TSL 567 Full Course Assignments GCU
TSL 567 Full Course Assignments GCU
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TSL 567 Topic 1 Informative Presentation for Parents
Students who qualify for an Individualized Education
Plan (IEP) have a legal right to the least restrictive environment (LRE) as
included in IDEA. Teachers can better meet the needs of their ELLs and
bilingual/dual language students with exceptionalities by understanding federal
legislation protecting the rights of students with exceptionalities.
Create a 10-15 slide presentation in digital format
for parents of ELLs or bilingual/dual language students with exceptionalities
that describes the concept of LRE and the IEP process. Your presentation should
include:
- An
explanation of the considerations regarding of the concept of LRE.
- An
explanation of each of the five steps to the IEP process.
- Examples
of how aspects of special education law affect students in ELL or
bilingual/dual language educational settings.
Include presenter’s notes, in-text citations, and a
reference slide.
Support your findings with at least 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.
TSL 567 Topic 2 Field Experience A: Teacher
Handout
Teachers who understand the psychosocial and
sociocultural issues that affect learning and acculturation among ELLs and
bilingual/dual language students with exceptionalities will be better able to
create meaningful learning experiences.
Allocate at least 2 hours in the field to support this
assignment.
Work with a special education instructor with an ESL
endorsement to observe and discuss the psychosocial and sociocultural factors
that affect ELLs and bilingual/dual language students with exceptionalities.
What strategies were utilized or could have been utilized to address these
factors?
Document the hours and locations that you spend in the
field on your Clinical Field Experience Verification Form.
Submit the Clinical Field Experience Verification Form
with the last assignment by the assignment due date. Directions for submitting
can be found on the College of Education site in the Student Success Center.
Create a 500-750 word handout to inform teachers about
the psychosocial and sociocultural factors that affect ELLs or bilingual/dual
language students with exceptionalities. Your handout should include:
- Descriptions
of at least three psychosocial factors that affect ELLs or bilingual/dual
language students with exceptionalities;
- Descriptions
of at least three sociocultural factors that affect ELLs or bilingual/dual
language students with exceptionalities;
- Strategies
that would effectively address each of these factors in your teaching.
Support your findings with at least five 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.
TSL 567 Topic 3 Field Experience B: Special
Education Issues versus Language Acquisition
ELLs and bilingual/dual language students have
historically been overrepresented and underrepresented in special education
programs. It is difficult for teachers to distinguish between normal language
acquisition issues and a potential disability. Teachers are thus faced with the
complexity of recognizing those that need special education, ELL, or
bilingual/dual language programs.
Allocate at least 3 hours in the field to support this
assignment.
Work with your mentor teacher to observe and discuss
the challenges of recognizing the difference between language acquisition
issues and special education issues among ELLs and bilingual/dual language
students with exceptionalities.
Document the hours and locations that you spend in the
field on your Clinical Field Experience Verification Form.
Submit the Clinical Field Experience Verification Form
with the last assignment by the assignment due date. Directions for submitting
can be found on the College of Education site in the Student Success Center.
Create a chart or graphic organizer that could be
distributed to teachers to help them better understand the challenges of
recognizing the difference between the language acquisition issues and special
education issues among ELLs or bilingual/dual language students with
exceptionalities. Your chart should contain:
- At
least five disabilities from the 13 categories of special education as
defined by IDEA (at least one of these five must be a learning
disability);
- At
least three language acquisition issues that could be misconstrued as a
disability;
- Distinguishing
characteristics of each disability and language acquisition issues
included to assist in the identification of a potential disability.
Support your findings with at least five 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.
TSL 567 Topic 4 Field Experience C: Educational
Needs Newsletter
Gifted and talented ELLs and bilingual/dual language
students have been overrepresented and underrepresented in special education
programs. Teachers are able to identify and meet the needs of gifted and
talented ELLs and bilingual/dual language students when they are aware of the
characteristics of these students. Teachers are prepared to meet the needs of
ELLs and bilingual/dual language students with an ID when they are informed of
best practices.
Allocate at least 3 hours in the field to support this
assignment.
Work with a teacher of gifted and talented students in
your district to identify and observe traits and characteristics of gifted and
talented ELLs and bilingual/dual language students. Observe several lessons to
see how the educational needs of ELLs and bilingual/dual language students with
intellectual disabilities (IDs) as well as the educational needs of gifted and
talented ELLs and bilingual/dual language students have been met.
Document the hours and locations that you spend in the
field on your Clinical Field Experience Verification Form.
Submit the Clinical Field Experience Verification Form
with the last assignment by the assignment due date. Directions for submitting
can be found on the College of Education site in the Student Success Center.
Create a 750-1,000 word informative newsletter for
your colleagues regarding issues related to ELLs or bilingual/dual language
students with IDs as well as gifted and talented ELLs or bilingual/dual
language students. Your newsletter should contain several small articles
relating to the following:
- The
challenges relating to the identification of gifted and talented ELLs and
bilingual/dual language students.
- Overrepresentation
and underrepresentation of gifted and talented ELLs and bilingual/dual
language students in special education programs.
- Examples
of research-based strategies that address the educational needs of ELLs
and bilingual/dual language students with IDs.
- Examples
of research-based strategies that address the educational needs of gifted
and talented ELLs and bilingual/dual language students.
- A
case study based on a real or fictitious gifted and talented student who
received proper instruction and has since achieved success.
Support your findings with at least five 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.
TSL 567 Topic 5 Benchmark – Differentiated
Learning Activity
Teachers aware of best practices should be able to
effectively differentiate instruction and assessment within ELL and
bilingual/dual language educational settings based on language differences,
giftedness, and special education needs.
For this Benchmark assignment, you will create a
differentiated learning experience for a group of ELLs or bilingual/dual
language students with exceptionalities.
Part 1: Field Experience D
Allocate at least 2 hours in the field to support this
assignment.
Spend time making observations in an educational
setting that includes ELLs or bilingual/dual language students with
exceptionalities.
Look for examples of how students’ cultural values and
beliefs have been integrated into teaching. Gather ideas for a learning
activity of your own creation that could be differentiated for ELLs or
bilingual/dual language students with various special educational needs.
Document the locations and hours you spend in the
field on your Clinical Field Experience Verification Form.
Part 2: Differentiated Learning Activity
Devise a learning activity to achieve specific learning
objectives for a diverse group of ELLs or bilingual/dual language students with
exceptionalities. You will differentiate this learning activity to accommodate
a student with a specific learning disability as well as four additional
students each with a different disability chosen from the 13 disability
categories included in IDEA. Be sure to specify the grade and English language
proficiency (ELP) levels of your intended students.
Describe your learning activity and the
differentiation utilized to meet the educational needs of the five students in
a 1,250-1,500 word essay. Your essay must include the following:
- The
learning objectives of the activity as well as relevant information
regarding your intended ELLs or bilingual/dual language students.
- A complete
description of how the activity would be carried out and the materials
needed.
- A
statement regarding how the cultural values and beliefs of your students
have been integrated into the design of this activity.
- An
explanation of how this activity will be assessed.
- A
description of the five disabilities you have chosen and the specific
needs of your ELLs or bilingual/dual language students with each
disability.
- An
explanation regarding how the activity is making it possible for students
with exceptionalities to be educated in the least restrictive environment
(LRE).
- A
description of the modifications and accommodations to the activity and
how they are aligned with the learning objectives, instruction, and
assessment for each of the five students you have identified.
Support your findings with at least five 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.
Submit the Clinical Field Experience Verification Form
with the last assignment by the assignment due date. Directions for submitting
can be found on the College of Education site in the Student Success Center.
Program competencies and national standards assessed
in the benchmark assignment:
COE 2.1: Candidate will integrate ELL’s cultural
values and beliefs in the context of teaching and learning. [TESOL 2; InTASC
3(f), 4(m)]
COE 3.3: Candidate will select various methods of
identifying and allocating appropriate program placement. [TESOL 4.c; InTASC
8(a), 8(p)]
COE 4.3: Candidate will differentiate instruction and
assessment with ELLs’ language differences, giftedness, and special education
needs in mind. [TESOL 4.a; InTASC 6(h), 6(p), 6(u), 6(v)]
TSL 567 Topic 6 Hearing and Visual Impairment
Resource Document
ELLs and bilingual/dual language students with hearing
or vision impairments require accommodations. Teachers who know how to adapt
materials to accommodate student needs can provide effective instruction.
Create a 250-500 word resource document to inform
teachers about the characteristics of ELLs or bilingual/dual language students
with hearing and visual impairments. Your research document should include:
- Examples
of the types and ranges of hearing and visual impairments.
- Examples
of research-based strategies to accommodate ELLs and bilingual/dual
language students with hearing and visual impairments.
Support your findings with at least 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.
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