SED 5010 - Wayne State University

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STUDY GUIDEREQUIRED READING:Taylor, R., Smiley, L., & Richards, S. (2009). Exceptional Students - Preparing Teachers forthe 21 st Century. New York: McGraw-Hill.Study Guide Directions:Answers to the questions should demonstrate the use of the textbook content. The study guideprovides an opportunity to focus on relevant information from the textbook. The assignment is to becompleted independently. Answers are to be found directly in the textbook. In most cases answers will bewritten in your own words. Cite the location referred to in the text when answering the question. Example:(Taylor, p.205). Occasionally, you will need to engage in some critical thinking and application of learnedmaterial.For each question, type the question number and the question, Underline, bold, or italics thequestion so it looks different from the answer.Length of Responses:Some questions require only a listing of ideas or a brief paragraph, while others require a detailedexplanation. For items containing more than one question, be sure to answer every question within theitem. Failure to answer each part of the question will adversely affect your grade. All responses must bestated clearly and completely. Responses should be written in your own words. Be sure to cite referencesfrom the textbook when quoting or referring to the author. Example: (Taylor, p.35).Computer Generated Response:The assignment is to be printed on 8 ½ x 11 white or pastel paper. Use only black ink.SINGLE SPACE ALL RESPONSES.Grammar, Spelling, Neatness:As with any university level work, you are expected to use proper grammar and spelling in youranswers. Spell check is strongly recommended. Failure to do so will affect your grade.Materials Needed for Study Guide Assignment:Three Duo-tang folders: must have pockets and fasteners.Dividers with plastic tabs to insert the chapter titles. You will need at least 15 dividers.(Example: Chapter 4: Learning Disabilities)Final Copy:The final copy must be computer generated and fastened in a duo-tang folder. (No three ringbinders). Place labeled dividers between each chapter for easy access to a particular topic. Points will bededucted if all the papers are not attached in the duo-tang and if dividers are not labeled and insertedproperly.8
STUDY GUIDE QUESTIONSChapter One: An Overview of Special EducationGuide: page 4 # 2,page 16 # 1, 31. Reflection Topic: (5 points)Why is it important to make a distinction between a disability and a handicap?2. Reflection Topic: (5 points)If you were a parent of a child with a disability, how much would you wantto be involved in developing your child’s education program? Give examplesand reasons to support your opinion.Chapter Two: The Special Education ProcessGuide: page 61 # 2, 4, 5, 6CASE STUDY DIRECTIONSEach chapter begins with a case study describing a student with special needs in thecontext of his or her educational experience. Throughout the chapter, you are presented withrelated questions called REVISITS, which ask you to apply key concepts you have just learnedto an actual situation. These cases tie the chapter together and allow for contextual learning.You are required to answer only the Case Study Revisits that are listed in this study guide.Case Study: Sammy, page 35:3. Revisit: page 37 (3 points)4. Revisit: page 44 (3 points)5. Revisit: page 45 (3 points)6. Internet Assignment: (10 points)-Print an article from the internet about the Response to Intervention.-Write a summary of the article.-Respond to the following reflection question:As a general education teacher, why would you want to engage in thepre-referral process? Do you see any drawbacks?-Limit the summary and response to one single spaced 8 ½ x 11 paper.-Include the article with Chapter Two.7. Application: (10 points)Perform an error analysis on the following math problems from two students. Basedon the results, what would you do instructionally for each student?48 68-29 -3121 378. Application: (10 points)Write a position statement that supports the concept of the continuum of servicesmodel. Then write a position statement supporting full inclusion. Assumethat these will be presented to a group of parents of students with severedisabilities. Position statements are “I believe…”statements.Chapter Three: School, Family, and community Collaboration9. Page 84 #1 answer (3 point)Case Study: John, page 64.9
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