An Essential Part Of Being A Special Educator Is Writing And ✓ Solved
An essential part of being a special educator is writing and im
An essential part of being a special educator is writing and implementing IEPs and lesson plans associated with goals on IEPs. Due to legal requirements, special educators should understand the steps that go into planning effective lessons and appropriate accommodations for students with disabilities. Being able to translate IEP goals into learning objectives and accompanying lessons requires practice. Review "Marcus Partial IEP and Lesson" to inform the assignment. Upon reviewing the Present Level of Performance and the second grade literacy-based standards, create one academic goal specific to Marcus' needs.
Include this academic goal within the “Lesson Summary and Focus” section of the “COE Lesson Plan Template.” Design a standards-based lesson plan, using the “COE Lesson Plan Template,” that modifies and extends skills taught in Marcus’ sample lesson plan and is aligned to his identified academic goal. Write a word rationale explaining your instructional choices, how your lesson extends the skills taught in the “Sample Lesson Plan” for Marcus, and how the lesson is appropriate for meeting Marcus’ academic goal. Discuss how elements of UDL will be incorporated to enhance Marcus’ learning. APA format is not required, but solid academic writing is expected.
Paper For Above Instructions
In the evolution of special education, Individualized Education Programs (IEPs) stand out as a cornerstone to provide tailored educational experiences for students with disabilities. This assignment focuses on creating a lesson plan that enhances Marcus' learning by addressing the unique needs outlined in his IEP, particularly within the realm of second-grade literacy standards. The ultimate goal is to craft an academic goal specific to Marcus’ needs and develop a lesson that modifies and extends learning opportunities based on a previous lesson plan.
To begin, after reviewing Marcus’ Present Level of Performance, we determine a suitable academic goal for him. Based on Marcus’ capabilities and needs, an appropriate academic goal could be: “Marcus will improve his reading fluency by accurately reading grade-level texts at a rate of 60 words per minute with 90% comprehension by the end of the academic year.” This goal not only aligns with the literacy standards but also focuses on Marcus’ specific areas for growth, framing a clear objective to work towards.
The next step is to incorporate this academic goal into the “Lesson Summary and Focus” of the COE Lesson Plan Template. The lesson will be titled “Reading Fluency: Understanding Characters through Text.” This lesson will utilize familiar texts that are both engaging and age-appropriate while ensuring they are accessible to Marcus. The lesson's focus will be to enhance reading fluency and comprehension through interactive and scaffolded activities.
Lesson Plan Overview
The lesson will begin with a brief introduction to the characters in the selected text, engaging Marcus with visual aids and discussions to activate his prior knowledge. Next, students will participate in guided reading sessions where Marcus can practice reading aloud with support. The use of repeated readings and fluency practice will be integrated, where Marcus reads the same text multiple times to build confidence and improve his reading rate and accuracy.
Group activities, such as role-playing the characters and predicting outcomes based on the reading, will further enhance comprehension and engagement. Additionally, incorporating technology using audiobooks can support Marcus by providing modeling of fluent reading. This multimodal approach aligns seamlessly with Universal Design for Learning (UDL) principles, ensuring that diverse learners can access the content through various means.
Instructional Choices Rationale
The rationale behind these instructional choices centers around providing a differentiated approach that aligns with Marcus’ IEP goals. The choice of text is critical—selecting content that interests Marcus will keep him engaged, while the strategy of repeated readings is evidence-based, shown effective in increasing fluency (Rasinski, 2014). Furthermore, enthusing group activities allows for social interaction, a significant component of sustained engagement, particularly for students who thrive in communal learning environments.
Moreover, the lesson smartly extends the skills Marcus has begun to develop in the sample lesson plan. By focusing on fluency and character comprehension, the lesson not only revisits previously taught skills but also pushes Marcus to enhance his comprehension through extended vocabulary practice and text analysis. The interactive nature of role-play and prediction not only secures fluency but also cultivates critical thinking about the text, equipping Marcus with tools he can apply in varied contexts.
Universal Design for Learning (UDL) Incorporation
The incorporation of UDL principles is pivotal in making learning accessible and engaging. This lesson involves providing multiple means of representation by using texts, visual aids, and audiobooks, catering to varying sensory preferences and learning styles. Engagement will be achieved through collaborative group activities and individual practice, fostering both social and independent learning opportunities for Marcus.
Lastly, providing options for expression allows Marcus to demonstrate his understanding through various modalities, whether it be verbal, written, or through artistic means, further personalizing his educational experience. The planned accommodations, such as extra time for reading and access to technology, ensure that Marcus can successfully achieve the lesson’s goals and objectives.
Conclusion
In conclusion, crafting a lesson plan that is responsive to the needs described in Marcus’ IEP empowers him to navigate through his learning journey confidently. By setting a clear academic goal, designing a comprehensive lesson, and integrating UDL principles, we create an inclusive environment where Marcus can achieve his fullest potential. This lesson plan is a testament to the essential role special educators play in translating IEP goals into actionable teaching practices that foster learning and growth.
References
- Rasinski, T. (2014). The Role of Fluency in a Comprehensive Reading Program. Reading Horizons, 53(3), 289-298.
- Wehmeyer, M. L., & Palmer, S. B. (2014). Promoting self-determination in students with disabilities. Education and Training in Autism and Developmental Disabilities, 49(4), 457-470.
- CAST. (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from http://udlguidelines.cast.org.
- McTighe, J., & Wiggins, G. (2012). Understanding by Design. ASCD.
- Tomlinson, C. A. (2017). How to Differentiate Instruction in Academically Diverse Classrooms. ASCD.
- Browder, D. M., & Spooner, F. (2006). Teaching Language Arts, Math, and Science to Students with Significant Disabilities. Paul H. Brookes Publishing.
- Heward, W. L. (2013). Exceptional Children: An Introduction to Special Education. Prentice Hall.
- National Center on Accessible Educational Materials. (2016). AEM for Students with Disabilities. Retrieved from http://aem.cast.org.
- Smith, S. J., & Lentz, T. (2015). Literacy Instruction for Students with Emotional and Behavioral Disorders. In Teaching Students with Emotional and Behavioral Disorders: A Guide for Teachers. (pp. 106-124).
- American Speech-Language-Hearing Association. (2020). Reading and Literacy. Retrieved from http://asha.org/PRPSpecificTopic.aspx?folderid=8589934620§ion=KeyIssues.