of creating assessments that allowed for students to demonstrate their knowledge either physically, cognitively or socially/emotionally. By expanding the parameters of how to assess, it opens up the opportunities for more children to receive meaningful assessment, despite whatever physical limitation they may have. Alternative assessments can be fun and inclusive. By being innovative and not stuck on normed assessments, valuable data can be derived while a meaningful physical education experience is created for the student.

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"physical disabilities or other health impairments when used appropriately.5,6

Innovative assessment techniques refer to new variations or ways to assess the

abilities of students with physical disabilities and other health impairments.

Generally, a physical disability is any type of physical condition that signifi-

cantly impacts one or more major life activities" I choose to talk about this because when you look for help for your child in early stages you will have better outcome .

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Jennifer D.

Nov 5th

I chose the metaphor "tending a garden" for working with children with disabilities are like tending a garden, where each plant (or child) has very different needs, grows at their own pace, and needs individualized care. To me, this emphasizes the value of being patient and empathetic and taking a personalized approach so each child gets the nurturing they need to thrive.

"Whatever traditional or innovative assessment techniques adopted by educators should drive the assessment data collected while considering the

type of disability of each student, commensurate with their abilities." (Hodge & Asola, 2021)

Just as a gardener adjusts sunlight, water, and soil to suit each plant, educators must tailor supports to meet the specific needs of students with disabilities, as discussed in the article. For instance, providing accessible communication tools and adapting the learning environment are like nurturing different plants, each requiring unique care to flourish, underscoring the importance of flexibility and dedication in cultivating growth for every student.