https://padlet.com/constancefranzone89/ut7icdwxd04m Made with magic en-us 2016-12-12 18:45:50 UTC 2023-02-19 04:48:55 UTC hello@padlet.com constancefranzone89 https://padlet.com/constancefranzone89/ut7icdwxd04m/wish/143221134 Although there are many classifications of disabilities recognized in our field, I was able to specifically examine four categories that affect students daily. The following Pecha Kutcha discusses common disabilities such as orthopedic impairments, multiple disabilities, traumatic brain injuries and other health impairments while providing additional comprehension to the first Competency category reviewed in our course. ]]> 2016-12-12 19:20:42 UTC https://padlet.com/constancefranzone89/ut7icdwxd04m/wish/143221134 constancefranzone89 https://padlet.com/constancefranzone89/ut7icdwxd04m/wish/143221186 2016-12-12 19:20:44 UTC https://padlet.com/constancefranzone89/ut7icdwxd04m/wish/143221186 constancefranzone89 https://padlet.com/constancefranzone89/ut7icdwxd04m/wish/143221221 At the beginning of our Exceptional Learner course, I was apprehensive about the class being a duplicate to the Foundations of Special Education taken during my undergraduate studies. However, after my experience in this class I am confident in saying that it has truly helped me to "understand and appreciate" diverse learners while teaching me important concepts on how to support and improve all of my future student's academic needs and achievements, especially those with disabilities. The following portfolio is a reflection on my understanding and mastery of the 6 Course Competencies taught throughout this semester. 

Thank you,
Constance Franzone]]> 2016-12-12 19:20:49 UTC https://padlet.com/constancefranzone89/ut7icdwxd04m/wish/143221221 constancefranzone89 https://padlet.com/constancefranzone89/ut7icdwxd04m/wish/143238996 Competency 2 continued]]> 2016-12-12 20:30:38 UTC https://padlet.com/constancefranzone89/ut7icdwxd04m/wish/143238996 constancefranzone89 https://padlet.com/constancefranzone89/ut7icdwxd04m/wish/143242484 The extensive laws and regulations associated with Special Education in America can seem overwhelming in the beginning of ones studies of exceptional learning. However, it is crucial for future and present educators to understand the rights of student's and resources available to ensure the most appropriate learning environment. Attached is an article written by assistant professor of law Elizabeth A. Shaver from the University of Akron School of Law, describing suitable reforms to IDEA's core principles.]]> 2016-12-12 20:47:24 UTC https://padlet.com/constancefranzone89/ut7icdwxd04m/wish/143242484 constancefranzone89 https://padlet.com/constancefranzone89/ut7icdwxd04m/wish/143249843 RtI Concept Map]]> 2016-12-12 21:33:47 UTC https://padlet.com/constancefranzone89/ut7icdwxd04m/wish/143249843 constancefranzone89 https://padlet.com/constancefranzone89/ut7icdwxd04m/wish/143488661 Throughout our course we reviewed multiple classifications and approaches  to disabilities we may potentially encounter in our classrooms. However, the distinct process taken by administration, educators, students and their families in order to identify a disability or learning need(s) was foreign to me at the beginning of our course. Presently my comprehension of Competency 2 can be presented through the following artifact on Special Education and supported by the video entitled, "Dear Teacher: Heartfelt Advice for Teachers from Students"]]> 2016-12-13 20:55:26 UTC https://padlet.com/constancefranzone89/ut7icdwxd04m/wish/143488661 constancefranzone89 https://padlet.com/constancefranzone89/ut7icdwxd04m/wish/143490508 The Individualized Education Program (IEP) segment of special education is one of, if not the most, important aspects of Individualizing Instruction and education for students with disabilities. Defined as a "management tool to identify needed services and to specify and organize them in detail; developed through collaboration among general and special educators, administrators, medical professionals, related services providers, the student's family, and the student who will receive special education" (Bryant, pg.600), IEP's are provided and utilized everyday in the U.S. covering a vast array of services for students with disabilities. To understand the necessity of an IEP is only one part of fully comprehending Competency 4, but to see the terms included in a student's IEP correctly adhered to and practiced by a professional educator solidifies one's understanding of this concept. Attached if a first hand account of observing how a veteran social studies teacher interacts and provides the most appropriate learning environment for her special needs and inclusion classes. ]]> 2016-12-13 21:07:14 UTC https://padlet.com/constancefranzone89/ut7icdwxd04m/wish/143490508 constancefranzone89 https://padlet.com/constancefranzone89/ut7icdwxd04m/wish/143506957 2016-12-14 00:08:49 UTC https://padlet.com/constancefranzone89/ut7icdwxd04m/wish/143506957 constancefranzone89 https://padlet.com/constancefranzone89/ut7icdwxd04m/wish/143507025 2016-12-14 00:10:13 UTC https://padlet.com/constancefranzone89/ut7icdwxd04m/wish/143507025 constancefranzone89 https://padlet.com/constancefranzone89/ut7icdwxd04m/wish/143507219 Promoting positive behavior and establishing a comprehensive management system is not only a valuable aspect to education, but can also be a major influence in the academic and social success  for students of differing learning capabilities and grade levels. Learning what it takes to effectively plan and implement a PBIS system is a key factor to gaining knowledge of Competency 5]]> 2016-12-14 00:13:59 UTC https://padlet.com/constancefranzone89/ut7icdwxd04m/wish/143507219 constancefranzone89 https://padlet.com/constancefranzone89/ut7icdwxd04m/wish/143507796 During the course of our semester I was able to work with two of my fellow social studies peers in developing a co-teaching lesson on the Neolithic and Paleolithic Eras. This activity required us to collaborate effectively with one another while providing opportunities for professional development. It also added to my knowledge of Competency 6. ]]> 2016-12-14 00:26:17 UTC https://padlet.com/constancefranzone89/ut7icdwxd04m/wish/143507796 constancefranzone89 https://padlet.com/constancefranzone89/ut7icdwxd04m/wish/143513905

References: 

http://www.projectidealonline.org/v/orthopedic-impairments/

http://www.projectidealonline.org/v/multiple-disabilities/

http://www.brainline.org/content/2008/07/classroom-interventions-students-traumatic-brain-injuries_pageall.html

http://www.parentcenterhub.org/repository/ohi/#idea 

http://www.specialeducationguide.com/disability-profiles/orthopedic-impairments/ 

http://www.projectidealonline.org/v/traumatic-brain-injury/ 

http://www.projectidealonline.org/v/health-impairments/  

https://youtu.be/xKqN21OdsLQ  

https://youtu.be/kfLMfL-Rbl0  

Bryant, D., Bryant, B., & Smith, D. (2017). Teaching Students with Special Needs in Inclusive Classrooms. Thousand Oaks, CA: Sage Publications.

https://youtu.be/lTMLzXzgB_s

https://youtu.be/qIA5MVvYBuo

https://www.youtube.com/watch?v=tGYO9XWhI2Y 

https://www.youtube.com/watch?v=3XMndYNEGFA

Shaver, E. A. (2015). EVERY DAY COUNTS: PROPOSALS TO REFORM IDEA'S DUE PROCESS STRUCTURE. Case Western Reserve Law Review, 66(1), 143-208.

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