HOPE ED 225 - EXCEPTIONAL CHILD

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Ed. 225 Exceptional ChildGroup PresentationCollection of ExperiencesWhat’s Next?Exceptional Child Ed. 225 Exceptional Child This course is required of all pre-service teachers and addresses disabilities covered in Individuals with Disabilities Education Act (IDEA), gifted and talented, and at-risk students, as well as accommodations in the general education setting. Syllabus Electronic Learning Portfolio DURING THE SPRIING SEMESTER 2002 STUDENTS IN THIS COURSE WILL DESIGN AN ELECTRONIC PORTFOLIO. You are the pioneers! We will be experimenting with developing an electronic learning portfolio containing your work in Exceptional Child. The only change from previous semesters is that you will be placing everything on a zip disk instead of creating a notebook of information. At the end of the semester we will evaluate this process. Please note, nothing extra/new has been added to the class. This project is simply a means of organizing and storing information for future use. Your feedback along the way will be appreciated! Introduction I have attempted to produce an electronic learning portfolio that reflects experiences and learning acquired in (and outside) the classroom for Ed. 225, Exceptional Child. I have tried to be the student here instead of the professor. On sabbatical Fall Semester 2001 I learned about the value and design of electronic portfolios. Dr. Helen Barrett, the technology guru from the University of Alaska, Anchorage has been my role model and helped in the design of this portfolio. Credit must be given to her for inspiring me and sharing her knowledge with me. I want to pass this on to my students with the hope that they will acquire more skills in the use of technology, a vital aspect of teaching and learning! The electronic learning portfolio will replace the hard copy of the “Collection of Experiences” required in previous semesters. It will, however, be more a comprehensive reflection of all students have learned from Ed. 225/226 and will demonstrate their work on meeting the National Educational Technology Standards (NETS) for Teachers as well as Entry Level Standards for Michigan Teachers! I am convinced that my dear students will probably create their portfolios with much more ease and creativity than I did! - 1Exceptional Child Choosing Teaching Ever since I could hold chalk (and eat it) in the basement of our house on Elm Street in Marcellus, Michigan I have wanted to be a teacher. It may have helped that my mother and six aunts and uncle were teachers. My sister said there was one thing she did not want to be and that was a teacher! At an early age my decision was made to teach! Susan Mooy Cherup had decided at an early age to become a teacher! Yes, that is a blackboard, not a chalk or white board! - 2Exceptional Child Teaching Statement I believe that every student must develop a strong self-esteem to succeed in school. As a teacher I can help build that self-esteem through creating a community of learners and providing learning experiences based on the academic and social needs of each student, facilitated through the use of assistive technology, as appropriate. I have been in the teaching profession long enough to observe special education students excluded from the school setting, included in segregated classrooms, and included full time in general education settings. My goal as a professor is to help pre-service teachers understand their roles in helping all students succeed both in and outside the classroom! (Professor’s thoughts) - 3Exceptional Child Field Placement Ed. 226 – Field Placement taken concurrently with Ed. 225 – Exceptional Child The field placement is a critical component of Ed. 225, Exceptional Child and provides opportunities for interaction with persons with sensory, emotional, physical, and cognitive challenges, as well as gifted and talented and at-risk individuals. The field placement allows for the application of knowledge and theory, provides opportunity for the development of professional skills in real-life settings and guides in the selection of teaching as a profession. Students select their field placement settings by going to the Ed. 225 web site, choosing “Field Placement Information” and viewing choices at the preschool, elementary, middle school, secondary and community levels. To further help in their selections they read the recommendations and comments from peers who have been in these placements. They choose settings that best accommodate their interests and needs. A letter is sent to the field placement mentors with placement expectations and autobiographical information on the students. Students attend the placements 2 hours per week for the semester. They contribute to class discussions, design and deliver a PowerPoint presentation, of their experiences and research, are evaluated by peers and professor, complete a self-evaluation and reflective essay, and receive evaluations from their mentors. Group Presentation The group presentation provides an opportunity to research a topic, work in a cooperative setting, and design and deliver a stimulating account of students’ research and knowledge. It allows for evaluation of students and peers’ skills in a cooperative setting and teaching experience. Directions PowerPoint example Presentation handout example Personal presentation feedback sheet Group presentation evaluation sheet for peers Group presentation evaluation sheet for faculty Reflections on group presentation - 4Exceptional Child Collection of Experiences The Collection of Experiences is a compilation of students’ past and present learning and experiences with persons with disabilities and gifted and talented. It reflects their knowledge, skills, and attitude in the areas studied in the Exceptional Child class. It is unique to each student and no one will have a collection quite like another students. Directions on Collection of Experiences Example of Collection of Experiences Rubric What’s Next? I am ready to begin courses in Level II of the Education Sequence. As I reflect on this semester’s coursework and field experience I can say that I have learned to appreciate the diversity in teaching all students. I never realized the extent to which students with disabilities are just like you and me. And, I have learned that is how they want to be treated. Just like you and me! I look forward to


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HOPE ED 225 - EXCEPTIONAL CHILD

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