Education

Education

Directions: Respond to each of the questions below, using COMPLETE sentences.
The assignment is worth 30 points. To earn full credit, submit/send your completed assignment document (w/ question, then response; question, then response; etc.) with no written expression, grammar, or spelling mistakes, via My Gateway, per the due date/time identified on your syllabus.

Chapter 17

1.a. We know that students with severe disabilities indeed have potential to learn in the general education curriculum. Within what IQ range will the students likely demonstrate the ability to learn useful academic skills (p. 440)?

1.b. What 3 ideas must we keep in mind when considering academic instruction for students with severe disabilities (p. 440-441)?

2.a. When structuring standards or outcomes within the general education curriculum for students with disabilities, what is “linking?” And offer an example.

2.b. What is a “regular-adapted”/ “streamlined curriculum?”

2.c. What is “embedded-functional” instruction?

3. For what 2 reasons should we think beyond “functional academics only” for students with severe disabilities? (p. 442)

**NOTE the bulleted process of aligning with the General Education Curriculum, p. 444 (no response here).**

4. For your teaching a math lesson based on understanding basic fractions (1/2, ¼, 1/3), use the three qualities of a UDL curriculum (p. 444) to provide an example of #1 and #2 and #3.

5.a. If you were preparing peers to assist classmates with severe disabilities, there are four steps identified on page 445. Based on those four steps, describe your preparing Drew (age 8) as a peer mentor to assist Phil, classmate with ASD and Down Syndrome – who is nonverbal and whose behavior is volatile due to sensory (sound) sensitivities.

5.b. In brief, explain how Rocket Reader assists students with ID.

5.c. How do we determine the words that students with severe disabilities should learn & know as sight words (p. 447)?

6.a. When it comes to teaching phonics skills to students with ID, what word recognition strategy is more preferred (p. 451)?

6.b. When using visual prompts to teach letter sounds (p. 455), two teaching approaches are offered. Explain how you’d apply each when teaching the letter: M.

7. When teaching reading and writing, two strategies are recommended: the a) language experience approach, and the b) shared writing approach. Briefly describe each.

**NOTE the three areas of math on which most students with mental disabilities focus, p. 468;
and critical, basic skills listed (no response here).**

Continued, next page

8.a. Describe a lesson that teaches money management to Korey (student with ID), applying each of the 5 skills on p. 470.

8.b. Managing our time means that we use time correctly. Based on our text, explain what’s meant by:
a) “using time correctly” and b) the technique of using picture cues (p. 475).

8.c. How do you think most teachers and parents feel about students with severe disabilities participating in the general education curriculum? What two reasons can you offer that explain why they think that?

Chapter 18
9. Direct Instruction is the teaching method used particularly in non-school settings when guiding students with severe disabilities to learn domestic and community skills. What TWO reasons necessitates their learning these skills via Direct Instruction, and not just “incidentally” (p. 486)?

10.a. In one-two sentences, summarize the three points on p. 487 that support the participation of students with disabilities who learn activities in the community.
10.b. Why is it more interesting and stimulating to teach students needed skills in community settings, rather than in traditional school settings (p. 490)?
11.a When instruction takes place in community settings, it is best to limit the number of students per groups. According to our text (pp. 490-491), for what TWO reasons is it advised to limit the number of students per group on-site?
11.b. When using technology to create simulated community settings, what type of simulation is the most innovative (p. 492)?

12.a. Review the task analysis used to guide a student’s learning of relevant grocery store skills (p. 495). Similarly, create a 6-step task analysis that would help students buy a movie theatre ticket & attend the movie.
[Also: Review the task analysis for entering a restaurant to enjoy a meal: page 496.]
12.b. Our text emphasizes teaching students with disabilities vending machine operation skills. For what TWO reasons do our authors note such skills as important for them to learn?

13.a. What pedestrian skill do our authors contend is the most critical and must be learned 100% correctly on all attempts
(p. 498)?
13.b. Summarize the steps to train a student to ride the bus (p. 499).

14. a. Identify at least TWO safety issues we consider when students participate in community activities (pp. 499-500).
14.b. What is a common concern of parents and teachers when students are navigating their local communities (p. 500)?

15. a. Per our text (pp. 501-502), when teaching students with significant disabilities to prepare meals and snacks, what are (summarize into) 6-7 steps that guide their efforts from beginning to end?

15.b. What are TWO specific skills (per our text) that the students should know when they place a phone call to get or to give specific information?

15.c. Noted on page 506, per the bulleted points, are suggestions; read through them, and in a sentence, identify THREE suggestions that you think are the most practical and the most important when schools embrace such instruction.