1 / 11

Sharon Link, Ph.D.

tekli
Download Presentation

Sharon Link, Ph.D.

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. What is a Storyboard?“Storyboards are visual organizers, typically a series of illustrations displayed in sequence for the purpose of pre-­‐visualizing a video, web-­‐based training, or interactive media sequence.”In this storyboard, you will see a mock-up of an Intro to Disabilities course that includes each of the required criteria from the design documentPlay this as a PPT, and you will find an interactive course. Click on the hyperlinks embedded in the presentation and experience videos, documentation, interactions, and other functionalities that mimic a live course. Review in non-presentation mode and read the scripting the bottom of the presentation. Please login Below User Name Password Enter Sharon Link, Ph.D.

  2. Start Here Welcome to Teaching Children with Disabilities! As you begin the course… Please spend some time getting familiar with the tools that are here in Edvance 360. Please note the resources that are available there as well course readings as well as additional materials. Here is a white paper discussing the benefits of Edvance360. Hyland-ar-top-5-reasons-move-doc-mgmt-to-ecm.pdf Review all the materials in the COURSE INFORMATION section. Here you will find information about your instructor and your syllabus as well as all of the rubrics and expectations for this course. Click on the Week 1 tab to discover what your first session will be like. Note that there is a tutorial embedded in Week 1 that will give you an overview of how the course works. Please Note: There are journal entries in this course - not Discussion Threads. Please get in touch with your course mentor if you have any questions or concerns. Enjoy the class! Week 1 Pre-Class Preparation Orientation to Course Tools & Resources Readings: Purchase books, and assure that they are delivered in time for class. Review the Table of Contents of books to gain a general idea of topics to be covered in the course. Download and Read Course Syllabus (Syllabus should be embedded here) Read the syllabus in depth, check out all four documents in the syllabus section. Really get to know the resources, requirements, procedures and expectations for this course early in the learning process. The syllabus and other materials related to the course can be found in the Syllabus section of the course. Review the Course-at-a-Glance In the “Course Information” link of the course, locate the course map. Download and print. This course is self-paced, so you will be able to approach the material at your own pace aligned with time framed criteria. (Course at a Glance should be included here) Become familiar with the Edvance 360 course site. As you will be spending time here, become familiar with it. For example, locate your grade-book. View the interactive Storyline presentation that walks you through navigating the course. Visit the Week 1 Folder Click on the folders to become familiar with the layout of the course Respond to the Journal Entry Your first Journal entry is your introduction Follow directions to post your introduction. You can do this anytime within the first week. Online Etiquette Please take two minutes and watch the “Netiquette” movie below. As a community of learners it is important that we all understand the expectations for communication within in the Blackboard community we are all now a part of. Video should be embedded. http://www.youtube.com/watch?v=6dRoclqDJh0 American's with Disabilities Act Any personal learning accommodations that may be needed by a student covered by the “Americans with Disabilities Act” must be made known to the Advisor as soon as possible. This is the student's responsibility. Information about services, academic modifications and documentation requirements can be obtained from the Leadership Via Design advisor.If you need services please start on the DISABILITY SERVICES page and contact the Leadership Via Design Advisor. (Add hyperlink here for Disability services)FERPA The Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34 CFR Part 99) is a Federal law that protects the privacy of student education records. The law applies to all schools that receive funds under an applicable program of the U.S. Department of Education. Start Here Announcements Course Information Course Instructor Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Tools Resources

  3. Announcements • Look on this page regularly to find specialized course announcements. • Sample: • Posted on February 20, 2014 at 7:57 AM • Hi Everyone, • Welcome to Teaching Students with Disabilities! • Course Description: • Teaching Students with DisabilitiesThis course focuses on current approaches to teaching children with disabilities; special education and the Individuals with Disabilities Education Act; current theories and methodologies in work with students with disabilities; inclusion and the concept of the least restrictive environment; early intervention; special education programs, curricula, classroom management, and use of technology; educational challenges and instructional approaches with children with mental retardation, physical and sensory impairments, language delays, emotional disturbance, and learning disabilities; special attention to work with children with autism; application of principles of differentiated instruction; and an introduction to approaches and debates on reading and language arts instruction for native English speakers and English language learners. There is special attention given to the Common Core Standards, and additional resources can be found in the Resources section of the course.3 credits • Course Learning Outcomes: • As a result of this course, you will advance in proficiency toward New York State Teacher Standard I: Knowledge of Students and Student Learning • Element I.3: Teachers demonstrate knowledge of and are responsive to diverse learning needs, strengths, interests, and experiences of all students. • Performance Indicators: • a. Teachers vary and modify instruction to meet the diverse learning needs of each student. • b. Teachers create, deliver, and adapt instruction to address each student’s strengths, interests, and experiences. • Element I.4: Teachers acquire knowledge of individual students from students, families, guardians, and/or caregivers to enhance student learning. • Performance Indicators: • a. Teachers utilize strategies that enable two-way communication with each student’s parents, guardians, and/or caregivers. • b. Teachers use a variety of techniques to accommodate the communication needs of each student’s parents, guardians, and/or caregivers. • Element I.5: Teachers demonstrate knowledge of and are responsive to the economic, social, cultural, linguistic, family, and community factors that influence their students’ learning. • Performance Indicators: • Teachers incorporate a knowledge and understanding of the school community when planning and implementing instruction. • Teachers incorporate an understanding of their students’ strengths and limitations, and the environmental factors that influence their students’ learning. • Teachers attend to an individual student’s personal and family experiences by incorporating multiple perspectives. • Blooming Outcomes: • After completing this course, participants will be able to: • Understand and be familiar with current approaches to teaching children with disabilities; • Evaluate your own competencies through pre-assessment; • Explain the Individuals with Disabilities Education Act and describe the relevance for the classroom; • Compare and contrast concepts about the least restrictive environment (LRE); • Watch the 60 Minutes segment: Apps for Autism and identify strategies to include these apps in your classroom; • Compare and contrast different types of disabilities and develop an accommodations map; • Evaluate a case study that includes approaches for differentiating instruction. Start Here Announcements Course Information Course Instructor Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Tools Resources

  4. Course Information Please review the course information folders. Here you will find an overview the assignments, features, and other information.Course Assignments Requirements: You must participate in each of the 6 Sessions on the date of that session, as timeliness is scored on participation rubrics. Please allot at least five (5) hours per Session to accomplish the required learning tasks. Required Course Materials:All course readings and resources are posted in Session Folders. Assignment 1: Baseline Survey: Before commencing your course readings and discussions, please post answers to the following questions: (Include video here describing what course instructor is looking for) 1. Describe your experience in teaching children with disabilities.2. Describe what you know about the specific laws that govern special education.3. What questions do you have about teaching students with disabilities? Grading Rubric_Baseline Survey.docx Assignment 2: Journal Reflections During this course, you will be submitting a variety of different Journal Reflections that will enable the course mentor to better understand your understanding of the course materials presented during each week. (Include video here describing what course instructor is looking for) Grading Rubric_Journals(1).docx Assignment 3: Case Study: As the third assignment for this course, you will read a Case Study documenting the classroom experience of a student diagnosed with one or more disabilities: (Include video here describing what course instructor is looking for) 1. Describe the classroom and instructional context.2. Describe the specific type of disability and any specific behavioral characteristics, cognitive function, or physical attributes (please cite materials from this course as a basis for your explanation).3. Describe any formal diagnosis that might be in place that affects the student or the learning environment.4. Describe the specific accommodations that were/are in place. 5. Describe teaching or behavioral strategies that you implemented for the student and elaborate on whether the strategies were successful or unsuccessful and why.6. Conclude your Case Study with an explanation of what you might do differently in the future if you experience similar circumstances with a student.  Grading Rubric_Case Study.docx Assignment 4: Post-Assessment – Self Evaluation After commencing your course readings and discussions, please post answers to the following questions. Add a comparative analysis about what you learned through the completion of this course: 1. Describe your experience in teaching children with disabilities.2. Describe what you know about the specific laws that govern special education.3. What questions do you have about teaching students with disabilities? Grading Rubric_Baseline Survey.docx Assignment 5: Interactive Storyline Quiz:The final assignment for this course is an interactive quiz that utilizes the Storyline software. Your final assessment will include a series of multiple choice question and short essay responses regarding knowledge gained from the course. You will need to complete the quiz and receive an 80% to effective pass the course. (No quiz or rubric currently exists for this) Start Here Announcements Course Information Course Instructor Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Tools Resources

  5. Course Instructor Start Here Include video here welcoming participants About your course instructor Sharon Link, Ph.D. One of my favorite quotes: “We almost have to force or drive ourselves to work hard if we are to reach our potential. If we don’t enjoy what we do, we won’t be able to push as hard as we need to push for as long as we need to push to achieve our best. However, if we enjoy what we do and if we’re enthusiastic about it, we’ll do it better and come closer to becoming the best we can be.” — John Wooden My background, experience, and training… My Ph.D. is in Leadership Studies. I have worked as a K-12 teacher both elementary and high school, university professor, principal assistant, HR Director (directing and overseeing 500 people), and as an organizational consultant for educational nonprofits, universities, and Fortune 500 companies, including, but not limited to American Express, Celgene Pharmaceutical, Weight Watchers, and my own nonprofit called Link Autism Leadership. My training in organizational design and development is extensive, and I am currently working with a corporate client in Washington State to provide leadership training and program evaluation onsite and online for a state organization. My background in special education is extensive, and I have a son with autism. Jimmy is now 18, and it has been quite a journey. Jimmy attends Connections Virtual Academy, and he is currently a junior in high school. His goal is to become a professional speaker and he wants to continue to write books. Jimmy and I are in the process of developing our work together, already wrote a book together, and will present at a national conference in October. I also formed my non-profit called Link Autism Leadership as a way to develop our work. We wrote our first book together called The Abyss of Autism, and I have written three other books, as well. One of my latest projects has been to develop a certificate program in Instructional Design consisting of 5 online courses, which emphasizes program evaluation and effective delivery models for organizations, including schools, corporations, and nonprofits, designed to enable them to evaluate their own performance through effective instructional design assessment processes. I am interested in assessment not only in terms of schools, but also in terms of program evaluation and as a tool to help organizations run more efficiently and cost effectively. I previously taught a graduate level assessment course similar to this for another university in Kelowna, BC that emphasized a high level of participant engagement through a blended delivery model. I also briefly served as a State Treasurer for the Board of Directors of a national/international virtually based educational institution educating in upwards of 60,000 students.  I love to work, and one of the reasons that I am so readily accessible to you is that I am always sitting by my computer. I am married to David, who is a computer programmer and someone I adore for his intellect, tenacity, and deep sense of compassion. He is in the process of starting to teach me basic programming skills. I am a lifelong technology enthusiast. From an academic perspective, I have written and published 29 research based articles for Ebsco Publishing, and you can find my four books on Amazon, Barnes and Noble, and other autism related sites. I have presented my work at over 20 different conferences and workshops. I teach, because I am dedicated, compassionate, and enthusiastic. I work an average of 70 hours per week, which is why I am able to return your emails at 3 am. Announcements Course Information Course Instructor Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Tools Resources

  6. Week 1 • Welcome to Week 1 Overview of Introduction to Teaching Students with Disabilities: • This week, we will address the following objectives: • Understand different types of disabilities. • Evaluate the text included during the week and identify strategies that can be implemented directly to the classroom. • Read through the course overview in its entirety and watch the helpful video. • Readings/Preparation (Documents and Resources folder) • During the week, please read the attached articles attached as PDFs during the appropriate week. Your readings will be very important in order for you to complete the discussion board and quizzes, so be sure to plan your reading time accordingly. • Work Due this Week • Task 1: Course Memorandum of Understanding • Please read, sign, and post the Course Memorandum of Understanding. Click on the bold faced type. The link will open and automatically be able to be submitted after you have accessed the document.Memorandum of Understanding.docx • Task 2: Baseline Survey • Before reading anything for the course, please complete and post the Baseline Survey. • Assignment 1: Baseline Survey: Before commencing your course readings and discussions, please post answers to the following questions:1. Describe your experience in teaching children with disabilities.2. Describe what you know about the specific laws that govern special education.3. What questions do you have about teaching students with disabilities? • Grading Rubric_Baseline Survey.docx • Task 3: Week 1 Journal • Introduce yourself in the Journal Section of the course. You should be able to click on the highlighted text to enter that environment. • Please write a journal response to the following questions: • Overview of Introduction to Teaching Students with Disabilities: • 1. According to the text what are ways we get information about teaching children with disabilities? • 2. According to the text, how do both theorists and researchers contribute to the field? • 3. In what ways does your teaching conform to constructivist or behaviorist approaches? • Task 4: Please watch Temple Grandin: The world needs all kinds of minds. http://www.youtube.com/watch?v=fn_9f5x0f1Q I know the you can embed videos directly into Storyline. http://www.articulate.com/support/storyline/how-to-add-a-youtube-video-to-storyline • Text 1: Smith, D. D. (2007) • Read Smith, D. D. (2007). Introduction to Special Education: Making a Difference, (6th Ed.). Web: Allyn & Bacon. (Chapter 1) http://www.ablongman.com/html/productinfo/smithintro6e/images/Smith_Chapter01.pdf • Text 2: Read Steele, M.M. (2005, April 30). • Read Steele, M.M. (2005, April 30). Teaching Students with Learning Disabilities: Constructivism or Behaviorism? Current Issues in Education [On-line], 8(10). Available: http://cie.asu.edu/volume8/number10/ • Text 3: Read Fierros, E.G. (2004) • Read Fierros, E.G. (2004). How multiple intelligences theory can guide teachers’ practices: Ensuring success for students with disabilities? http://www.urbanschools.org/pdf/onPOINTS.multiple.intelligences.DOCUMENT.style.LETTERSIZE.pdf • Text 4: View Presentation Introduction to Special Education • View Presentation Introduction to Special Education: Making a Difference, Sixth Edition by Deborah Deutsch Smith http://www.andrews.edu/~djeffery/Chapter01_files/frame.htm • Text 5: Leadership Via Design Special Education videoView the Storyline video that will provide you with an overview of teaching students with disabilities. Please make sure that you download the helpful PDF attachments , because this will help you as you prepare for the final assessment. (Video needs to be created). Start Here Announcements Course Information Course Instructor Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Tools Resources

  7. Week 2 • Welcome to Week 2 Special Education Law • This week, we will address the following objectives: • Understand and describe special education processes in your classroom. • Evaluate the laws the pertain to special education. • Classify primary obstacles that could prevent special education laws from being followed. • Identify and begin to design primary deliverables for this project. • Readings/Preparation (Documents and Resources folder) • During the week, please read the attached articles attached as PDFs during the appropriate week. Your readings will be very important in order for you to complete the discussion board and quizzes, so be sure to plan your reading time accordingly. • Task 1: Case Study • Work on Case Study (see rubric). • Assignment 3: Case Study: As the third assignment for this course, you will write a Case Study documenting a teaching experience you had while working with a child diagnosed with one or more disabilities: • 1. Describe the classroom and instructional context. • 2. Describe the specific type of disability and any specific behavioral characteristics, cognitive function, or physical attributes (please cite materials from this course as a basis for your explanation). • 3. Describe any formal diagnosis that might be in place that affects the student or the learning environment. • 4. Describe the specific accommodations that were/are in place. • 5. Describe teaching or behavioral strategies that you implemented for the student and elaborate on whether the strategies were successful or unsuccessful and why. • 6. Conclude your Case Study with an explanation of what you might do differently in the future if you experience similar circumstances with a student. • Grading Rubric_Case Study.docx • Task 2: Week 2 Journal_Special Education Law • Please respond to the following questions: • Special Education Law • 1. According to the text, why do you think special education laws were passed? • 2. According to the text how do U.S. laws and state policies shape the context for teaching students with disabilities in New York State? • 3. In what ways have you modified curriculum in alignment with special education mandates? • Grading Rubric_Journals(1).docx • Task 3: View Articulate Storyline Presentation : Special Education Laws • This is a zip Articulate presentation that I designed and voice narrated regarding Special Education laws. I realize this would need to be redone with Leadership Via Design branding, but still gives you an idea of the flow through of the course. (To be added) • Text 1: Read Osborne, A.G. & Russo, C.T. (2007) • Read Osborne, A.G. & Russo, C.T. (2007). Special education and the law: A guide for practitioners. Thousand Oaks, CA: Corwin Press. (Chapter 1) http://www.sagepub.com/upm-data/25587_1204_Russo_504___Ch_1.pdf • Text 2: NY Special Education Resources • Read resources providing an overview of the multiple rules and regulations concerning Special Education Laws in New York State. • http://www.p12.nysed.gov/specialed/publications/lawsandregs/ • http://www.p12.nysed.gov/specialed/idea/nonregulatoryguidancememo.htm • http://www.p12.nysed.gov/specialed/idea/ • http://www.p12.nysed.gov/specialed/ Start Here Announcements Course Information Course Instructor Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Tools Resources

  8. Week 3 • Welcome to Week 3 Neuro-developmental Disorders • This week, we will address the following objectives: • Understand and describe neuro-developmental disorders. • Evaluate the potential causes for disabilities and identify preventative measures. • Classify experiences regarding specific neuro-developmental disorders. • Identify and begin to design primary deliverables for this project. • Readings/Preparation (Documents and Resources folder) • During the week, please read the attached articles attached as PDFs during the appropriate week. Your readings will be very important in order for you to complete the discussion board and quizzes, so be sure to plan your reading time accordingly. • Task 1: Watch Storyline Module: What are Neurological Disorders? • Task 2: Work on Case Study • Work on Case Study (See Rubric). • Grading Rubric_Case Study.docx • Task 2: Week 3 Journal: Neuro-developmental Disorders • Please respond and journal to the following questions. • Neuro-developmental Disorders • 1. According to the text what must be considered in teaching students who have different neuro-developmental disorders? • 2. According to the text, analyze and describe causes and preventative measures and discuss why certain groups should be protected both by the law and in school. • 3. What experiences have you had teaching students with specific neuro-developmental disorders? • Grading Rubric_Journals(1).docx • Task 4: Watch Leadership Via Design video about Neuro-developmental Disorders. • This video is approximately 20 minutes in length and will present an overview of some of the most common types of neuro-developmental disorders. This video has not been developed at this time, but will be in accordance with design criteria. • Text 1: Agency for Persons with Disabilities (2008) • Read Agency for Persons with Disabilities (2008). Introduction to Developmental Disabilities Classroom Participant’s Guide. http://apdcares.org/training/docs/developmental-disabilities-participants-guide.pdf • Text 2: Read Hallahan, D.P., Lloyd, J.W., Kauffman, J.M., Weiss, M.P. and Martinez, E.A. (2005) • Learning disabililities: Foundations, characteristics and effective teaching, 3/e. Allyn & Bacon: Boston, MA. http://catalogue.pearsoned.co.uk/samplechapter/0205388671.pdf • Text 3: Characteristics of Neuro-developmental Disorders • Watch Characteristics of Neuro-developmental Disorders: http://youtu.be/C1745DgXMjw and download the slides: http://cdn.educadium.com/aadmd/file.php/128/2_Final.pdf to accompany the webinar. Start Here Announcements Course Information Course Instructor Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Tools Resources

  9. Week 6 • Welcome to Week 6 • IEP Process • This week, we will address the following objectives: • Understand and describe the IEP Process. • Evaluate characteristics of the Least Restrictive Environment • Describe the role of the general education teacher and the IEP process • Identify and finish developing primary deliverables for this project. • Readings/Preparation (Documents and Resources folder) • During the week, please read the attached articles attached as PDFs during the appropriate week. Your readings will be very important in order for you to complete the discussion board and quizzes, so be sure to plan your reading time accordingly. • Task 1: Submit Case Study • Grading Rubric_Case Study.docx • Task 2: Week 6 Journal_IEP Process • Please respond to the following questions in your journal entry for this week. • IEP Process • 1. According to the various texts presented during this session, what does the IEP process entail? • 2. According to the text, what is the role of the general education teacher as a member of the IEP team? • 3. What experiences have you had at Success Academy as a member of the IEP team? • Grading Rubric_Journals(1).docx • Task 3: Self Evaluation/Post Assessment • After reading materials for the course, please complete and post the Baseline Survey. • Assignment 1: Baseline Survey: After commencing your course readings and discussions, please post answers to the following questions:1. Describe your experience in teaching children with disabilities.2. Describe what you know about the specific laws that govern special education.3. What questions do you have about teaching students with disabilities? • Grading Rubric_Baseline Survey.docx • Task 4: Final Quiz • This is an interactive quiz from Articulate Storyline. • Rubric needs to be developed. • Task 5: Course Evaluation • Please complete the course evaluation as embedded in the course. This matters. We are always seeking to make our courses better and more applicable to our course participants. • Text 1: Read West Ed Article • When Special Education and General Education Unite. http://www.wested.org/online_pubs/RD-04-01.pdf • Text 2: Ed.gov (1999, 2007). Regular Education Teachers as IEP Team Members • Read Ed.gov (1999, 2007). Regular Education Teachers as IEP Team Members -- Topic Brief http://www2.ed.gov/policy/speced/leg/idea/brief3.html • Text 3: A Parent’s Guide to Understanding the IEP Process • View: A Parent’s Guide to Understanding the IEP Process http://schools.nyc.gov/NR/rdonlyres/7DA1B82B-94EB-4B4B-A134-EA59A9465DEE/0/SpringParentConf2008AGuidetoUnderstandingtheIEPProcess.pdf • Text 4: Least Restrictive Environment • Read Least Restrictive Environment http://www.isbe.state.il.us/spec-ed/pdfs/parent_guide/ch7-lre.pdf Start Here Announcements Course Information Course Instructor Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Tools Resources

  10. Tools Start Here Announcements Course Information Course Instructor Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Tools Resources

  11. Resources This section of the course includes additional materials such as peer review articles, white papers, blogs, or other relevant materials that will enable you to learn more about the topic. Here are a few articles that I have hyperlinked. Frequently asked questions about theory and practice.pdf Emotions Perceptions and Autism Inclusion Exclusion and Ideology Special Education Students Changing Sense of Self.pdf Start Here Announcements Course Information Course Instructor Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Tools Resources

More Related