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assignment one: Your paper for this assignment should be approximately 1 1/2 pages

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assignment one:

Your paper for this assignment should be approximately 1 1/2 pages.

Go to the following website (use word link or URL below) and watch the video of Kaleb on the playground. As you watch the video, make observation notes of Kaleb's actions and behaviors.

Results Matter Series: Video Clip -- Kaleb on the Playground (opens in a new window)

http://www.cde.state.co.us/resultsmatter/kalebonth...

 

After watching the video, type answers to the following two questions:

1) Kaleb appears to be 3 - 4 years old. What do you notice about his behavior? How does it compare to typical 3 - 4 year old children? Is there any aspect of his behavior you would be concerned about?

2) What are some strategies you might use to assist Kaleb to be more included with the other children and to practice and develop social and communication skills? Describe at least three specific strategies/activities.

Consider topics covered in this course (benefits of inclusion; adaptive technology; teaching strategies such as embedded learning, etc.), the two articles, "Making Friends" and "Play for Children with Severe and Profound Disabilities", and the ideas for co-active play posted under Readings

 

assignment two:

No required format. Just complete in separate word document than first assignment. Quick discussion board post, 2 paragraphs max.

Review the attached notes ("EDU221.Notes.DisabilityHandicap.doc") regarding the terms "disability" and "handicap" from earlier in the semester. Discuss the following:

• Why is it important to know the difference in meaning between these two terms?
• How can knowing the difference between these two terms affect our work with young children with special needs in early childhood classrooms? Please give specific examples incorporating what you have learned this semester (e.g., about assessment, inclusion, assistive technology, teaching strategies, etc.)
•  

assignment three:

MLA format. complete in separate word document than first two assignments. one paragraph for each question is fine.

The Teachers Viewpoint Behavior Problems

From what you have learned over the semester and the chapter readings, review the scenario and answer the questions:

Jessica is a first-year, first-grade teacher who has 21 students in her class. During reading time, she has divided the class into three groups. Parent volunteers assist her with the two groups she is not working with. She struggles to keep the students focused. There is at least one group that is always arguing or being disrespectful to the parent volunteers. One student in particular has been sent to the office on a weekly basis due to her outbursts and a lack of respect.

1) What strategies might Jessica use to regain control of the classroom when she is working with a group?

2) What type of data might she use to measure improvement?

3) What strategies might Jessica employ to address the needs of the disruptive student?DISABILITY AND HANDICAP From: Young Children with Special Needs, 2nd Ed., Gargiulo, R. M. & Kilgo, J. L., Thomson, 2005 All too often professionals, as well as the general public, use the terms disability and handicap interchangeably. These terms, however, have distinct meanings and are not synonymous. When professionals talk about a disability, they are referring to the inability of a preschooler to do something in a certain way. A disability may be thought of as an incapacity to perform as other children due to impairments in sensory, physical, cognitive, and other areas of functioning. A handicap, on the other hand, refers to the problems that a youngster with a disability encounters as she attempts to function and interact in her environment. Mandy, for example, has cerebral palsy. This is a disability. If her disability prohibits her from becoming a professional ice skater, then we would say Mandy is handicapped. Stephen, a four-year-old who is legally blind (a disability), would be handicapped if his preschool teacher inadvertently used an overhead projector while explaining a cooking activity. A disability may or may not be a handicap depending on the specific circumstances. For instance, a four-year-old child with braces on his leg might have difficulty walking upstairs but, in the art center, his creativity and talents are easily recognized. We should only use the term handicap when explaining the consequences or impact imposed on a youngster by his or her disability. Gargiulo (2003) urges educators to separate the disability from the handicap. We have chosen to use the general term children with special needs to describe infants, toddlers, and preschoolers with disabilities. We cannot stress enough the importance of remembering that a toddler, or any individual with a disability, is first and foremost a person. It is imperative that teachers focus on the child and not the impairment. Early childhood special educators should look for similarities between children with special needs and their typically developing classmates, not differences. Attention should also be focused on the students’ strengths and abilities, not their disabilities.