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Educational Disabilities in the Schools

Educational Disabilities in the Schools. January 29th, 2008. Today’s Objectives. Presentations The Narrative of Special Education Role of IQ in Narrative Multiple Reforms. Presentations. Schedule sent out last week Conflicts to be resolved? Today’s note taker: Brettjet!

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Educational Disabilities in the Schools

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  1. Educational Disabilities in the Schools January 29th, 2008

  2. Today’s Objectives • Presentations • The Narrative of Special Education • Role of IQ in Narrative • Multiple Reforms

  3. Presentations • Schedule sent out last week • Conflicts to be resolved? • Today’s note taker: Brettjet! • Rubric of what I look for… • Meet with me at least once… • Narrowing down to your topic!

  4. Inspirational Quote “The intersection of the world’s needs and your greatest passion is where you find your purpose in life…”

  5. Within Your General Topic • A population • A disability group • A group based on ethnic, cultural, linguistic, age, gender, or other differences • A behavior/outcome • Academic • Personal • Family • An intervention, strategy, measure, or reform • What works? What doesn’t? Why? • Proposals tend to focus on measuring or comparing interventions

  6. Brainstorming • What ideas do you have about topics you want to pursue? • Do you have a particular population in mind? • Outcome? • Intervention?

  7. Narrative of Special Education • Individual perspectives • Multiple “stories” • Encoding of the narrative • Research and the narrative • Confirming • Questioning • Shaping the narrative

  8. Special Ed Is... • With your team, “graffiti” one completion of “special ed is…” for each letter of the alphabet. • Remember: What does graffiti look like? • You can use words and/or phrases • You will be timed!

  9. Individual Perspectives • How did we characterize special education? • What factors influence your perspective on • the purpose of special education? • Its effectiveness? • The future of special education?

  10. The Readings: Multiple Perspectives • History depends, in part, on disability • History as collective memory • Cultural factors • Highlighted by individual stories • Legal cases • Exemplary cases • Emotional cases

  11. Kauffman (1999-2000) Did any of the “obits” resonate with you or capture some of your perspectives? • What is known? • What do we need to know? • Why do we need to know it?

  12. Break! • When we come back… • Use of IQ • Referrals and placement • Why stats reform?

  13. Encoding the Narrative • McMillan & Forness (1998) • Pros of IQ testing include… • Cons of IQ testing include… • Purpose of Larry P. decision was to…

  14. UCR Research Program With a partner, describe… Purpose of the research program Methods they used Key finding(s)

  15. Multiple Reforms Affect the Referral and Placement Process! • Reforms… • In law… • In practice… • In training… • In research…

  16. Statistical Reforms • Why do you think we included this article in the first week of class? • Single Case Design • Measuring reliability • Effect Size • All of this leads to…

  17. Shaping the Future Narrative • “What works” and “evidence-based” practices • Achievement standards • Primacy of inclusion • Financial concerns • “Teacher Quality” • Quantitative methods

  18. For Next Week… • Brettjet will send her notes to you! • I will send out resources based on your ideas for your presentations. • Questions to guide your reading will be sent out to you on Monday. • Let me know if you have questions!

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