EDU 330 Special Education Foundations and Framework Benchmark Assessment Essay Example for Free

EDU 330 Special Education Foundations and Framework Benchmark Assessment Essay The Individuals with Disabilities Education Act (IDEA) has granted that placement options be available to better meet the needs of students. (Classroom Leadership, 2001) To better meet these requirements, educators have strived to make every effort to place students with and without disabilities in environments where they can learn, grow, and be successful. Each student is placed according to their individual needs, abilities, qualities, and level of services needed. Placing students in their correct environment is essential for obtaining a quality education. Today, there are many resourceful classrooms that are aimed at the specific abilities and disabilities of students. In these types of classrooms, students are better equipped to get the help they need. There are also related services within the school and the community that are aimed at offering support to families with disabilities. When students are placed in the correct environments, teachers can strategically help connect students and their families to these resources, and also integrate assistive technologies into the curriculum to support student learning abilities. When it comes to effectively placing student’s collaboration is key to assessing the type of environment that is presumed to be best for students. Educational environments affect teaching and learning, therefore the classroom environment must be designed to support the individual needs of students. A few types of classroom environments used in K-12 education include inclusion, self-contained, and resource rooms. The inclusion model allows students to participate in regular educational settings, and receive supported help by the inclusion teacher therein. The inclusion model is essential for increasing social  networking skills, developing behavior and academic skills through peer role-modeling, improving student achievement of IEP goals, and helping students acquire skills with the general education curriculum. The inclusion model is great for students who have mild learning disabilities, and those who are progressing consistently to a degree, where little or no help is needed. Based off of the student’s unique needs, the inclusion model is a great teaching environment, along with the self-contained education environment. In the self-contained classroom environment, students with disabilities are granted the  ability to receive much more one-on-one help given their unique disabilities. In this type of setting, educators receive additional specialized training to be able to aid students in making learning a success for students with disabilities, who are not able to participate in regular educational classroom settings. Students who learn at a slower pace, as a result of a learning disability, or uses modifications to lessons to acquire learning, a self-contained classroom may be beneficial. Nonetheless, resource educational environments may aide this same situation. In many cases, If a student is not mobile (using a wheelchair), have  severe disabilities like severe cerebral palsy, it may be beneficial to the student to participate in a resource classroom environment. Resource classroom environments focus on the student’s direct disability based on their IEP. They are potentially designed to be smaller for students to be able to get the one-on-one help they need yet still experience the social interaction with peers. Given the types of educational settings that were previously discussed, in the case of Gabriel, a kindergartener who battles cerebral palsy and has limited mobility it is necessary to place Gabriel in a resource room, to receive exceptional academic  training. Because, Gabriel is tub fed and has to use a diaper it is easier for instructors of a resource room to provide him his necessary needs, as they focus directly on the direct disability of students. Furthermore, it is concluded that Gabriel may not succeed in a regular educational setting, or a self-contained classroom setting because of his verbal inability. Although, he is able to communicate through a few eye movements, it is not enough to gain the benefits of a self-contained classroom, a regular education classroom, even though inclusion models. It is the  opinion of the author that Gabriel will better succeed in a resource room, where he will receive additional resources as physical therapy, to help him gain muscle strength to grasp things and even a speech therapist to help him gain control over his vocals. When it comes to exceptional education, there are many different related resources for students inside, and out of the school system. As for Gabriel, cerebral palsy or CP can mean life-long treatment. Generally, CP patients require 24-hour care. Therefore, in Gabriel’s case, eating, breathing, and moving freely can be a  challenge especially when trying to live independently, or study independently in an inclusion classroom, or self-contained environment. For this reason, educators may want to consider other related services, or services to assist their students with severe disabilities. Although, student have disabilities educators are still required to utilize these related services in order to provide those students with the best education possible. Most services are available to children in the public school system. While others can be accessed in the local community. However, there are related services abroad for students in public,  private, early education and head start school systems. Related services, in the terms of the educational setting of choice, calls for the special education classroom to utilize resources as assistive technology devices like wheelchairs, much physical therapy, and speech and language pathology services. Individuals who work to develop speech abilities in students who have communication impairments can effectively provide treatment to students like Gabriel, by showing them how to communicate with others. Furthermore, it is also beneficial to provide students like Gabriel with a physical therapist, who can work  through movement to help gain muscle control and movement. Nonetheless, teachers strive to develop independency in students of this type of educational setting, by providing assistive technology to encourage independent learning. Assistive technology for advancing communication with nonverbal students is made possible through devices, such as the DynaVox. This device can also be used to assess students like Gabriel to ensure they are understanding simple communication skills. Given the student’s abilities, it is necessary for educators to plan lessons and activities using a student’s IEP goals as guidelines. Then, during instruction time use many visuals and demonstrations, and even prompt the students for feedback. Moreover, in situations like Gabriel’s it is essential to students to use the co-teaching model To conclude, each type of educational setting discussed have significant roles in providing exceptional educational outcomes for students with disabilities. Whether a student is receiving training through inclusive model learning, self-contained strategies, or resource models of learning students are capable of receiving exceptional learning abilities and skills to build off of. It is a given, that all  types of educational settings has its pros and cons. However, it is believed that each type of environment has is benefits to support students in individual development. References Classroom Leadership (2001) Resource vs. Inclusion Classrooms; which is best for Students? Retrieved 8/17/14 from http://www. examiner. com/article/resource-vs-inclusion-classrooms-which-is-be st-for-students Council for Exceptional Children, (2014). Special Education Professional Ethical Principles and Practice Standards. Retrieved from http://www. cec. sped. org/Standards/Ethical-Principles-and-Practice-Standards.

Martin Luther King Jrs Impact on the Civil Rights Movement Essay

Martin Luther King Jr's Impact on the Civil Rights Movement Martin Luther King's 'I Have a Dream' speech directly contributed to the Civil Rights movement. While delivering his speech at a kairotic moment, King tells us how blacks have been serving an injustice and that they should be treated equally. Much had transpired before the speech was delivered. As civil rights protests spread throughout the nation, King continued to combine peaceful methods of protest and his theological training to work towards the hope of equal rights for blacks (Kauffeld and Lefrd, 1989). During this time, blacks were not treated equally and were often denied service. King was trying to get the merchants and the government officials to negotiate on their terms which would allow blacks to be allowed in all facilities that white people were and to be hired on a non-discriminatory basis (King, 1969). For example, in Birmingham, Alabama, black men and women held sit-ins and kneel-ins where they were denied service at lunch counters and attendance at church. Many demonstrators were fined and arrested for these acts. In 1963, King, Reverend Shuttlesworth, and Reverend Abernathy lead a protest in Birmingham. They were then arrested and taken to Southside Jail. Society treated blacks and whites differe ntly, like they didn't matter. King was raised to treat others in the same manner no matter what the circumstances, which lead to his speech that contributed to the civil rights movement and helped change blacks rights (Dyson, 2000). On August 28th, 1963, on the steps of the Lincoln Memorial in Washington D.C., the African-American civil-rights movement reached its high potential when Martin Luther King spoke to over 250,000 people attending h... ... our nation became one and is a better place because of it. The ?I Have a Dream? speech not only contributed to the civil rights movement, but it is the most influential speech in history. Works Cited Bond, Julian. "Kings 1963 I Have a Dream Speech." Seattle Times 4 April 1993. Dyson, Michael. I May Not Get There With You: The True Martin Luther King Jr. New York: Free Press, 2000. King, Corretta. "My Life with Martin Luther King Jr." Holt Rinehart and Winston: Canada. 1969 King, Corretta S. The Words of Martin Luther King Jr. New York: Newmarket Press,1987. Kauffeld, Fred and Lefrd, Michael. Texts in Context: Critique dialogues on Significant Episodes in American Public Rhetoric. Davis: Hemagoras Press, 1989. Rappaport, Dorreen. Martins Big Words: The Life of Martin Luther King Jr. New York: Scholastic Inc., 2002.

Reading Reflection Essay

The literary work that we discussed this week was interesting to me in so many ways. The chapters talked about different types of literature such as poems, short stories, and also novels. Throughout the reading I experience literature in a way I have never understood before. Literature restores the past, stimulates the imagination, glorifies the commonplace, evokes emotions and links feeling to thinking, upholds a vision of the ideal and reveals human nature by exploring significant human questions. I have to say I have been truly convinced. The purpose of the creative process is to give things form. Writers are artists who use words to express ideas and feelings. As a reader I had to use my imagination which is the human power that shapes artistic expression; it enables a writer’s work to become an expression of meaning in our world, and allows readers to engage in identifying with what the writer’s work has to say about things that matter. So basically we all become writer’s in a sense. When reading this paper you imagine how to feel when I found out a little more about literature. Literature allows you to read with a purpose while at the same time using the experience to connect to the writer. Literature is a creative process that begins in writers’ experiences and imaginings. Image is a distant representation of something that can be experienced and understood through the senses or the representation of an idea. Writer’s use precise language in developing images, or imagery in a literary work. Tone also plays an important part in a literary work. It identifies how the author approaches a subject and conveys it to readers. Either way we look at it as literature been a very important part of our history. We tend to use literature in everyday life. We have to search for meaning and explore literature in different aspects of been a reader or writer. We can use the Biographical/Historical approach to evaluate the meaning of a literary work. It’s the attempt to measure the extent to which the life of the author or a historical context can shape literary expression. Critics’ adopt a historical period as a context, creates characters that reflect its value, and explores trends that occur in it. William Faulker was an American writer who took this approach, creating narratives that identified values and conflicts in a historic era in the South. He created complex characters and a community that carefully mirrored life in the South and, used them as centerpieces in several of his works. You could also apply persona to this analytical approach referring to the narrator in a story or the speaker in a poem, who may or may not reflect the perspective of the author. The creativity to start a literary work is in our imagination we just have to put it down on paper. Reference: Clugston, R. W. (2010). Journey into Literature. San Diego, California: Bridgeport Education, Inc. https://content. ashford. edu/books Ashford Online Library.

Leadership Training My Leadership - 2040 Words

Leadership Overview Introduction When I walked into the first class of leadership training, I thought that I had a firm understanding about what leadership was, and how to lead in an efficient matter. I quickly learned that I had a lot of room for improvement to become a better leader. My leadership journey prior to this class was not diverse, most of my leadership experiences were in athletics, there were only a few times I lead in other situations. In high school I was the captain of the varsity soccer team my junior and senior year, captain of the varsity basketball team my senior year, a member of student council my junior year, and a member of the the student ambassador program my senior year. 90% of my leadership experiences have†¦show more content†¦Also, for PLP part one we were given the task to come up with short term and long term leadership goals, the short term goals were set to be completed before the semester was over, and the long term goals were anything beyond that time period. After I co mpleted the self – assessment, and received my results I really found out what kind of a leader I am. After the results settled in, I realized that these results were not shocking by any means. The results I received directly reflected what kind of a leadership I had been demonstrating throughout my leadership journey, and reflected my personality. The areas that I scored well in were: model the way and challenge the process. The areas I did not score well in were: encourage the heart, inspire a shared vision and enable others to act. The personality I have is matches up perfectly with my results, I am a silent leader, leading by example is the way I like to lead, that is why modeling the way and challenging the process area my strengths. Because I am a silent leader, my results also show that I am not an extremely vocal leader, that is why I struggled in the areas of encouraging the heart, inspiring a shared vision and enabling others to act. In my past leadership experience s, I never was the type of leader that was always yelling and encouraging others, I was the type of leader