Class Profile For Resource Or Self-Contained Special Educati

Class Profile For Resource Or Self Contained Special Educationstudent

Class Profile for Resource or Self-Contained Special Education Student

Class Profile for Resource or Self-Contained Special Education Student Name Socioeconomic Status Ethnicity Gender IEP Identification Reading Performance Level Math Performance Level Resource: Reading, Math, or Both Internet Available at Home Arturo Mid SES Hispanic Male ASD high functioning: Developmentally delayed in verbal communication, written expression, and social interactions. One year below grade level At grade level Reading No Bertie Low SES Asian Female Other health impairment (OHI) ADHD: Difficulty with task completion, focus, and multi-step assignments. One year below grade level One year below grade level Both Yes Denise Mid SES White Female Emotional disturbance severe anxiety disorder: Difficulty with initiating tasks, multi-step problems, test-taking, speaking, and social interactions. One year below grade level One year below grade level Both (Math mostly for multi-step problems) Yes Sophia Low SES White Female Visual impairment (partial sight loss): Difficulty following teacher instruction by reading whiteboard, expressing tasks for assessment, difficulty with reading comprehension, and requires use of assistive devices such as Braille. One year below grade level One year below grade level Both No Victoria Mid SES Asian Female Other health impairment (OHI) ADHD: Difficulty with task completion, executive functioning, working memory, and managing emotions. At grade level One year below grade level Both (Reading mostly for task completion and focus) Yes William Low SES White Male Other health impairment (OHI) ADHD, dyslexia, and speech impairment: Difficulty organizing thoughts for communication (fluency), verbal stutter, task completion, reversing letters, difficulty with reading comprehension, and hyper focuses. Two years below grade level One year below grade level Both No Self-Contained Special Education (Mild to Moderate) Student Name Socioeconomic Status Ethnicity Gender IEP Identification Reading Performance Level Math Performance Level Internet Available at Home Eduardo Low SES Hispanic Male ASD: Difficulty with daily routines and self-help, verbal communication, social interactions, social-emotional reciprocity, and exhibits repetitive actions. One year below grade level Two years below grade level No Jade Mid SES African American Female Language processing disorder: Moderate difficulty gaining meaning from spoken language as well as frustration with speaking, poor reading comprehension, and difficulty with memory retention. Two years below grade level Two years below grade level Yes Kendyl Mid SES White Female ASD and moderate multiple disabilities (sensory impairment and cognition and adaptive skills delays): Difficulty with expression. Difficulty with fine and gross motor skills and communications and social interactions. Two years below grade level One year below grade level Yes Parker Low SES White Male Emotional disturbance oppositional defiant disorder (ODD) and dyscalculia: Aggressive towards others, defies and refuses to comply with many tasks, difficulty with task completion and social interactions. Difficulty with memory of math facts, visual memory, and visual-spatial discrimination and processing. Two years below grade level Two years below grade level No Randy Mid SES Native American Male Scoliosis and asymmetrical tonic neck reflex (ATNR): Difficulty with verbal communication, hand-eye coordination, visual tracking, and balance. Two years below grade level Two years below grade level Yes Sheila Low SES White Female Cerebral palsy and mild intellectual disability: In a wheelchair for most of the day; other times uses crutches/braces. Somewhat limited fine and gross motor skills that affect her ability to keep up with the pace of a general education classroom. Difficulty with reading comprehension and processing information to solve multi-step math problems. One year below grade level One year below grade level No

© 2019 Grand Canyon University. All Rights Reserved GCU College of Education LESSON UNIT PLAN TEMPLATE Section 1: Lesson Preparation Teacher Candidate Name: Grade Level: Unit/Subject: Title of Unit and Brief Summary: Create a title for each lesson and 1-2 sentences summarizing the lesson, identifying the central focus based on the content and skills you are teaching. Classroom and Student Factors/Grouping: Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information to inform the differentiation components of the lesson. Day 1 Day 2 Day 3 Day 4 Day 5 National/State Learning Standards List specific grade-level standards that are the focus of the lesson being presented. Specific Learning Target(s)/Objectives Based on state standards, identify what is intended to be measured in learning. Academic Language General academic vocabulary and content-specific vocabulary included in the unit. Unit Resources, Materials, Equipment, and Technology List all resources, materials, equipment, and technology to be used in the unit. Depth of Knowledge Lesson Questions What questions can be posed throughout the lesson to assess all levels of student understanding? · Level 1: Recall · Level 2: Skill/Concepts · Level 3: Strategic Thinking · Level 4: Extended Thinking Section 2: Instructional Planning Day 1 Day 2 Day 3 Day 4 Day 5 Anticipatory Set How will students’ prior knowledge be activated as well as gain student interest in the upcoming content? Presentation of Content Multiple Means of Representation Describe how content will be presented in various ways to meet the needs of different learners. Multiple Means of Representation Differentiation Explain how materials will be differentiated for each of the following groups: · English Language Learners (ELL) · Students with special needs · Students with gifted abilities · Early finishers (those who finish early and may need additional sources/support) Application of Content Multiple Means of Engagement How will students explore, practice, and apply the content? Multiple Means of Engagement Differentiation Explain how materials will be differentiated for each of the following groups: · English Language Learners (ELL) · Students with special needs · Students with gifted abilities · Early finishers (those who finish early and may need additional sources/support) Assessment of Content Multiple Means of Expression Formative and summative assessments used to monitor student progress and modify instruction. Multiple Means of Expression Differentiation Explain how materials will be differentiated for each of the following groups: · English Language Learners (ELL) · Students with special needs · Students with gifted abilities · Early finishers (those who finish early and may need additional resources/support) Extension Activity and/or Homework Identify and describe any extension activities or homework tasks as appropriate. Explain how the extension activity or homework assignment supports the learning targets/objectives. As required by your instructor, attach any copies of homework at the end of this template. © 2021. Grand Canyon University. All Rights Reserved. © 2019. Grand Canyon University. All Rights Reserved.

Paper For Above instructions

The outlined class and self-contained special education profiles provide a comprehensive understanding of the diverse needs of students in inclusive educational settings. Recognizing the varying disabilities, socio-economic backgrounds, and individual learning challenges is essential for developing tailored instructional strategies that promote equitable learning opportunities. This paper discusses the significance of detailed class profiles in designing differentiated instruction, aligning curriculum standards, and implementing effective assessment practices, ultimately fostering an inclusive environment that supports the unique learning trajectories of each student.

Understanding the specific profiles of students with disabilities is fundamental in creating an effective and inclusive learning environment. For example, students like Arturo, who exhibits high-functioning autism with delays in verbal communication, benefit from tailored communication strategies and sensory accommodations. Similarly, students like Jade, with language processing disorder and severe reading comprehension difficulties, require explicit language instruction, visual aids, and speech-language support. Recognizing these needs ensures instructional methods are accessible and effective, reducing frustration and increasing student engagement.

Differentiated instruction is a cornerstone of inclusive education, and detailed student profiles inform educators about how to modify content, process, and assessments to meet individual needs. For instance, students with sensory impairments, such as Sophia, who uses Braille and has partial sight loss, need materials in accessible formats, such as tactile resources and audio descriptions. Students with attention deficit hyperactivity disorder (ADHD), like Victoria and William, require strategies that enhance focus, such as frequent breaks, movement opportunities, and clear, structured instructions. For gifted learners like Kendyl, providing enrichment activities that challenge critical thinking is essential.

The integration of curriculum standards guided by state and national frameworks ensures that instruction remains aligned and purposeful. Each student profile necessitates tailored learning targets and objectives, considering their current performance levels and abilities. For example, students performing at grade level, like Victoria, need access to grade-appropriate content, with scaffolding and modification to support engagement. Conversely, students who are below grade level, such as Parker and Randal, benefit from customized interventions aimed at bridging gaps while still progressing toward standard mastery.

Assessment strategies must be both formative and summative, utilizing multiple means of expression to accommodate diverse learners. For students with language or communication challenges, visual assessments, oral presentations, and hands-on activities facilitate demonstration of understanding. Differentiation in assessments ensures equitable measurement of learning and helps in modifying instruction as needed. For example, self-contained students with significant disabilities may require personalized, teacher-developed assessments that capture functional skills and progress, while general classroom assessments can be adapted for other students.

Effective instruction extends beyond assessment to include meaningful engagement through varied instructional methods. Anticipatory activities activate prior knowledge, and multi-modal presentations cater to visual, auditory, and kinesthetic learners. For students with disabilities, ensuring accessibility and engagement could involve utilizing assistive technology, visual supports, and kinesthetic activities that align with their learning profiles. Extension activities and homework serve as reinforcement, offering additional opportunities for practice or enrichment, and are differentiated based on student ability levels.

In summary, detailed class and self-contained student profiles serve as vital tools for educators committed to inclusive education. They guide differentiation, curriculum alignment, assessment, and engagement strategies that respect individual differences and foster meaningful learning experiences. By leveraging these profiles, teachers can create adaptive classroom environments where all students can thrive academically and socially, promoting equitable access to quality education.

References

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