sistema universitario ana g. méndez school for

Sistema Universitario Ana G. Méndez School for Professional Studies

Florida Campuses Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo

EDUC 204

NATURE AND NEEDS OF THE EXCEPTIONAL CHILDREN

NATURALEZA Y NECESIDADES DE LOS NIÑOS EXCEPCIONALES

© Sistema Universitario Ana G. Méndez, 2008 Derechos Reservados.

© Ana G. Méndez University System, 2008. All rights reserved

EDUC 204 Nature and Needs of the Exceptional Children

Prep. 2004. Claudia X. Álvarez, MA Rev. 2008. Fidel R. Távara, M.Ed.

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TABLA DE CONTENIDO/TABLE OF CONTENTS

Página/Page

PRONTUARIO ......................................................................................................... 3

STUDY GUIDE ...................................................................................................... 13

WORKSHOP ONE ................................................................................................ 21

TALLER DOS ........................................................................................................ 24

WORKSHOP THREE ............................................................................................ 27

TALLER CUATRO ................................................................................................. 31

WORKSHOP FIVE/TALLER CINCO ..................................................................... 34

ANEJO A/APPENDIX A ......................................................................................... 38

ANEJO B/APPENDIX B ......................................................................................... 40

ANEJO C/APPENDIX C ........................................................................................ 43

ANEJO D/APPENDIX D ........................................................................................ 46

ANEJO E/APPENDIX E ......................................................................................... 47

ANEJO E1/APPENDIX E1 ..................................................................................... 49








ANEJO F/APPENDIX F ......................................................................................... 59

ANEJO G/APPENDIX G ........................................................................................ 62

ANEJO H/APPENDIX H ........................................................................................ 64

ANEJO I/APPENDIX I ........................................................................................... 68

ANEJO J/APPENDIX J .......................................................................................... 70

ANEJO K/APPENDIX K ......................................................................................... 71

ANEJO L/APPENDIX L ......................................................................................... 73



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PRONTUARIO

Título del Curso: Naturaleza y Necesidades de los Niños Excepcionales

Codificación: EDUC 204

Duración: Cinco semanas o según aplique

Prerrequisito: Ninguno

Descripción:

Este curso presenta una visión integrada de los principios básicos de educación

especial. Desde un marco constructivista se incluye el análisis de las causas de

las excepcionalidades amparadas por las leyes vigentes, así como el estudio de

los fundamentos educativos, históricos, sicológicos y sociales que rigen el

Programa de Educación Especial. Contribuye a la aceptación del niño

excepcional en la corriente general de la enseñanza. Provee al futuro maestro de

Educación Especial y al futuro maestro de la corriente general de las destrezas y

estrategias de intervención, adaptación de currículo y materiales y uso de

tecnología para trabajar con estudiantes con excepcionalidades leves y

moderadas en la clase regular. Se abordan las implicaciones y aplicaciones de

las teorías contemporáneas sobre la problemática y las controversias de la

educación en general y la educación especial en particular, así como la relación

entre ambos programas educativos. Se hace particular énfasis en la población

excepcional desde la infancia hasta la edad preescolar.

Objetivos Generales

Al final del curso, los estudiantes:

1. Analizarán la base teórica, histórica y legal que rige al programa de Educación

Especial.

2. Compararán el contenido legislativo estatal y federal que reglamenta los

servicios de Educación Especial.

3. Describirán el desarrollo, estructura y organización de la Oficina de Programas

de Educación Especial del Departamento de Educación de los EE.UU. y sus

implicaciones para la educación de infante y preescolar con necesidades

especiales.



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4. Reconocerán el enfoque multidisciplinario de las prácticas de la Educación

Especial en el nivel preescolar, incluyendo los diversos modelos de

intervención existentes en la actualidad.

5. Se sensibilizarán hacia las necesidades particulares de la población

excepcional de manera que puedan redefinir sus actitudes hacia los niños

excepcionales y sus familias.

6. Analizarán y describirán la naturaleza, necesidades y métodos de intervención

educativa para cada una de las diversas excepcionalidades.

7. Utilizarán los recursos tecnológicos disponibles para llevar a cabo

investigaciones sobre las prácticas para la educación y manejo de las

población excepcional.

8. Reconocerán las controversias y tendencias de cambio contemporáneas

relacionadas con la identificación, educación, inclusión y el rol de los

cuidadores primarios de los niños excepcionales.

Textos y Recursos

Hallahan, D., et al. (2009). Exceptional learners: Introduction to special education.

(11th Ed.). Boston, MA: Allyn & Bacon/Merrill Publishers.

Heward, W. (2009). Exceptional children: An introduction to special education. (9th

Ed.). Boston, MA: Allyn & Bacon/Merrill Publishers.

Raver, S. (2009). Early childhood special education: 0 – 8 years: Strategies for

positive outcomes. Boston, MA: Allyn & Bacon/Merrill Publishers.

Referencias y material suplementario

Távara, F., & Báez, M. (2007). Portfolio assessment. Orlando, FL: Ana G. Méndez

University System.

Yell, M., & Drasgow, E. (2009). What every teacher should know about No Child

Left Behind: A guide for professionals. (2nd Ed.). Boston, MA: Allyn &

Bacon/Merrill Publishers.



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Evaluación

Asistencia y participación en clase ..........................................................20 puntos

Muestra de noticia/anuncio ......................................................................10 puntos

Mapa conceptual .....................................................................................10 puntos

Línea del tiempo ......................................................................................10 puntos

Portafolio .................................................................................................40 puntos

Ejercicio de simulación ............................................................................20 puntos

Collage ....................................................................................................10 puntos

Presentación oral (2 presentaciones) ......................................................40 puntos

Ensayo de respuesta ...............................................................................10 puntos

Entrevista.................................................................................................20 puntos

Ensayo expositivo final ............................................................................10 puntos

Informe de investigación ..........................................................................20 puntos

TOTAL ..............................................................................................220 puntos

Descripción de la evaluación

Asistencia y participación en clase (Talleres 1 – 5 )

o La asistencia y participación en todas las clases es obligatoria y tendrá una

puntuación de cuatro (4) puntos por cada taller. Además, por cada día se

sumará la puntuación correspondiente a los siguientes criterios:

� Demostrar dominio de los temas discutidos en clase.

� Cumplir con las tareas asignadas en la clase.

� Participar y cumplir con trabajo colaborativo.

� Demostrar destrezas de comunicación verbal adecuadas.

� Puntualidad en la entrega de los trabajos.

Es requisito asistir a todos los talleres para aprobar el curso. Las ausencias

afectarán su nota final (1 punto por asistencia y 3 puntos por participación en

cada taller).

Muestra de noticia/anuncio (Taller Uno)

Los estudiantes presentarán una noticia o anuncio sobre alguna de las leyes a

favor del programa de educación especial. Esta asignación se evaluará usando

el Anejo A .



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Mapa conceptual (Taller Uno)

Los estudiantes elaborarán un mapa o red conceptual para analizar la labor de

las diferentes leyes estatales y federales y agencias gubernamentales

relacionadas con el programa de educación especial. Esta asignación se

evaluará usando el Anejo B .

Línea del tiempo (Taller Uno)

Los estudiantes elaborarán una línea del tiempo en la cual presentarán los

eventos y defensores más importantes del programa de educación especial a

través de la historia. Esta asignación se evaluará usando el Anejo C .

Portafolio (Talleres 1 – 5)

o Todas las asignaciones escritas, juntas con la selección del trabajo hecho

durante el curso, deberán ser colocadas en un portafolio y seguir

estrictamente las especificaciones de su elaboración ubicadas en los

Anejos Es .

o El portafolio se presentará dos veces durante este curso: La primera

evaluación (Taller 3) y la evaluación final (Taller 5).

o El portafolio se evaluará utilizando el Anejo E8 .

Ejercicio de simulación (Taller 2)

Los estudiantes seguirán las instrucciones dadas en el Anejo F y simularán

tener algún tipo de necesidad especial. Los estudiantes prepararán un informe

escrito siguiendo la matriz de valoración del Anejo F .

Collage (Taller 2)

Los estudiantes prepararán un collage que represente el contenido de los

temas asignados en este taller. Esta actividad se evaluará usando el Anejo G .

Presentación oral (Talleres 2, 3 ó 4 y 5)

Los estudiantes realizarán dos presentaciones orales: (a) presentación del

tema asignado en los talleres 2, 3 ó 4; (b) presentación de su trabajo de

investigación sobre un tema asignado en el Taller Tres. Esta actividad se

evaluará usando el Anejo H .



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Ensayo de respuesta (Taller Tres)

Los estudiantes redactarán un ensayo de respuesta sobre un artículo científico

que el facilitador proveerá en el Taller Tres. Esta actividad se evaluará usando

el Anejo I .

Entrevista (Taller 5)

Los estudiantes entrevistarán a un profesional de educación especial siguiendo

las instrucciones del Anejo J .

Ensayo expositivo final (Taller 5)

Los estudiantes entregarán su ensayo expositivo titulado Mi función como

educador con respecto a la educación especial. Este ensayo se evaluará

usando el Anejo K .

Informe de Investigación (Taller 5)

Los estudiantes entregarán el informe escrito de su investigación sobre un

tema asignado en el Taller Tres. Se evaluará usando el Anejo L .

Curva evaluativa

A = 220 – 200 pts B= 199 – 179 pts C= 178 – 158 pts D= 157 – 137 pts

F = 136 puntos o menos



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Descripción de las normas del curso

1. Este curso sigue el modelo “Discipline-Based Dual Language Immersion

Model®” del Sistema Universitario Ana G. Méndez, el mismo esta diseñado

para promover el desarrollo de cada estudiante como un profesional bilingüe.

Cada taller será facilitado en inglés y español, utilizando el modelo 50/50. Esto

significa que cada taller deberá ser conducido enteramente en el lenguaje

especificado. Los lenguajes serán alternados en cada taller para asegurar que

el curso se ofrece 50% en inglés y 50% en español. Para mantener un

balance, el módulo debe especificar que se utilizarán ambos idiomas en el

quinto taller, dividiendo el tiempo y las actividades equitativamente entre

ambos idiomas. Si un estudiante tiene dificultad en hacer una pregunta en el

idioma especificado, bien puede escoger el idioma de preferencia para hacer la

pregunta. Sin embargo, el facilitador deberá contestar la misma en el idioma

designado para ese taller. Esto deberá ser una excepción a las reglas pues es

importante que los estudiantes utilicen el idioma designado. Esto no aplica a

los cursos de lenguaje que deben ser desarrollados en el idioma propio todo en

inglés o todo en español según aplique.

2. El curso es conducido en formato acelerado, eso requiere que los estudiantes

se preparen antes de cada taller de acuerdo al módulo. Cada taller requiere un

promedio de diez (10) horas de preparación y en ocasiones requiere más.

3. La asistencia a todos los talleres es obligatoria. El estudiante que se ausente al

taller deberá presentar una excusa razonable al facilitador. El facilitador

evaluará si la ausencia es justificada y decidirá como el estudiante repondrá el

trabajo perdido, de ser necesario. El facilitador decidirá uno de los siguientes:

permitirle al estudiante reponer el trabajo o asignarle trabajo adicional en

adición al trabajo a ser repuesto.

Toda tarea a ser completada antes del taller deberá ser entregada en la

fecha asignada. El facilitador ajustará la nota de las tareas repuestas.

4. Si un estudiante se ausenta a más de un taller el facilitador tendrá las

siguientes opciones:



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o Si es a dos talleres, el facilitador reducirá una nota por debajo basado en la

nota existente.

o Si el estudiante se ausenta a tres talleres, el facilitador reducirá la nota a

dos por debajo de la nota existente.

5. La asistencia y participación en clase de actividades y presentaciones orales

es extremadamente importante pues no se pueden reponer. Si el estudiante

provee una excusa válida y verificable, el facilitador determinará una actividad

equivalente a evaluar que sustituya la misma. Esta actividad deberá incluir el

mismo contenido y componentes del lenguaje como la presentación oral o

actividad a ser repuesta.

6. En actividades de grupo el grupo será evaluado por su trabajo final. Sin

embargo, cada miembro de grupo deberá participar y cooperar para lograr un

trabajo de excelencia, pero recibirán una calificación individual.

7. Se espera que todo trabajo escrito sea de la autoría de cada estudiante y no

plagiado. Se debe entender que todo trabajo sometido esta citado

apropiadamente o parafraseado y citado dando atención al autor. Todo

estudiante debe ser el autor de su propio trabajo. Todo trabajo que sea

plagiado, copiado o presente trazos de otro será calificado con cero (vea la

política de honestidad académica).

8. Si el facilitador hace cambios al módulo o guía de estudio, deberá discutirlos y

entregar copia a los estudiantes por escrito al principio del primer taller.

9. El facilitador establecerá los medios para contactar a los estudiantes

proveyendo su correo electrónico, teléfonos, y el horario disponibles.

10. EL uso de celulares esta prohibido durante las sesiones de clase; de haber una

necesidad, deberá permanecer en vibración o en silencio.

11. La visita de niños y familiares no registrados en el curso no está permitida en el

salón de clases.

12. Todo estudiante esta sujeto a las políticas y normas de conducta y

comportamiento que rigen al SUAGM y el curso.

Nota: Si por alguna razón no puede acceder las dire cciones electrónicas

ofrecidas en el módulo, no se limite a ellas. Exis ten otros motores de



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búsqueda y sitios Web que podrá utilizar para la bú squeda de la información

deseada. Entre ellas están:

• www.google.com

• www.altavista.com

• www.ask.com

• www.excite.com

• www.pregunta.com

• www.findarticles.com

• www.telemundo.yahoo.com

• www.bibliotecavirtualut.suagm.edu

• www.eric.ed.gov/

• www.flelibrary.org/

El/la facilitador(a) puede realizar cambios a las d irecciones electrónicas y/o

añadir algunas de ser necesario.



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Filosofía y Metodología Educativa

Este curso está basado en la teoría educativa del Constructivismo.

Constructivismo es una filosofía de aprendizaje fundamentada en la premisa, de

que, reflexionando a través de nuestras experiencias, podemos construir nuestro

propio conocimiento sobre el mundo en el que vivimos.

Cada uno de nosotros genera nuestras propias “reglas “y “métodos

mentales” que utilizamos para darle sentido a nuestras experiencias. Aprender,

por lo tanto, es simplemente el proceso de ajustar nuestros modelos mentales

para poder acomodar nuevas experiencias. Como facilitadores, nuestro enfoque

es el mantener una conexión entre los hechos y fomentar un nuevo entendimiento

en los estudiantes. También, intentamos adaptar nuestras estrategias de

enseñanza a las respuestas de nuestros estudiantes y motivar a los mismos a

analizar, interpretar y predecir información.

Existen varios principios para el constructivismo, entre los cuales están:

1. El aprendizaje es una búsqueda de significados. Por lo tanto, el aprendizaje

debe comenzar con situaciones en las cuales los estudiantes estén buscando

activamente construir un significado.

2. Significado requiere comprender todas las partes. Y, las partes deben

entenderse en el contexto del todo. Por lo tanto, el proceso de aprendizaje se

enfoca en los conceptos primarios, no en hechos aislados.

3. Para enseñar bien, debemos entender los modelos mentales que los

estudiantes utilizan para percibir el mundo y las presunciones que ellos hacen

para apoyar dichos modelos.

4. El propósito del aprendizaje, es para un individuo, el construir su propio

significado, no sólo memorizar las contestaciones “correctas” y repetir el

significado de otra persona. Como la educación es intrínsicamente

interdisciplinaria, la única forma válida para asegurar el aprendizaje es hacer

del avalúo parte esencial de dicho proceso, asegurando que el mismo provea

a los estudiantes con la información sobre la calidad de su aprendizaje.

5. La evaluación debe servir como una herramienta de auto-análisis.



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6. Proveer herramientas y ambientes que ayuden a los estudiantes a interpretar

las múltiples perspectivas que existen en el mundo.

7. El aprendizaje debe ser controlado internamente y analizado por el estudiante.



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STUDY GUIDE

Course Title: Nature and Needs of the Exceptional Children

Code: EDUC 204

Time Length: Five weeks or as applicable

Pre-requisite: None

Description:

This course presents an integrated view of the basic principles of special

education. From a constructivist perspective, it includes a cause analysis of the

exceptionalities ruled out by the law as well as a study of the educational,

historical, psychological, and social foundations that govern the Special Education

Program. It contributes with the acceptance of the exceptional child in the

mainstream. It provides the future Special Education teacher and the future

mainstream teacher with the skills and strategies of intervention and adaptation of

curriculum and materials, and the use of technology to work with mild

exceptionalities in the mainstream. It addresses the implications and applications

of the contemporary theories about the issues and controversies of education,

specifically special education as well as the relation existing between mainstream

education and special education. It especially highlights the exceptional population

from the infant years to the pre-k stage.

General Objectives:

At the end of this course, students will:

1. Analyze the theoretical, historical, and legal foundations that rule out the

Special Education program.

2. Compare and contrast the state and federal legislative content that govern the

Special Education services.

3. Describe the development, structure, and organization of the Office of Special

Education Programs (OSEP) of the U.S. Department of Education and its

implications in the education of infants, toddlers and pre-k children with special

needs.

4. Recognize the multidisciplinary approach of the Special Education practices at

pre-K level, including the diverse intervention models existing at present.



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5. Become sensitive of the particular needs of the exceptional population in order

to redefine their attitudes toward the exceptional children and their families.

6. Analyze and describe the nature, needs, and methods of educational

intervention for exceptionalities.

7. Use the available technological resources to research about educational

practices and management of the exceptional population.

8. Recognize the controversies and trends of contemporary changes related to

the identification, education, inclusion, and role of primary caregivers of

exceptional children.

Texts and Resources

Hallahan, D., et al. (2009). Exceptional learners: Introduction to special education.

(11th Ed.). Boston, MA: Allyn & Bacon/Merrill Publishers.

Heward, W. (2009). Exceptional children: An introduction to special education. (9th

Ed.). Boston, MA: Allyn & Bacon/Merrill Publishers.

Raver, S. (2009). Early childhood special education: 0 – 8 years: Strategies for

positive outcomes. Boston, MA: Allyn & Bacon/Merrill Publishers.

References and Supplementary Materials

Távara, F., & Báez, M. (2007). Portfolio assessment. Orlando, FL: Ana G. Méndez

University System.

Yell, M., & Drasgow, E. (2009). What every teacher should know about No Child

Left Behind: A guide for professionals. (2nd Ed.). Boston, MA: Allyn &

Bacon/Merrill Publishers.

Evaluation

Attendance and participation .................................................................... 20 points

Sample news/announcement ................................................................... 10 points

Concept map ............................................................................................ 10 points

Timeline .................................................................................................... 10 points

Portfolio .................................................................................................... 40 points

Simulation exercise .................................................................................. 20 points

Collage ..................................................................................................... 10 points

Oral presentation (2 presentations) .......................................................... 40 points



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Response paper ....................................................................................... 10 points

Interview ................................................................................................... 20 points

Final expository essay .............................................................................. 10 points

Research report ........................................................................................ 20 points

TOTAL ............................................................................................... 220 points

Evaluation’s description

Attendance and participation (Workshops 1 – 5)

o Attendance and participation in every workshop is mandatory. The student

will receive four (4) points per workshop. The following criteria will also be

evaluated:

� Mastery of the material discussed in class.

� Completion of work assigned in class.

� Collaboration with their peers on assigned group work.

� Demonstration of proper verbal communication skills.

� Turn in work strictly on time.

o Attendance is required to pass the course. Absences will affect your final

grade as follows: 1 point for your attendance and 3 points for your

participation in class.

Sample news/announcement (Workshop 1)

Students will present news or announcement about a law related to special

education programs. This assignment will be evaluated using Appendix A .

Concept map (Workshop 1)

Students will make a concept map to analyze different state and federal laws

and agencies related to special education programs. This assignment will be

evaluated using Appendix B .

Timeline (Workshop 1)

Students will draw a timeline with the major events and advocates of special

education programs in the U.S. history. This assignment will be evaluated using

Appendix C .



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Portfolio (Workshops 1 – 5)

o All self assessment and reflection written assignments, together with the

selection of work done during the course, will be assembled in a portfolio

strictly following the guidelines of portfolio elaboration in Appendices Es .

o The portfolio is should be submitted twice during this course: First partial

evaluation (Workshop 3), and final evaluation (Workshop 5).

o The portfolio will be evaluated using Appendix E8 .

Simulation exercise (Workshop 2)

Students will follow guidelines provided in Appendix F and simulate to have any

special need. This activity will be evaluated using Appendix F .

Collage (Workshop 2)

Students will make a collage representing the content of the assigned topics in

this workshop. This activity will be evaluated using Appendix G .

Oral presentation (Workshops 2, 3, or 4, and 5)

Students will make two oral presentations: (a) presentation of the topic

assigned in Workshops 2, 3, or 4; (b) presentation of their research project

about a topic assigned in Workshop Three. This assignment will be evaluated

using Appendix H .

Response paper (Workshop 3)

Students will write a response paper of a research-based article provided by

the facilitator in Workshop Three. This assignment will be evaluated using

Appendix I .

Interview (Workshop 5)

Students will interview a special education professional following guidelines

provided in Appendix J .

Final expository essay (Workshop 5)

Students will write an expository paper entitled My role as an educator toward

the special education. This essay will be evaluated using Appendix K .

Research report (Workshop 5)

Students will hand in the written report of their research project about a topic

assigned in Workshop Three. It will be evaluated using Appendix L .



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Evaluation curve

A = 220 – 200 pts B= 199 – 179 pts C= 178 – 158 pts D= 157 – 137 pts

F = 136 points or below

Description of course policies

1. This course follows the Sistema Universitario Ana G. Méndez Discipline-Based

Dual Language Immersion Model® designed to promote each student’s

development as a Dual Language Professional. Workshops will be facilitated in

English and Spanish, strictly using the 50/50 model. This means that each

workshop will be conducted entirely in the language specified. The language

used in the workshops will alternate to insure that 50% of the course will be

conducted in English and 50% in Spanish. To maintain this balance, the

course module may specify that both languages will be used during the fifth

workshop, dividing that workshop’s time and activities between the two

languages. If students have difficulty with asking a question in the target

language in which the activity is being conducted, students may choose to use

their preferred language for that particular question. However, the facilitator

must answer in the language assigned for that particular day. This should only

be an exception as it is important for students to use the assigned language.

The 50/50 model does not apply to language courses where the delivery of

instruction must be conducted in the language taught (Spanish or English only).

2. The course is conducted in an accelerated format and requires that students

prepare in advance for each workshop according to the course module. Each

workshop requires an average ten hours of preparation but could require more.

3. Attendance at all class sessions is mandatory. A student that is absent to a

workshop must present the facilitator a reasonable excuse. The facilitator will

evaluate if the absence is justified and decide how the student will make up the

missing work, if applicable. The facilitator will decide on the following: allow the

student to make up the work, or allow the student to make up the work and

assign extra work to compensate for the missing class time.



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Assignments required prior to the workshop must be completed and turned in

on the assigned date. The facilitator may decide to adjust the grade given for

late assignments and make-up work.

4. If a student is absent to more than one workshop the facilitator will have the

following options:

o If a student misses two workshops, the facilitator may lower one grade

based on the students existing grade.

o If the student misses three workshops, the facilitator may lower two

grades based on the students existing grade.

5. Student attendance and participation in oral presentations and special class

activities are extremely important as it is not possible to assure that they can be

made up. If the student provides a valid and verifiable excuse, the facilitator

may determine a substitute evaluation activity if he/she understands that an

equivalent activity is possible. This activity must include the same content and

language components as the oral presentation or special activity that was

missed.

6. In cooperative activities the group will be assessed for their final work.

However, each member will have to collaborate to assure the success of the

group and the assessment will be done collectively as well as individually.

7. It is expected that all written work will be solely that of the student and should

not be plagiarized. That is, the student must be the author of all work

submitted. All quoted or paraphrased material must be properly cited, with

credit given to its author or publisher. It should be noted that plagiarized

writings are easily detectable and students should not risk losing credit for

material that is clearly not their own (see Academic Honesty Policy).

8. If the Facilitator makes changes to the study guide, such changes should be

discussed with and given to students in writing at the beginning of the first

workshop.

9. The facilitator will establish a means of contacting students by providing an

email address, phone number, hours to be contacted and days.



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10. The use of cellular phones is prohibited during sessions; if there is a need to

have one, it must be on vibrate or silent mode during class session.

11. Children or family members that are not registered in the course are not

allowed to the classrooms.

12. All students are subject to the policies regarding behavior in the university

community established by the institution and in this course.

Note: If for any reason you cannot access the URL’s presented in the

module, do not stop your investigation. There are many search engines and

other links you can use to search for information. These are some

examples:

• www.google.com

• www.altavista.com

• www.ask.com

• www.excite.com

• www.pregunta.com

• www.findarticles.com

• www.telemundo.yahoo.com

• www.bibliotecavirtualut.suagm.edu

• www.eric.ed.gov/

• www.flelibrary.org/

The facilitator may make changes or add additional web resources if deemed

necessary.



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Teaching Philosophy and Methodology

This course is grounded in the learning theory of Constructivism.

Constructivism is a philosophy of learning founded on the premise that, by

reflecting on our experiences, we construct our own understanding of the world in

which we live.

Each of us generates our own “rules” and “mental models,” which we use to

make sense of our experiences. Learning, therefore, is simply the process of

adjusting our mental models to accommodate new experiences. As teachers, our

focus is on making connections between facts and fostering new understanding in

students. We will also attempt to tailor our teaching strategies to student

responses and encourage students to analyze, interpret and predict information.

There are several guiding principles of constructivism:

1. Learning is a search for meaning. Therefore, learning must start with the issues

around which students are actively trying to construct meaning.

2. Meaning requires understanding wholes as well as parts. And parts must be

understood in the context of wholes. Therefore, the learning process focuses

on primary concepts, not isolated facts.

3. In order to teach well, we must understand the mental models that students use

to perceive the world and the assumptions they make to support those models.

4. The purpose of learning is for an individual to construct his or her own meaning,

not just memorize the "right" answers and regurgitate someone else's meaning.

Since education is inherently interdisciplinary, the only valuable way to

measure learning is to make the assessment part of the learning process,

ensuring it provides students with information on the quality of their learning.

5. Evaluation should serve as a self-analysis tool.

6. Provide tools and environments that help learners interpret the multiple

perspectives of the world.

7. Learning should be internally controlled and mediated by the learner.



21

Workshop One

Specific Content Objectives:

At the end of Workshop One, students will:

1. Analyze the theoretical foundation and the basic principles that rule out the

Special Education program.

2. Identify the applicability of the laws that regulate the Special Education

program.

3. Analyze the structure and organization of the Office of Special Education

Programs of the U.S. Department of Education, and its educational

implications.

4. Compare and contrast the state and federal legislative content that regulate

and protect diverse exceptionalities.

5. Identify the major historical events and special education advocates through the

history and their contributions to special education.

Specific Language Objectives:

At the end of Workshop One, students will:

1. Use the reading process effectively.

2. Write a self reflection about an activity or assignment completed in this

workshop, using appropriate vocabulary, grammar, and style.

3. Express their ideas in spoken English effectively using graphic organizers.

Electronic Links (URLs):

Office of Special Education Programs (OSEP)

http://www.ed.gov/about/offices/list/osers/osep/index.html

IDEA 2004

http://idea.ed.gov/explore/home

Special education laws and regulations

http://www.greatschools.net/cgi-bin/showarticle/989

http://www.fldoe.org/disability/

History of special education

http://www.learningrx.com/history-of-special-education.htm

http://www.parentsunitedtogether.com/page15.html



22

http://admin.fortschools.org/PupilServices/StaffInfo/A%20TIMELINE%20OF%20SP

ECIAL%20EDUCATION%20HISTORY.htm

Assignments before Workshop One

1. Read the entire module, focusing your attention on Workshop One. Pay close

attention to the rubrics, since they will be used to assess your knowledge,

language skills and participation.

2. Study the concepts of culture, globalization and their influence on the school

setting. Make a summary and bring it to class.

3. Search information of cultural diversity and cross-cultural problems that the

school administrator should deal with. Print it and bring it to class.

4. Get ready to actively participate in discussion in Workshop One.

Activities

1. Introduction of the course, module, students, and facilitator.

2. Filling out students’ personal information cards.

3. Election of the student representative.

4. The facilitator and students will get engaged in an icebreaking activity.

5. The facilitator and students will discuss the philosophical and theoretical

foundation of legalization of special education.

6. The facilitator will provide sample news announcing the passing of a state or

federal law (Appendix A ).

7. Class will make four teams and write an ad or news announcing the passing of

special education laws.

8. Teams will present their news or ads.

9. Class will compare and contrast stated and federal special education laws.

Students will also compare the Office of Special Education Programs of the

U.S. Department of Education and the IDEA Program.

10. Teams will elaborate a concept map that compares and contrasts state and

federal laws and governmental agencies (Appendix B ).

11. Teams will present their concept maps to the class.

12. Teams, guided by the facilitator, will make a timeline with the major historical

events and advocates of Special Education (Appendix C ).



23

13. The facilitator will explain how to make an essay outline to students. The essay

entitled My role as an educator toward the special education will be submitted

in the last workshop (Appendix D ).

14. Students will individually work on their essay outlines.

15. The facilitator will assign the research topics, and explain about the written and

oral reports of their research. Audiovisuals should be used, and the active

participation of group members will be mandatory. The topics are:

a. Mental retardation

b. Emotional and behavioral problems

c. Learning disability

d. Autism

e. Speech and language difficulties

f. Visual impairments

g. Auditory problems

h. Physical disabilities

i. Health impairments

j. Gifted children

16. Students will begin working on their portfolios following the guidelines of

portfolio elaboration included in this module (Appendices Es )

17. The facilitator will answer any questions concerning the assignments of

Workshop Two.

Assessment

1. Students will complete the self reflection sheet (Appendix E3 ) and insert it in

their portfolio.

2. Portfolio: A copy of every performance assignments and activities required in

Workshop One should be included. Students can also include material relevant

to the workshop (Appendices Es ).



24

Taller Dos

Objetivos Específicos de Contenido:

Al finalizar el Taller Dos, los estudiantes:

1. Evaluarán mitos, actitudes y comportamientos de la sociedad hacia los niños

con excepcionalidades.

2. Reconocerán el enfoque multidisciplinario que se usa en educación especial.

3. Identificarán los modelos de intervención en educación especial.

4. Reconocerán el rol de la familia y la comunidad como contexto de las diversas

excepcionalidades.

5. Identificarán las causas, características, necesidades y métodos de

intervención en los niños con retraso mental y con problemas emocionales y de

conducta.

Objetivos Específicos de Lenguaje:

Al finalizar el Taller Dos, los estudiantes:

1. Resumirán las ideas principales usando adecuadamente la gramática y la

ortografía después de leer una amplia variedad de recursos impresos.

2. Escribirán una auto reflexión sobre una de las actividades o asignaciones

completadas en este taller, utilizando gramática, vocabulario y estilo

adecuados.

3. Utilizarán estrategias efectivas para llevar a cabo discusiones formales e

informales incluyendo actividades de reflexión y análisis, respetando los

diversos puntos de vista de otros.

Enlaces Electrónicos:

Principios de educación especial

http://dewey.uab.es/pmarques/ee.htm

Haciendo funcionar la educación inclusiva

http://www.amschool.edu.sv/mined/links/GuiaEducacionInclusiva.pdf

http://www.educationworld.com/a_curr/curr320.shtml

Retraso mental

http://old.nichcy.org/pubs/spanish/fs8stxt.htm

http://old.nichcy.org/pubs/spanish/fs4sp.pdf



25

Déficit de atención con o sin hiperactividad (ADHD)



http://kidshealth.org/parent/en_espanol/emociones/adhd_esp.html

http://www.chadd.org/

Asignaciones antes del Taller Dos:

1. Leer el material correspondiente al niño excepcional, el contexto del niño

excepcional, intervención temprana y los principios en educación especial.

2. Visitar los sitios de Internet.

3. Realizar el ejercicio de simulación “Un viaje de una milla comienza con un solo

paso...” (Ver Anejo F ).

4. Traer revistas viejas y otros materiales que contengan fotografías o dibujos que

se pueden usar para realizar trabajos de collage.

5. Preparar la presentación de los temas:

• Retraso mental

• Problemas emocionales y de conducta

6. Los estudiantes que no presentan deberán leer sobre los temas que se

presentarán en el taller (retraso mental y problemas emocionales y de

conducta).

Actividades

1. El facilitador comenzará la clase con un breve repaso.

2. Los estudiantes discutirán sus reacciones ante el ejercicio de simulación “Un

viaje de una milla comienza con un solo paso...”.

3. A continuación los estudiantes se dividirán en subgrupos y discutirán los temas

referentes al niño excepcional, el contexto del niño excepcional, intervención

temprana y los principios en educación especial.

4. Cada grupo tendrá un tema asignado y preparará un collage que explique el

tema que se les asignó (Ver Anejo G ).

5. Cada grupo presentará a la clase su collage y explicará el tema que les fue

asignado.



26

6. El facilitador indicará a los estudiantes que basados en el bosquejo de ensayo

que realizaron en el taller #1 y en los temas tratados durante el taller #2

escribirán un borrador de ensayo: “Mi función como educador con respecto a la

educación especial”.

7. Una vez escrito el ensayo se puede pedir a un estudiante voluntario para que

lo lea.

8. Se procederá a las presentaciones de los temas: Retraso mental y Problemas

emocionales y de conducta. (Ver Anejo H ). Se asignará de 20 a 30 minutos

de exposición por cada tema y 15 minutos adicionales para preguntas y dudas.

9. El facilitador aclarará dudas con respecto a los temas avanzados en el taller.

10. Los estudiantes continuarán trabajando en sus portafolios (Anejos Es ).

11. El facilitador aclarará dudas relacionadas con las tareas del próximo taller.

Avalúo

1. Los estudiantes completarán la hoja de auto reflexión (Anejo E3 ).

2. Portafolio: Se incluirá una copia de todas las asignaciones y actividades de

ejecución requeridas en el Taller Dos e indicadas por el facilitador. Los

estudiantes podrán incluir material relevante al taller (Anejos Es ).



27

Workshop Three


At the end of Workshop Three, students will:

1. Identify causes, characteristics, and needs of children with learning disabilities,

autism, speech and language difficulties, and visual impairments.

2. Analyze the influence and role that the family and community play in children

with learning disabilities, autism, speech and language difficulties, and visual

impairments.

3. Identify intervention strategies for children with learning disabilities, autism,

speech and language difficulties, and visual impairments.


At the end of Workshop Three, students will:

1. Summarize main ideas using correct grammar and spelling in English after

reading a selection from multiple resources.

2. Write a response paper on a specific topic using appropriate vocabulary,

grammar, and style after searching, analyzing and interpreting information.

3. Use cooperative learning strategies to analyze and discuss a topic.


Learning disabilities

http://www.nichcy.org/pubs/spanish/fs7stxt.htm

http://kidshealth.org/teen/diseases_conditions/learning/learning_disabilities.html

http://www.helpguide.org/mental/learning_disabilities.htm

Learning disabilities association

http://www.ldanatl.org/

Autism

http://www.ninds.nih.gov/disorders/autism/detail_autism.htm

http://kidshealth.org/kid/health_problems/brain/autism.html

http://www.nimh.nih.gov/health/publications/autism/complete-publication.shtml

http://www.nlm.nih.gov/medlineplus/autism.html

Autism society of America

http://www.autism-society.org/site/PageServer



28

Visual impairments

http://old.nichcy.org/pubs/factshe/fs13.pdf

http://kidshealth.org/teen/diseases_conditions/sight/visual_impairment.html

Speech and language difficulties

http://www.literacytrust.org.uk/talktoyourbaby/SLDs.html

http://kidshealth.org/parent/emotions/behavior/not_talk.html

http://www.med.umich.edu/1Libr/yourchild/speech.htm

http://old.nichcy.org/pubs/factshe/fs11.pdf

Assignments before Workshop Three

1. Prepare the Presentation of the following topics:

a. Learning disabilities

b. Autism

c. Visual impairment

d. Speech and language difficulties

2. Students who do not make their presentations today should also read about the

topics assigned to presenting groups.

3. Students will find information about the assigned topics on the Internet.

Summarize it and bring it to class.

Activities

1. The facilitator will begin Workshop Three with a KWL chart about the topics

assigned for presentation:

a. Learning disabilities

b. Autism

c. Visual impairment

d. Speech and language difficulties

2. Groups will have 15-20 minutes to make their presentations, and additional 5

minutes for questions (Appendix H ).

3. At the end of each presentation, the facilitator will clarify doubts.

4. Using their notes taken at home, students will make groups of four and discuss

the influence and role of the family and community in the education of

exceptional children.



29

5. Using the round-table discussion strategy, teams will become panels of experts

of their selected topic. The facilitator will become the moderator and the other

students will be the audience who can ask questions and even defy the ideas of

the panel at the end of the discussion. The moderator can clarify doubts.

6. The facilitator will provide two different research-based articles about the topics

assigned in this workshop. Class will make two teams and take a copy of an

article. Each team will make a concept map or use a graphic organizer to

present the information from the article. Class debate.

7. Students will write a response paper about the research-based article

discussed in their groups. This paper should be written individually. (Appendix

I).

8. Class will make four teams, and each team will choose one exceptionality, and

brainstorm and discuss all the possible interventions to teach children with

learning disabilities, autism, speech and language difficulties, and visual

impairment. Teams will prepare an outline with the brainstormed list and share

it with the class.

9. Teams will act out two different interventions for the chose disability or

impairment.

10. Students will complete the last column of the KWL chart to review the topics

discussed in this workshop.

11. The facilitator will clarify doubts about the research written reports that students

should submit in the last workshop (Appendix L ). If possible, the facilitator

should meet students on an individual basis and check their written report

outline.

12. Students will continue working on their portfolios and insert all the documents

written and/or completed so far, following the guidelines of portfolio elaboration

(Appendices Es ).

13. Students will hand in the portfolio to the facilitator for its first partial evaluation.

Assessment

1. Students will complete the self reflection sheet (Appendix E3 ), insert it in their

portfolio, and hand in the portfolio to the facilitator for its first partial evaluation.



30

2. The facilitator will electronically send the Progression Follow Up Template

(Appendix E5 ) with his/her feedback and improvement recommendations

during the week before Workshop Four.

3. Students will electronically response to the Progression Follow-Up Template

before Workshop Four.

4. Students will hand in their response paper at the beginning of Workshop Four

(Appendix I ).



31

Taller Cuatro

Objetivos Específicos de Contenido:

Al finalizar el Taller Cuatro, los estudiantes:

1. Identificarán las causas, características y necesidades de los niños con

problemas auditivos, impedimentos físicos, impedimentos médicos y niños

superdotados.

2. Analizarán la influencia y papel que juegan la familia y comunidad en los niños

con problemas auditivos, impedimentos físicos, impedimentos médicos y niños

superdotados.

3. Identificará estrategias de intervención en la educación de niños con

problemas auditivos, impedimentos físicos, impedimentos médicos y niños

superdotados

Objetivos Específicos de Lenguaje:

Al finalizar el Taller Cuatro, los estudiantes:

1. Utilizarán el proceso de lectura efectivamente.

2. Escribirán una auto reflexión sobre el contenido y el proceso de una actividad o

asignación específica completada en este taller, utilizando gramática,

vocabulario y estilo adecuados.

3. Expresarán sus ideas en español oralmente de manera efectiva usando

organizadores gráficos y otras ayudas visuales.

Enlaces Electrónicos:

Impedimentos auditivos

http://old.nichcy.org/pubs/spanish/fs3stxt.htm

http://www.cdc.gov/ncbddd/Spanish/sphi.htm

http://seriweb.com/hearing.htm

Impedimentos y diferencias físicas

http://www.uatpat.org/resources/educ_sheets/S_mobility1.pdf

http://www.ces.ncsu.edu/depts/fcs/human/pubs/nc15.html

Niños con SIDA

http://www.cdc.gov/hiv/spanish/resources/brochures/careathome/care9.htm

http://www.childrensaidsfund.org/



32

Niños talentosos

http://www.estimulosadecuados.com.ar/ninostalentosos.htm


Asignaciones antes del Taller Cuatro:

1. Preparar la presentación de los temas:

a. Problemas Auditivos

b. Impedimentos Físicos

c. Impedimentos Médicos

d. Niños superdotados

2. Los estudiantes que no presentan deberán leer el material correspondiente a

los temas: dificultades de aprendizaje, autismo, problemas visuales y

problemas de comunicación.

3. Visitar los sitios de Internet y leer la información correspondiente a los temas

que se tratarán en el taller tres.

Actividades

1. El facilitador empezará este taller invitando a los estudiantes a completar el

organizador gráfico KWL. Los estudiantes compartirán sus conocimientos

previos sobre los temas asignados en este taller:

• Problemas Auditivos

• Impedimentos Físicos

• Impedimentos Médicos

• Niños superdotados

2. Se asignará un tiempo de 15 – 20 minutos por cada presentación y 10 minutos

adicionales para preguntas y aclaración de dudas (Ver rúbrica de evaluación

en Anejo H ).

3. Al finalizar cada presentación el facilitador debe aclarar dudas que los

presentadores no pudieron hacerlo.

4. El facilitador presentará el estudio de caso de un niño excepcional. Al

presentar el estudio de caso hará énfasis en el trabajo que se hace con la

familia del niño y las acomodaciones educativas que un maestro realiza en el

salón de clase.



33

5. Pedirá a los estudiantes que de las excepcionalidades presentadas escojan

una que les pareció la más interesante. Cada estudiante deberá buscar (y si

no lo encuentra hará una hipótesis) un caso de un niño con esa

excepcionalidad y describir su caso tomando en cuenta los siguientes

aspectos:

• Características demográficas: Edad del niño, sexo y familia.

• Características de la excepcionalidad que presenta

• Etapa en la que fue diagnosticado

• Situación educativa actual

6. El facilitador decidirá si recoge las descripciones del estudio de caso al finalizar

el cuarto taller o al iniciar el quinto taller.

7. El facilitador aclarará dudas con respecto al informe escrito del trabajo de

investigación (Anejo L ) y al ensayo final (Anejo K ).

8. Los estudiantes completarán la última columna del organizador gráfico KWL

para revisar los temas discutidos en este taller.

9. Los estudiantes continuarán trabajando en sus portafolios siguiendo las

indicaciones dadas en este módulo (Anejos Es ).

Avalúo

1. Los estudiantes completarán la hoja de auto reflexión (Anejo E3 ).

2. Portafolio: Se incluirá una copia de todas las asignaciones y actividades de

ejecución requeridas en el Taller Dos e indicadas por el facilitador. Los

estudiantes podrán incluir material relevante al taller (Anejos Es ).



34

Workshop Five/Taller Cinco

NOTA: Este taller es bilingüe. Tanto,

el Facilitador como los estudiantes,

deberán utilizar el idioma asignado

para cada tarea y actividad.

NOTE: This is a bilingual workshop.

Both the facilitator and student

should use the language assigned

for each homework and activity.


At the end of Workshop Five, students will:

1. Discuss the controversies and trends of contemporary change related to the

identification, education, and inclusion of exceptional children.

2. Identify the role of primary caregivers of exceptional children.

3. Identify the role of school in the education of exceptional children.

4. Evaluate and select education intervention strategies in the case study of an

exceptional child.


At the end of Workshop Five, students will:

1. Use the reading process effectively.

2. Write an expository essay using appropriate vocabulary, grammar, and style

after collecting, analyzing and interpreting data.

3. Develop ideas to solve problems in an effective way.


Inclusion: Has it gone too far?

http://www.education-world.com/a_curr/curr034.shtml

http://www.kidstogether.org/inclusion/benefitsofinclusion.htm

Inclusion Challenges the Status Quo

http://www.edweek.org/ew/vol-14/22laski.h14

Who are gifted children?


Assignments before Workshop Five

1. Interview a special education professional (Appendix J ) in English.



35

2. Write the final essay My role as an education toward the special education

considering the feedback and corrections provided by the facilitator through the

essay drafts in English. (Appendix K ).

3. Write the research report (Appendix L ) (in English).

4. Explore the URLs recommended and others on the Internet about the

controversies in special education. Select one, print it, highlight what you

consider important and bring it to class.

5. Write the case study following the directions provided in Workshop Four (in

Spanish).

Activities

1. Students will make four teams to discuss their experiences in the interview.

(Spanish).

2. Teams will share their experiences in the interview with the whole class.

(Spanish).

3. Students will hand in their written report of the interview and the supporting

documents to the facilitator – English. (Appendix F).

4. Students will have 5 minutes to make an oral presentation of their research

report on the topic assigned in Workshop Three – in English. (Appendix H ).

5. Students will hand in the written report of their research to the facilitator

(Appendix L ) in English.

6. The facilitator will play parts of a movie whose content is strongly related to

special education. The movie Child is a child is recommended.

7. Based on the movie content and their notes taken at home, students will

discuss the present controversies in the field of special education (Spanish).

8. The facilitator will administer an application test of a case study. Students can

work in groups of three for this test (English).

9. In groups of four, students will prepare an overall closing activity of the course.

Students may act out a news program, perform a song or a role play, recite a

poem, or prepare a commercial or advertisement that wraps up the content of

the course (English).



36

10. Students will finish working on their portfolios to be submitted at the end of this

workshop for final evaluation (Appendices Es ).

Assessment

1. Students will complete the self reflection sheet (Appendix E3 ) and insert it in

their portfolio.

2. Students will complete the overall portfolio self assessment (Appendix E4 ).

3. Students will hand in their portfolios to the facilitator for its final evaluation.



37

Anejos/Appendices



38

Anejo A/Appendix A

Writing guidelines for the news or announcement

1. Choose one of the laws

2. Write your news or announcement

3. Present hypothetical examples of applicability of the chosen law

News/Announcement Rubric

Name/Group ________________________________________________

Course: _____________________ Date: ________________________

Topic: ______________________ Time: ________________________

Criteria Value points Student score

Content

Researched the subject and integrated 3 or more

"tidbits" from their research into their newscast.

1 point

Speaks clearly and distinctly all of the time and

mispronounces no words.

1 point

Facial expression and body language show a

strong interest and enthusiasm about the topic

throughout the newscast, but it is not overdone.

1 point

Newscast establishes a purpose at the beginning

and maintains that focus throughout! Cohesive

newscast.

1 point

Presents information in logical, interesting

sequence which audience can follow.

1 point

The newscast was between 1.5 and 3 minutes and

did not seem hurried or too slow.

1 point



39

Graphics include some original material and are

clearly related to the material being presented.

1 point

Language

Demonstrates a command of standard English (vocabulary, syntax and flow of ideas)

1 point

Uses grammar appropriately and correctly. 1 point

Uses spelling, punctuation, and capitalization correctly.

1 point

Total Points 10 points ( 70% content and 30% language)

______________ Total score:

Student’s Name: _______________________

Facilitator’s Signature: ________________________

Note: The score obtained by the student should be recorded as follows:

• Excellent: 1.00 point • Good: 0.75 point • Fair: 0.50 point • Needs improvement: 0.25 point



40

Anejo B/Appendix B

Concept Map

Definition: Concept maps offer a method to represent information visually. There

are a variety of such maps.

Purpose: Concept maps harness the power of our vision to understand complex

information "at-a-glance." The primary function of the brain is to interpret incoming

information to make meaning. It is easier for the brain to make meaning when

information is presented in visual formats. This is why a picture is worth a thousand

words. It is essential to your studies and career that you can handle complex

information; concept maps offer one method to do this.

Practical applications in your courses:

• Handy way to take notes during lecture.

• Excellent aids to group brainstorming.

• Planning your studies and career.

• Providing graphics for your presentations and term papers

• A way to outline your term papers and presentations.

• Refine your creative and critical thinking.

Note: For sample concept maps, go to:

http://classes.aces.uiuc.edu/ACES100/Mind/Cmap.html



41

Concept Map Rubric

Name/Group ________________________________________________

Course: _____________________ Date: ________________________

Topic: ______________________ Time: ________________________

Student’s Name: _______________________




42


• Excellent: 2.50 points • Good: 2.00 points • Fair: 1.50 point • Needs improvement: 1.00 point

Source:

Retrieved on September 23rd, 2008 from

http://dmc.umn.edu/activities/mindmap/assessment.pdf



43

Anejo C/Appendix C

Timeline

A time line can help you make connections and understand complex relationships

and interrelationships.

Source: Retrieved on September 23rd, 2008 from

http://www.netrover.com/~kingskid/graphic/graphic.htm



44

Timeline Rubric

Name/Group ________________________________________________

Course: _____________________ Date: ________________________

Topic: ______________________ Time: ________________________

Criteria Value Points Student Score

The timeline has a creative title that accurately

describes the material and is easy to locate 1 point

Facts were accurate for all events reported on the

timeline

1 point

All graphics are effective and balanced with text use. 1 point

An accurate, complete date has been included for

each event.

1 point

The timeline was set up to cover the relevant time

period. It contains appropriate yearly gradations of

set intervals

1 point

The use of font styles and colors is consistent and

shows a logical pattern. It helps organize the

material.

1 point

The timeline contained a significant number of

events related to the topic being studied

1 point

The student had notes about all the events and

dates s/he wished to include on the timeline before

beginning to design the timeline.

1 point

You have properly documented 4 or more good

sources for your topic.

1 point

Clearly stated and appropriately focused. 1 point

TOTAL 10 points

Student’s Name: _______________________




45



Source: Adapted from http://soli.inav.net/~rpmic/iowa/rubrics/timerub.htm



46

Anejo D/Appendix D

Essay Outline

Title: ____________________

I. Introduction

A. Introductory statement

B. Thesis statement: ____________________

II. Body

A. First Supporting Idea (Topic Sentence): ____________________

1. ____________________

2. ____________________

3. ____________________

B. Second Supporting Idea (Topic Sentence): ____________________

1. ____________________

2. ____________________

3. ____________________

C. Third Supporting Idea (Topic Sentence): ____________________

1. ____________________

2. ____________________

3. ____________________

III. Conclusion

A. Closing statement

B. Restate thesis: ____________________



47

Anejo E/Appendix E

Guidelines to prepare the portfolio

1. Determination of sources of content

The following, but not limited to, documentation will be included:

a. Projects, surveys, and reports.

b. Oral presentations

c. Essays: dated writing samples to show progress

d. Research papers: dated unedited and edited first drafts to show

progress

e. Written pieces that illustrate critical thinking about readings: response or

reaction papers.

f. Class notes, interesting thoughts to remember, etc.

g. Learning journals, reflective diaries.

h. Self assessments, peer assessments, facilitator assessments.

i. Notes from student-facilitator conferences.

2. Organization of documentation

Documentation will be organized by workshop, and by type of assignment

within workshops. Workshops will be separated from one another using

construction paper or paper of different colors, with tabs indicating the

workshop number.

3. Presentation of the portfolio

• Documentation will be posted in a binder or in a digital version (e-

portfolio).

• The Portfolio Informational Sheet will be placed in the transparent front

pocket of the binder for identification purposes (Appendix E1 ).

• The cover page will follow exactly APA guidelines applied to a cover

page of research papers submitted at Metro Orlando Campus. This

cover page will be placed at the beginning of the portfolio.

• A log of entries that can be expanded with each new entry properly

numbered. The table, which should be located at the beginning, should



48

include a brief description, date produced, date submitted, and date

evaluated (Appendix E2 ).

• Introduction and conclusion of the income and outcome of the portfolio.

• Documentation and reflection process (Appendix E3 ) required in each

workshop.

• Overall portfolio self assessment (Appendix E4 ).

• The Progression Follow-Up Template (Appendix E5 ).

• A list of references and appendices of all assignments included will be

added to the end of the portfolio.

• Letter of Use and Return or Use and Discard of Portfolio (Appendices

E6 & E7)

• The entire portfolio will follow APA style: Courier or Times New Roman

font, size 12, double space, and 1-inch margins. See a “Publication

Manual of the APA, Fifth Edition.”

4. Portfolio Evaluation (Appendix E8 )



49

Anejo E1/Appendix E1: PORTFOLIO INFORMATIONAL SHEET

Sistema Universitario Ana G. Méndez Metro Orlando Campus

Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo Check one:

� Universidad del Este

� Universidad Metropolitana

� Universidad del Turabo

Check one:

� Undergraduate � Graduate

Concentration

Student’s Name

Facilitator’s Name

Portfolio rated as

Reason of this rate

Classroom-Based ESL Assessment EDUC 569 50

Anejo E2/Appendix E2: Log of Entries or Table of Co ntent

Entry Description

Date of Entry

Date

Submitted

Date

Evaluated

Page #

1

2

3

4

5

6

7

8

9

10

Note: Students can elaborate a table of contents for their portfolios instead.



51

Anejo E3/Appendix E3: Reflection Process

Directions: Please complete the following blanks:

This entry is an example of my strengths:

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

This entry is an example of an area I really need to improve:

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

This entry is an example of an area I have improved:

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

I think this exercise has been very helpful for my learning because:

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________



52

Auto Reflexión

Instrucciones: Complete los siguientes espacios en blanco:

Este ingreso es un ejemplo de mis fortalezas:

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Este ingreso es un ejemplo de un área que realmente necesito mejorar:

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Este ingreso es un ejemplo de un área que he mejorado:

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Considero que este ejercicio ha sido muy útil para mi aprendizaje porque:

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________



53

Anejo E4/Appendix E4: Overall Portfolio Self-Assess ment

Dear Student: This form will assist you in monitoring your portfolio and determining the strengths and weaknesses of your writing Part I: Read the statements below. Write the numbers that mostly honest reflects your self assessment (Scale 1-5: 5=strong, 4=moderately strong, 3=average, 2=moderately weak, 1=weak) _____ 1. My portfolio contains all of the items required by the facilitator. _____ 2. My portfolio provides strong evidence of my improvement over the course. _____ 3. My portfolio provides strong evidence of my ability to report factual

information. _____ 4. My portfolio provides strong evidence of my ability to write effectively. _____ 5. My portfolio provides strong evidence of my ability to think and write

creatively. Part II: On the lines below, write the topic of each assignment. Rate your effort for each piece (5=strong effort, 1=weak effort). In the space below write one suggestion for improving that piece. _____ 1. _______________________________________________________ _______________________________________________________ _____ 2. _______________________________________________________ _______________________________________________________ _____ 3. _______________________________________________________ _______________________________________________________ _____ 4. _______________________________________________________ _______________________________________________________ _____ 5. _______________________________________________________ _______________________________________________________ Part III: In assessing my overall portfolio, I find it to be (check one) Very satisfactory __________ Satisfactory __________ Somewhat satisfactory __________ Unsatisfactory __________ Part IV: In the space below list your goal for the next PT and two strategies you plan to achieve. Goal: ________________________________________________________________ Strategies:

1. _________________________________________________________________ 2. _________________________________________________________________



54

Anejo E5/Appendix E5: Progression Follow-Up Templat e Strengths Weaknesses Improvem ent Ideas Facilitator’s comments

Student’s response and comments



55

Anejo E6/Appendix E6: Use and Return of Portfolio

Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo

I, ____________________________________, grant permission to the office of

Assessment and Placement of the Ana G. Méndez University System, to keep in

their records a copy of my portfolio. I understand that the portfolio is going to be

used for accreditation or educational purposes only, and that is not going to be

disclosed without my consent.

By signing this document I authorize the office of Assessment and Placement to

keep a copy of my portfolio for six months and return it to me at the end of this

period of time.

_______________________________ ___________

Student’s Name (print) Date

_______________________________ ___________

Student’s Signature Date



56

Anejo E7/Appendix E7: Use and Discard of Portfolio

Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo

I, ____________________________________, grant permission to the office of

Assessment and Placement of the Ana G. Méndez University System to keep in

their records a copy of my portfolio. I understand that the portfolio is going to be

used for accreditation or educational purposes only, and that is not going to be

disclosed without my consent.

By signing this document I authorize the Office of Placement and Assessment to

keep a copy of my portfolio for six months and discard it at the end of this period

of time.

.

_______________________________ ___________

Student’s Name (print) Date

_______________________________ ___________

Student’s Signature Date

EDUC 204 Introduction to the Exceptional Child 57


Anejo E8/Appendix E8: Portfolio Rubric

4 3 2 1

PORTFOLIO APPEARANCE

� Readable: Are entries typed in an appropriate font and size? Are entries free of errors? Do

ideas expressed in entries follow a logical sequence with appropriate transitions among paragraphs and topics?

� Professionalism: Is the appearance of the portfolio professional? Are graphics, colors and

portfolio language consistent with professional workplace expectations? Is the portfolio presented in a neat and orderly manner?

� Organization: Is the portfolio organized in a manner that makes it easy to follow and easy to

quickly locate information?

PORTFOLIO CONTENT AND FUNCTION

� Content: Are all required entries included in the portfolio? Are entries relevant to the content of

the portfolio? Do all entries contain the student’s reaction or reflection on the selected topics? Do entries provide thorough understanding of content? Resume, Activities List, Varied Samples of Written Work, Evidence of Problem Solving, and Evidence of Decision Making.

� Authenticity: Are the samples and illustrations a true reflection of the student’s efforts and

abilities?



� Growth/Development: Do samples provide thorough understanding of growth and

development related to their field of concentration? Do items show what the student has learned?

� Collaboration: Do items show examples of both individual and group work? Does the student

provide clear understanding of collaboration, and use collaboration to support his/her learning?

� Reflection and Personal growth: Do items show exceptional understanding of how to be a

reflective thinker and how to seek opportunities for professional growth? Does the student include self-reflective comments? Does the student reflect enthusiasm for learning?

� Professional Conduct: Do items show clear understanding of ethical behavior and

professional conduct? Do items display the pride the student has in his or her work?

Overall Portfolio Impact

� Is this portfolio an asset in demonstrating the student’s value (skills, abilities, knowledge) to a

potential employer or college representative?

Rating Scale 4 = Outstanding 3 = Very good 2 = Good 1 = Need s improvement Source: Retrieved from www.lcusd.net/lchs/portfolio/rubric.htm on February 10th, 2007. Adapted 02/10/2007 by Fidel R. Távara, M.Ed. Coordinator of Assessment and Placement – Metro Orlando Campus



ANEJO F/APPENDIX F

Ejercicio de simulación “Un viaje de una milla comi enza con un solo paso...”

GUÍA PARA REALIZAR EL EJERCICIO DE SIMULACIÓN

1. Durante un día simule que tiene algún tipo de necesidad especial.

2. Antes de comenzar el ejercicio indique a su familia o relacionados en qué

consiste el ejercicio.

3. De ser posible seleccione una persona que lo vigile y apoye en situaciones

difíciles.

4. Durante el ejercicio mantenerse alerta a las reacciones, comentarios y

conductas de las demás personas.

5. Mantenerse alerta a los propios pensamientos.

6. Al finalizar el ejercicio redacta un informe escrito contestando a las siguientes

preguntas:

• ¿Qué elegiste para la simulación y como pretendiste ser esa persona?

• ¿Cuál fue la reacción de tu familia o allegados cuando comunicaste que

ibas a realizar el ejercicio? ¿Quién fue la persona que te sirvió de apoyo,

y cómo se comportó contigo?

• Describe tu experiencia: situaciones estresantes y cómo las manejaste,

comentarios que recibiste, actitudes y comportamiento de los demás

hacía ti, momento más difícil, momento más agradable.

• ¿Cómo te sentiste realizando el ejercicio? Explica tus pensamientos y

emociones.

• ¿Qué efecto tuvo en ti esta experiencia?

• ¿Qué aprendiste en esta experiencia?

• ¿Qué significado tiene para ti el título del ejercicio?

Ejemplo de posibles simulaciones:

• Problemas auditivos: Se puede usar tapones en los oídos

• Problemas de visión: Espejuelos con una fina capa de crema o vendarse

los ojos



• Problemas físicos: Silla de rueda, andador o muletas.

Matriz de Valoración del Informe Escrito del Ejerci cio de Simulación

Nombre/Grupo ________________________________________________

Curso: ______________________ Fecha: ________________________

Tema: ______________________ Tiempo: ________________________

Criterios Valor Puntaje del Estudiante

Contenido

El informe brinda un retrato exacto y realista de la excepcionalidad presentada.

La excelente organización realza la claridad y la comprensión del informe.

2 puntos

La relevancia del tema para la clase o la audiencia es obvia. Es fácil de predecir el contenido del informe ya que los temas importantes a discutirse están mencionados específicamente.

2 puntos

Se dan ejemplos claros para apoyar las oraciones centrales y el propósito general del informe; el análisis brinda maneras novedosas para reflexionar en el material; el material citado está bien integrado; las ideas son profundas pero no redundantes.

2 puntos

El tono del informe es consistentemente profesional y apropiado.

2 puntos

El escritor elabora conclusiones sucintas y precisas basadas en la literatura existente. Se ofrecen sugerencias para futuras investigaciones.

2 puntos

Se utiliza precisa y consistentemente el estilo APA en el informe y en la página de referencias. Las referencias del listado concuerdan con las citas en el texto y todas han sido escritas

2 puntos



adecuadamente usando el estilo APA. Lenguaje

Demuestra habilidad en el manejo del idioma inglés estándar (vocabulario, sintaxis y flujo de ideas).

2 puntos

Usa la gramática de una manera adecuada y correcta.

2 puntos

Usa la puntuación y la ortografía correctamente.

2 puntos

Total 20 pts. ( 70% contenido y 30% lenguaje)

____________ Puntaje Total

Nombre del estudiante: ______________________________ Firma del facilitador: _________________________

Nota: El puntaje adquirido por el estudiante podrá anotarse según la siguiente escala:

• Excelente: 2.00 puntos • Bueno: 1.50 puntos • Regular: 1.00 punto • Necesita mejorar: 0.50 punto



Anejo G/Appendix G Collage Rubric

Name/Group ________________________________________________

Course: _____________________ Date: ________________________

Topic: ______________________ Time: ________________________


All of the graphics or objects used

in the collage reflect a degree of

student creativity in their display.

1 point

Graphics are cut to an

appropriate size, shape and are

arranged neatly. Care has been

taken to balance the pictures

across the area. Items are glued

neatly and securely.

1 point

The collage includes 15 or more

items, each different.

1 point

Much time and effort went into the

planning and design of the

collage. It is clear the student

worked at home as well as at

school.

1 point

Titles and text were written clearly

and were easy to read from a

distance.

1 point

The student gives a reasonable

explanation of how every item in

the collage is related to the

assigned theme. For most items,

the relationship is clear without

explanation.

1 point



All of the graphics or objects used

in the collage reflect a degree of

student creativity in their display.

1 point

Graphics are cut to an

appropriate size, shape and are

arranged neatly. Care has been

taken to balance the pictures

across the area. Items are glued

neatly and securely.

1 point

The collage includes 15 or more

items, each different.

1 point

Much time and effort went into the

planning and design of the

collage. It is clear the student

worked at home as well as at

school.

1 point

Total Points 10 points _______________ Total score

Student’s Name: _______________________




Source: Adapted from www.abbotsford.k12.wi.us and

http://www.readwritethink.org/lesson_images/lesson1012/visualcollagerubric.pdf



Anejo H/Appendix H

Oral Presentation Rubric

Name/Group ________________________________________________

Course: _____________________ Date: ________________________


Content

The student/group holds attention

of entire audience with the use of

direct eye contact, seldom looking

at notes.

2 points

Movements seem fluid and help

the audience visualize

2 points

The student/group displays

relaxed, self-confident nature

about self, with no mistakes.

2 points

The student/group uses a clear

voice with a good projection and

intonation.

2 points

The student/group demonstrates

full knowledge by answer all

questions with explanations and

elaborations.

2 points

The student/group presents

information in logical, interesting

sequence which audience can

follow

2 points

The student/group uses

technology properly during the

presentation.

2 points



Language

The student/group demonstrates

a command of standard English

(vocabulary, syntax and flow of

ideas)

2 points

The student/group uses grammar

correctly.

2 points

The student/group uses correct

pronunciation of the language.

2 points

Total Points _______________ 20 points ( 70% content and 30% language)

_______________ Total score

Student’s name: _________________________________ Facilitator’s Signature: _________________________________ Note: The score obtained by the student should be recorded as follows:

• Excellent: 2.00 points • Good: 1.50 points • Fair: 1.00 point • Needs improvement: 0.50 point



Matriz de Valoración de la Presentación Oral

Nombre/Grupo ________________________________________________

Curso: ______________________ Fecha: ________________________

Tema: ______________________ Tiempo: ________________________

Criterios Valor Puntaje del Estudiante

Contenido

El estudiante/grupo mantiene la atención de toda la audiencia utilizando el contacto visual directo, y mirando las notas raramente.

2 puntos

Los movimientos son adecuados y ayudan a la audiencia a visualizar el contenido de la presentación.

2 puntos

El estudiante/grupo demuestra estar relajado y tranquilo, sin hacer errores.

2 puntos

El estudiante/grupo utiliza una voz clara con buena proyección y entonación.

2 puntos

El estudiante/grupo demuestra un conocimiento completo al responder todas las preguntas con explicaciones y elaboraciones.

2 puntos

El estudiante/grupo presenta la información en una secuencia lógica e interesante la cual la audiencia puede seguir sin problema.

2 puntos

El estudiante/grupo utiliza la tecnología adecuadamente durante la presentación.

2 puntos

Lenguaje

El estudiante/grupo demuestra habilidad en el manejo del idioma inglés estándar (vocabulario, sintaxis y flujo de ideas).

2 puntos



El estudiante/grupo usa la gramática de una manera adecuada y correcta.

2 puntos

El estudiante/grupo usa una pronunciación correcta durante la presentación.

2 puntos

Total 20 puntos ( 70% contenido y 30% lenguaje)

Puntaje Total:

Student’s name: _________________________________ Facilitator’s Signature: _________________________________

Nota: El puntaje adquirido por el estudiante podrá anotarse según la siguiente escala:

• Excelente: 2.00 puntos • Bueno: 1.50 puntos • Regular: 1.00 punto • Necesita mejorar: 0.50 punto



Anejo I/Appendix I

Response Paper Rubric

Name/Group ________________________________________________

Course: ______________________ Date: ________________________


Content

Introductory content is clear & well stated.

1 point

Major or relevant details are exposed in essay.

1 point

Clearly explains the results of at least two research-based studies that support the author’s ideas about the topic, providing exact data and precise examples.

1 point

Sentences are cohesive and ideas flow as the essay is read.

1 point

Establishes a writer’s relationship with the subject, providing a clear perspective on the author’s position and engaging the audience attention.

1 point

Draws conclusions based on research-based facts only.

1 point

Demonstrates a comprehensive grasp of significant ideas to reach a higher level of understanding in an organizational manner.

1 point



Language Demonstrates a command of standard English (vocabulary, syntax and flow of ideas)

1 point

Uses grammar appropriately and correctly.

1 point

Uses spelling, punctuation, capitalization, and APA format correctly throughout the document (cover page, essay body, and list of references).

1 point

Total Points 10 points ( 70% content and 30% language)

____________________ Total score:


• Excellent: 1.00 point • Good : 0.75 point • Fair : 0.50 point • Needs improvement:: 0.25 point



Anejo J/Appendix J

Guidelines to Interview a Special Education Profess ional

You can interview the following professionals:

• Special Education teacher

• Mainstream teacher who has students with special needs in his/her

classroom

• Speech therapist

• Psychologist

You may use the following guiding questions or create your own for the interview:

• What is your profession? How long have you been working in your

profession?

• What is your experience working with children with special needs?

• What exceptionalities are you dealing with?

• What intervention strategies are you using with these exceptional students?

(Emphasize if exceptional students are being included in the mainstream or

what other alternatives are used with these students).

• What accomplishments have been reached with these students?

• What are the weaknesses and strengths at working with exceptional

children?

• How do you feel about working with this population?

• What would you recommend education students?

Once the interview is completed, make a written report (Appendix F ) and attach

your notes taken during the interview.



Anejo K/Appendix K

Final Essay Rubric

Student name/Group: _______________________________________________

Course: __________________________ Date: ________________________


Content

Thesis is clear & well stated.

1 point

Accurately explains and develops thesis and its implications based on research studies that support the author’s ideas about the topic, providing exact data and precise examples.

1 point

Major or relevant details are exposed in essay.

1 point

Sentences are cohesive and ideas flow as the essay is read.

1 point

Draw conclusions based on research-based facts only.

1 point

Demonstrate a comprehensive grasp of significant ideas to reach a higher level of understanding in an organizational manner.

1 point

Language


1 point

Uses grammar and style appropriately and correctly.

1 point

Uses spelling, punctuation, capitalization, and APA format correctly

1 point



throughout the document (cover page, essay body, and list of references). Total Points 20 points ( 70% content

and 30% language) ____________________ Total score:

Nombre del estudiante: ______________________________

Firma del facilitador: _______________________________

Note: The score obtained by the student should be recorded as follows: • Excellent: 1.00 point • Good: 0.75 point • Fair: 0.50 point • Needs improvement: 0.25 point



Anejo L/Appendix L

Research Written Report Rubric

Student name/Group: _______________________________________________

Course: __________________________ Date: ________________________

Cri teria Value Points Student Score

Content

Student(s) posed a thoughtful, creative question that engaged them in challenging or provocative research. The question breaks new ground or contributes to knowledge in a focused, specific area.

2 points

Information is very organized with well-constructed paragraphs and subheadings.

2 points

All topics are addressed and all questions answered with at least a paragraph about each.

2 points

Information clearly relates to the main topic. It includes several supporting details and/or examples.

2 points

All paragraphs include introductory sentence, explanations or details, and concluding sentence.

2 points

Diagrams and illustrations are neat, accurate and add to the reader’s understanding of the topic.

2 points

Language


2 points

Uses grammar and style appropriately and correctly.

2 points

The entire report, sources 2 points



of information and graphics are accurately documented in the desired format (APA style). Total Points 20 points ( 70% content

and 30% language) ____________________ Total score:

Nombre del estudiante: ______________________________

Firma del facilitador: _______________________________

Note: The score obtained by the student should be recorded as follows: • Excellent: 2.00 points • Good: 1.50 points • Fair: 1.00 point • Needs improvement: 0.50 point

Source:

Adapted from

http://riversidemiddleschool.com/band/pdf%20files/research_report_rubric_t

emplate.pdf and http://www.sdst.org/shs/library/resrub.html

sistema universitario ana g. méndez school for

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