SPE 358 Characteristics of Students with Physical and Health Impairments and Math and ELA Strategies to Teach Individuals with PHI Benchmark Assessment and Rubric Targeted Essential Learning An effective teacher will have an in-depth knowledge of their content area and is able to successfully individualize instruction for students with disabilities by modifying the learning environment. Effective teachers recognize instructional planning involves adaptations of general and special curricula and the selection of appropriate modifications. (InTASC 4, 8; CEC 2, 3) Assessment Tool Selected Specific Performance/Task(s) Adapt instruction based on student needs. (InTASC 4f) Select, adapt, create, and use curricular materials. (CEC 3.1) Select and apply evidenced-based instructional strategies to serve students with specific disabilities. (InTASC 8(a)) Select, adapt, and use techniques to modify learning environments. (CEC 2.2) Design instruction to meet individual student needs. (InTASC 4(f)) Relevancy of Task to Teacher Candidate Special Education teachers must be able to identify, evaluate, and implement accommodations and/or modifications to assist learners with physical and/or health impairments. Assessment: Student Prompts/Teacher Directions 1) Individual: Accommodating Physical and Other Health Impairments (Benchmark Assessment) a) General practicum information: i) Students practicum experiences should follow the practicum experience requirements, including the diversity and hour requirements for this course on the Practicum Placement Form. ii) Students should fill out the Practicum Placement Form and Observation Record. Complete the form with the names of the schools and grade levels where the observations took place and document the hours spent in the classroom. Submit the form to the course instructor along with your Benchmark Assessment. iii) Select 3 classrooms that serve students with physical and/or health impairments. Two observations must be in different grade levels and one placement must be in a Title 1 school. Each observation will be a minimum of 5 hours (20 hours total practicum experience). Let the classroom teacher know you are working to identify and evaluate instructional, behavioral, and social skills accommodations/modifications for students with physical and/or health impairments. (1) Note: You may choose to do one of the 5-hour observations in a regular educational setting which serves at least one student with a physical and/or health impairment. b) Benchmark Assessment: i) Identify a minimum of 10 acc
ommodations and/or modifications that the teachers used to assist students with physical and/or health impairments. Describe them in detail and then evaluate them according to research findings from a minimum of five references. Use the GCU eLibrary for your research. Make suggestions regarding more appropriate accommodations and/or modifications. This section of your essay is entitled . ii) Select three accommodations/modifications to implement with a student who has a physical or health impairment (you may use three different students if desired). Implement them under the auspices of the mentor teacher. Conduct the implementation with the following questions in mind for the section of the essay entitled : (1) What were the accommodations/modifications you implemented? Why did you choose them? (2) Did the implementation of the accommodations/modification unfold smoothly and effectively? Why or why not? (3) What element(s) of the accommodations/modification was/were most effective? (4) What aspect(s) of the accommodations/modification was/were difficult to facilitate? Did it negatively impact the overall success of the lesson? How so? (5) How did you interpret the level of student engagement and motivation during the implementation of the accommodations/modifications? How would you suggest it to be modified to heighten its effectiveness? (6) Defend your use of, or your rejection of, each accommodations/modification within this section of the essay. 2) Obtain parental permission to access the students IEP (or choose one of the three students). Analyze the students IEP and answer the following questions as the third section of your Benchmark Assessment essay entitled : (1) Which accommodations/modifications are listed in the IEP that would be effective to use with this student? (2) Which accommodations/modifications are listed in the IEP that would not be effective to use with this student? (3) Are there any modifications/accommodations that are not considered or discussed in the IEP that would be effective to use with this student? Explain. ii) Write a 1250-1500 word essay that encompasses the three sections. Ensure that responses to the above questions are inherent within the essay and not simply short answer. Use standard essay format in APA style, including an introduction, conclusion, and title page. An abstract is required. Cite in-text and in the References section. iii) Submit the following materials to your instructor by Module 8. Scoring Tool/Guide (Rubric) © 2010. Grand Canyon University. All Rights Reserved.