SPD 310 Full Course Assignments GCU
SPD 310 Full Course Assignments GCU
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SPD 310 Topic 1 Collaboration Matrix
Collaboration is a basic job requirement for special
education teachers. It is essential to understand how to foster a collaborative
environment to support students with disabilities within academic environments.
Use the “Collaboration Matrix” to complete the
assignment.
Support your matrix with a minimum of three scholarly
resources.
Prepare this assignment according to the guidelines
found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior
to beginning the assignment to become familiar with the expectations for
successful completion.
You are required to submit this assignment to
LopesWrite. Refer to the LopesWrite Technical Support articles for
assistance.
SPD 310 Topic 1 Communication Matrix
Multiple factors affect everyone’s personal
communication style, such as personality, cultural upbringing, situational
factors, just to name a few. Teachers require a deep understanding of communication
styles and techniques to successfully deliver and interpret information.
Use the “Communication Matrix” to complete the
assignment.
Support your matrix with a minimum of three scholarly
resources.
Prepare this assignment according to the guidelines found
in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior
to beginning the assignment to become familiar with the expectations for
successful completion.
You are required to submit this assignment to
LopesWrite. Refer to the LopesWrite Technical Support articles for
assistance.
SPD 310 Topic 2 Philosophy of Inclusion Research
Support
It is not enough to simply feel a personal obligation
to include students with disabilities within general education environments.
Sometimes, being a special education teacher involves persuading others to see
the benefits of inclusion as well as how it can be successfully implemented to
create a safe and positive learning environment to promote the well-being of
students with disabilities.
Use the “Philosophy of Inclusion Research Support
Template” to complete this assignment.
Support your findings with a minimum of three
scholarly resources.
While APA format is not required for the body of this
assignment, solid academic writing is expected, and in-text citations and
references should be presented using APA documentation guidelines, which can be
found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior
to beginning the assignment to become familiar with the expectations for
successful completion.
You are required to submit this assignment to
LopesWrite. Refer to the LopesWrite Technical Support articles for
assistance.
SPD 310 Topic 3 Offering Solutions Presentation
Students often arrive to school facing numerous
challenges in their personal life. Educators are charged with the daunting task
of teaching the student, no matter what challenges are present. It is important
to understand what issues a family may be facing, to know where to find
resources that may be of assistance, and to communicate that information to
families effectively.
Choose three parental/guardian challenges to post on
the school’s parent/guardian resource page from the list below:
- Financial
issues
- Limited
opportunities for recreation and leisure
- Sibling
issues
- Constant
care and supervision of a child with a disability
- Increased
potential for marital problems
- Logistical
issues such as transportation
- Difficulty
getting time away from job to care for a child with a disability
- Frequent
disability-related crises
- Health
issues of other family members
- Difficulties
obtaining appropriate educational services for child with disability
Design a 10-15 slide digital presentation that
describes each of the three challenges you selected.
Include the following:
- Potential
solutions
- Strategies
- A mix
of five state and national resources that could help parents facing such
challenges
- Presenter’s
notes, a title slide, a reference slide
In addition, using the resources you identified in
your presentation, create a one-page handout that outlines the resources from
your presentation for parents.
Include the following in your handout:
- Name
of resource
- Link
or copy of resource
- Rationale
of the purpose of each resource and how it supports the identified
challenge
Support your findings with a minimum of three
scholarly resources.
While APA format is not required for the body of this
assignment, solid academic writing is expected, and in-text citations and
references should be presented using APA documentation guidelines, which can be
found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior
to beginning the assignment to become familiar with the expectations for
successful completion.
You are required to submit this assignment to
LopesWrite. Refer to the LopesWrite Technical Support articles for
assistance.
SPD 310 Topic 4 Clinical Field Experience A: Interview
and Observation
Reciprocal and respectful collaboration and
communication are important when building an effective team environment for a
special education teacher, the general education teacher, and paraeducators.
Allocate at least 2.5 hours in the field to support
this field experience.
Observe, interview, and collaborate with a certified
special education teacher in a Grade 4-8 public or private inclusion or
resource special education setting. Address the following:
- What
is one type of co-teaching model have you used?
- Did
your co-teaching experience go well using that model? If so, why do you
feel it worked well? If not, what advice do you have for someone planning
to use that model?
- What
strategies have you used that have been effective in co-teaching?
- How do
you handle a situation in which a co-teaching model is not working?
- Which
co-teaching model do you feel is most effective with your students? Why?
- What
advice do you have for someone when first beginning a co-teaching model?
Use any remaining field experience hours to assist the
teacher in providing instruction and support to the class.
In 250-500 words, summarize your mentor teacher’s
feedback and suggestions, along with your classroom experiences. Explain how
you will use all these experiences in your future professional practice.
APA format is not required, but solid academic writing
is expected.
You are required to submit this assignment to
LopesWrite. Refer to the LopesWrite Technical Support articles for
assistance.
Document the locations and hours you spend in the
field on your Clinical Field Experience Verification Form.
Submit the Clinical Field Experience Verification Form
to the LMS in the last topic. Directions for submitting can be found on the
College of Education site in the Student Success Center.
SPD 310 Topic 4 Co-Teaching Models
One way school districts have chosen to meet the needs
of students with disabilities in inclusive general education classrooms is by
having a general education teacher and a special education teacher co-teach.
Co-teaching sometimes presents challenges for teachers who are required to
collaborate in entirely different ways. It is important for special education
teachers to be familiar with co-teaching models and how they are implemented.
Create a digital brochure or digital infographic that
could be shared with your school’s administration and general education
teachers as a professional development on co-teaching models and strategies for
successfully implementing them.
Your digital brochure or digital infographic should
include the following information for the grade level you will be teaching
(early childhood K-3, elementary 4-5, middle grades 6-8, high school 9-12):
- An
engaging title section including appropriate text, graphics, and layout
- A
research-based description and associated visual of the following
co-teaching models and approaches:
- Alternative
Teaching
- One
Teaching, One Supporting
- Station
Teaching
- Parallel
Teaching
- Team
Teaching
- For
each co-teaching model, provide one specific strategy to support
successful collaboration and co-teaching
Support your digital brochure or digital infographic
with a minimum of two scholarly resources.
While APA format is not required for the body of this
assignment, solid academic writing is expected, and in-text citations and
references should be presented using APA documentation guidelines, which can be
found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior
to beginning the assignment to become familiar with the expectations for
successful completion.
You are required to submit this assignment to
LopesWrite. Refer to the LopesWrite Technical Support articles for
assistance.
SPD 310 Topic 5 Clinical Field Experience B:
Collaborating with Colleagues
Observing other teachers is important to build
understanding for any profession. Observations are particularly important for
the field of education because there is so much professional nuance learned on
the job. In this field experience, you will have an opportunity to observe and
work with a teacher, focusing on how that teacher collaborates with colleagues.
Often, a significant portion of the special education teacher’s job is spent in
collaboration with paraeducators. This typically includes collaborating on
student needs, scheduling, coaching, and supervising.
Allocate at least 2.5 hours in the field to support
this field experience.
Observe, interview, and collaborate with a certified
special education teacher and a paraeducator in a Grade 4-8 public or private
inclusive or resource special education setting.
Address the following:
Talking Points for Interview with Certified Special
Education Teacher
- Roles
and responsibilities of the certified special education teacher
collaborating with co-teachers and para educators.
- Co-teaching
models the teacher has used or is familiar with.
- Working
with paraeducators, including providing training, feedback, and
supervision.
- Advice
for a certified teacher who is working with a paraeducator for the first
time.
- Advice
for creating a collaborative relationship with paraeducators.
- How
and to what extent paraeducators are involved in student case management.
Talking Points for Interview with Paraeducator
- Roles
and responsibilities of the paraeducator.
- Advice
for a paraeducator who is working with a certified special education
teacher for the first time.
- Collaboration
strategies used between the certified teacher and paraeducator.
- The
paraeducator’s recommendations for creating a collaborative relationship
between all stakeholders in the classroom.
- Conflict
resolution strategies to utilize with various stakeholders.
Use any remaining field experience hours to assist the
teacher in providing instruction and support to the class.
In 250-500 words, reflect upon your observations,
interview, and collaboration. Consider if what you observed matched the
information provided in your interviews. Draw conclusions and explain how you
plan to apply your findings to your practice as a professional.
APA format is not required, but solid academic writing
is expected.
This assignment uses a rubric. Review the rubric prior
to beginning the assignment to become familiar with the expectations for
successful completion.
You are required to submit this assignment to
LopesWrite. Refer to the LopesWrite Technical Support articles for
assistance.
Document the locations and hours you spend in the
field on your Clinical Field Experience Verification Form.
Submit the Clinical Field Experience Verification Form
to the LMS in the last topic. Directions for submitting can be found on the
College of Education site in the Student Success Center.
SPD 310 Topic 5 Paraeducator Case Scenario
Special education teachers are placed in the position
of coaching and supervising paraeducators, often with little direction from
school administration. For many teachers, this is an unexpected and challenging
part of the job. As a special education teacher, it is important to consider
the responsibilities and expectations of your paraeducators while working
collaboratively to meet the needs of all students.
In this assignment, a classroom scenario will allow
you to practice your ability to foster collaboration between a classroom
teacher and an assisting paraeducator. Begin by reading the scenario below.
Ms. Nesser is a first-year special education teacher
working in an inclusive classroom of 30 students. Four of her students have
learning disabilities and two have emotional disabilities. She is very excited
about her placement and is even more excited that there is a paraeducator
assigned to her classroom. The paraeducator, Ms. Taylor, has been working for
the district for over 10 years and is approximately 25 years older than Ms.
Nesser. In their first interaction, Ms. Nesser felt Ms. Taylor was not taking
her seriously and seemed to disregard any suggestions she had about organizing
the classroom, making comments like, “Oh, that never works!” and “That’s cute
that you think the kids are going to listen!”
Based on the scenario, devise a plan for Ms. Nesser to
address the situation with Ms. Taylor that fosters collaboration and creates a
safe, inclusive, positive learning environment. Describe your plans for Ms.
Nesser in a 1,000-1,250 word narrative that includes the following:
- Goals
for collaboration
- Roles
and responsibilities of the teacher
- Roles
and responsibilities of the paraeducator
- How
communication will be conducted
- How
supervision of the paraeducator will be handled
- How
conflicts will be resolved
- Rationalize
how your plan is designed to meet the collaboration goals you outlined, as
well as how it engages and promotes the well-being of the students and
creates a safe, inclusive, and positive learning environment.
Support your plan with a minimum of three scholarly
resources.
Prepare this assignment according to the guidelines
found in the APA Style Guide, located in the Student Success Center. An
abstract is not required.
This assignment uses a rubric. Review the rubric prior
to beginning the assignment to become familiar with the expectations for
successful completion.
You are required to submit this assignment to
LopesWrite. Refer to the LopesWrite Technical Support articles for
assistance.
SPD 310 Topic 6 Conflict Resolution Case Study
Read “Five Ways to Ensure a Positive Co-Teaching
Experience for Co-Teachers and Students,” by Meier and Fisk, from Simon Fraser
University (2016).C
Conflict is inevitable in any workplace setting. In
schools, the effectiveness of the educational team is important to the
well-being of every student. Therefore, it is important for educators to
resolve conflict in a professional manner that promotes collaboration.
The following scenario informs the assignment:
Mr. Carson, a special education teacher, has called a
problem-solving meeting with a team of professionals who work with his seventh
grade student, Melissa. Mr. Jones, Melissa’s science teacher, has expressed
concerns about Melissa’s ability to engage in class on a day-to-day basis, both
academically and behaviorally. Mr. Carson decided to invite a team to help
problem solve as he has been successful working with special education students
in a general education classroom setting.
The team includes: Mr. Carson, the special education
teacher and case manager; Mr. Kiernan, a math teacher; Mr. Barnaby, an English
teacher; Ms. Chamley, a counselor; Ms. Amity, a social studies teacher; Ms.
Claire, the assistant principal, and Mr. Jones, the new science teacher.
During the meeting, Mr. Kiernan expressed his
gratitude toward Mr. Carson and his ability to guide the team through
comprehensive problem solving steps to help Mr. Jones. Everyone participated in
the discussion and brainstormed ideas except for Ms. Claire.
When it came time to evaluate the suggestions, Ms.
Claire found numerous reasons why each would not work. She specifically cited
legal implications and time constraints. Mr. Kiernan offered ways to mitigate
these concerns, but Ms. Claire simply said, “No.” Mr. Kiernan was somewhat
surprised to hear the others then agree with Ms. Claire, except for Mr. Jones
who said nothing. Ms. Claire then referred to one of her original ideas and the
others enthusiastically agreed that it would be a good starting point. Mr.
Kiernan tried once again suggesting another option, finding a way to
incorporate both suggestions, but Ms. Claire vetoed the idea. Mr. Jones seemed
to tacitly accept the idea but left without much enthusiasm.
In a 500-750-word evaluation:
- Describe
the interpersonal conflicts and conflict management style presented in the
scenario by the key characters and how they could potentially affect the
learning environment and well-being of students with disabilities.
- If
you were Mr. Carson, explain how you would promote better collaboration in
this situation to meet the needs of the student.
- Provide
potential solutions for meeting the needs of the student.
- Develop
a plan including two research-based collaboration and communication
strategies to address the conflict and promote healthy peer-to-peer
relationships.
Support your response with the topic materials as well
as a minimum of three additional scholarly resources.
Prepare this assignment according to the guidelines
found in the APA Style Guide, located in the Student Success Center. An
abstract is not required.
This assignment uses a rubric. Review the rubric prior
to beginning the assignment to become familiar with the expectations for
successful completion.
You are required to submit this assignment to
LopesWrite. Refer to the LopesWrite Technical Support articles for
assistance.
SPD 310 Topic 7 Benchmark – Collaboration and
Communication Action Plan
Special education teachers must use effective
collaboration techniques to design and implement complex plans involving many
stakeholders to support students with disabilities across a wide range of
settings. Review the scenario below to inform the assignment:
Marco is a Mexican-American eighth grade student who
has been identified as having an emotional/behavioral disorder, specifically
mood disorder NOS (Not Otherwise Specified). Currently, he participates in
a general education inclusive classroom. During his annual IEP meeting, the
team reviewed recent test scores and determined he qualifies for the gifted
program in English language arts (ELA) only. Therefore, Marco will
continue to participate in the inclusive classroom for the remainder of his
courses.
Marco has continued to be successful in all his
inclusive classes; however, he is struggling in his new gifted setting for
ELA. Mrs. Stone, the gifted teacher, was not able to be present during the
IEP meeting. She has never worked with a student who has an IEP prior to
having Marco as a student in her classroom. Marco has mentioned that he is the
only Hispanic or Latino student in the gifted class, and this has made him feel
uncomfortable. He has stated that Mrs. Stone does not include him in the
classroom conversations and speaks abruptly to him, but not to the other
students.
After one month of Marco being in the gifted class,
Mrs. Stone has requested that a paraprofessional be present to support
him. At the IEP meeting, the IEP team had determined that a
paraprofessional was not necessary because Marco should be able to be
successful in the gifted classroom without this level of support. After
meeting with Marco previously on classroom concerns, and the request from Mrs.
Stone, as the special education teacher, you completed a walk-through
observation of the gifted classroom. You did notice that Marco was isolated in
a corner and the teacher did not interact with him. In addition to the
walk-through, you just received a phone call from Marco’s parents stating Mrs.
Stone told Marco that he does not belong in this class. At this point, Marco no
longer wants to be in the class because he does not feel welcome.
The principal has come to you, the special education
teacher, for assistance with supporting Mrs. Stone and Marco in being
successful. The IEP team is scheduling another meeting to discuss goals
and ideas to help Marco be successful in the gifted ELA classroom. The support
of a paraeducator is part of the discussion as a possibility for Marco.
Use the “Collaboration and Communication Action Plan
Template” to complete this assignment.
Support your findings with a minimum of three
scholarly resources on collaboration and communication best practices.
While APA format is not required for the body of this
assignment, solid academic writing is expected, and in-text citations and
references should be presented using APA documentation guidelines, which can be
found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior
to beginning the assignment to become familiar with the expectations for
successful completion.
You are required to submit this assignment to
LopesWrite. Refer to the LopesWrite Technical Support articles for
assistance.
College of Education (COE) program competencies and
national standards assessed in the benchmark assignment:
COE 5.7
Provide guidance and direction to paraeducators,
tutors, and volunteers. [CEC 6.6, ICSI.6.S8, ICSI.6.K13, ICSI.6.K14,
ICSI.6.S12; InTASC 10(n); GCU Mission Critical 1, 2, 4, and 5]
COE 6.1
Use the theory and elements of effective
collaboration. [CEC 7.1, ICSI.7.K1, ICSI.7.S3; InTASC 7(o); ISTE-T 3a, 3d, 5a;
GCU Mission Critical 1, 4, and 5]
COE 6.2
Serve as a collaborative resource to colleagues.[CEC
7.2, ICSI.7.S3, ICSI.7.S8, ICSI.7.S9; InTASC 10(k); GCU Mission Critical 1, 4,
and 5]
COE 6.3
Use collaboration to promote the well-being of
individuals with exceptionalities across a wide range of settings and
collaborators. [CEC 7.3, ICSI.7.K1, ICSI.7.S3, ICSI.7.S6, IGC.7.K4; InTASC
10(b), 10(j); ISTE-T 3b; GCU Mission Critical 1, 2, 3, 4, and 5]
SPD 310 Topic 8 Special Education Consultant Analysis
Special education teachers sometimes must build
positive, collaborative relationships around negative situations. Despite a
situation’s circumstances, it is important to focus on student-centered solutions
that offer support for both staff and students with the goal of long-term
success.
Review the following scenario to inform the
assignment.
Mr. Santiago’s sixth grade classroom is next to Ms.
Lujano’s classroom and on some days the walls seem too thin. Ms. Lujano has
shared with you, the special education teacher and consultant, her concerns
with the tone Mr. Santiago uses in his classroom to redirect Joey, a student
who has been diagnosed with an emotional disability. Joey struggles with
getting to class on time, controlling his emotions, and understanding personal
boundaries.
Mr. Santiago often raises his voice to Joey, which
frequently creates a power struggle between the two of them. Ms. Lujano does
not feel this is an effective approach and has noticed that even after
re-directing Joey, Mr. Santiago seems to continue to yell at him, sometimes for
the entire class period, or until he has removed Joey from his classroom.
Mr. Santiago has not shared any concerns with you and
up until this conversation with Ms. Lujano, you were unaware that anything was
going on. Shortly after talking with Ms. Lujano, you asked Mr. Santiago how
things were going with Joey, and he admitted that he is often frustrated by
Joey’s behavior. You offered to meet with Mr. Santiago to come up with some
action steps that might be more beneficial for both Joey and him, and he
agreed. Now you are creating an action plan to recommend to Mr. Santiago.
Use the “Special Education Consultant Analysis
Template” to complete this assignment.
Support your choices with a minimum of three scholarly
resources.
Prepare this assignment according to the guidelines
found in the APA Style Guide, located in the Student Success Center. An
abstract is not required.
This assignment uses a rubric. Review the rubric prior
to beginning the assignment to become familiar with the expectations for
successful completion.
You are required to submit this assignment to
LopesWrite. Refer to the LopesWrite Technical Support articles for
assistance.
SPD 310 Topic 8 Clinical Field Experience Verification
Form
Candidates must complete all programmatic
requirements, including practicum/field experience hours defined in the coursework.
Additional information about practicum/field experience can be found in the
Student Success Center.
To earn credit for this assignment, all required
course hours must be completed and the form submitted by the assignment due
date.
- Access
the Clinical Field Experience Verification Form in the Document Management
section in the Student Portal.
- Complete
all required fields on the Clinical Field Experience Verification Form.
- Submit
by clicking “Click to Sign.” An email will be sent to the mentor to verify
the practicum/field experience hours.
- Communicate
with the mentor to request he or she verify the practicum/field experience
hours. Once the practicum/field experience hours have been verified by the
mentor, the completed form will be available in the Student Portal.
- Save
a .pdf copy of the completed Clinical Field Experience Verification Form
to your computer.
- Submit
the Clinical Field Experience Verification Form to the LMS.
*The data entered into this document is subject to a verification
audit. Candidates who engage in fabricating, falsifying, forging, altering, or
inventing information related to practicum/field experiences, internships,
clinical practice, and/or any associated documentation may be subject to
sanctions for violating GCU academic integrity policies, which may include
expulsion from GCU
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