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SPD 200: Disability Matrix

Templates

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SPD 200: Disability Matrix
Name:
Date: https://www.useloom.com/share/ce2671a60e67464ab44a1bd672fb3297

Disability Category Development Area (cognitive, linguistic, social, physical and/or emotional) Definition Causes Prevalence Characteristics

Disability Matrix
****Information presented must be supported by citations within the columns. See below for additional tips on completing your in-text citations. Delete all information below before making your final submission
Formatting: This is an electronic template for papers written in GCU style. The purpose of the template is to help you follow the basic writing expectations for beginning your coursework at GCU. Margins are set at 1 inch for top, bottom, left, and right. The first line of each paragraph is indented a half inch (0.5″). The line spacing is double throughout the paper, even on the reference page. The font style used in this template is Times New Roman. The font size is 12. When you are ready to write, and after having read these instructions completely, you can delete these directions and start typing. The paragraph formatting should stay the same. If you have any questions, please consult with your instructor.
Citations: Citations are used to reference material from another source. When paraphrasing material from another source (such as a books, journals, website articles, etc.), include the author’s last name and the publication year in parentheses. When directly quoting material word-for-word from another source, use quotation marks and include the page number after the author’s last name and year.
Using citations to give credit to others whose ideas or words you have used is an essential requirement to avoid issues of plagiarism. Just as you would never steal someone else’s car, you should not steal their words either. To avoid potential problems, always be sure to cite your sources by referring to the author’s last name and the year of publication in parentheses at the end of the sentence, such as (Daresh, 2004) and page numbers if you are using word-for-word materials, such as “There are no simple strategies for accomplishing successful transitions, but we do know a great deal about how to get off to a good start” (King & Blumer, 2000, p. 356).
The reference list should appear at the end of a paper (see the next page). It provides the information necessary for a reader to locate and retrieve any source you cite in the body of the paper. Each source you cite in the paper must appear in your reference list; likewise, each entry in the reference list must be cited in your text. Reference notes are formatted using a hanging indent of a half inch (0.5″). A sample reference page is included below; this page includes examples of how to format different reference types—books (Black & English, 1986), journal articles (Arnold & Dodge, 1994), and website articles (“Seventeen Moments,” n.d

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Learning and Innovation 4Cs (i.e., communication, collaboration, critical thinking, and creativity)

As educators, knowing about the 21st-century skills is important and being able to recognize the skills within specific examples is an indicator that you truly understand them and how they work in application. In Week One, we discussed the story of Caine and his arcade as a way to explore how culture influences creativity, imagination, and inventiveness. In this discussion, we go a step further by considering 21st-century skills in relation to another inspiring story of creativity, imagination, and inventiveness.
The Landfill Harmonic project showcases the story of a garbage picker, a music teacher, and a group of children from a Paraguayan slum that, out of necessity, started creating instruments entirely out of garbage found in a landfill.
Your reflections on this story will provide a rich backdrop for learning more about the impact that social and cross-cultural skills have on the more academic pursuit of keeping children engaged in learning 21st-century skills. After reviewing this week’s Instructor Guidance material, you will have a good working knowledge of social and cross-cultural skills and will be able to recognize how they might support the learning of 21st-century skills, especially within the Landfill Harmonic project.
Initial Post: View the Landfill Harmonic Amazing and Inspirational (link is below)video about the Landfill Harmonic project, and then view more specific information about the project on the Landfill Harmonic (link is below)website. Next, review the Framework for 21st Century Learning (link is below)web page. Then, create an initial post that addresses the following in at least one paragraph for each:

http://www.landfillharmonicmovie.com

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Guided Analysis: Suffering and fear

In a guided analysis, you will interact with the problem of evil and suffering and provide your own response to the problem in comparison to the Christian response.
Follow the directions in the “Guided Analysis: Suffering Worksheet.”
GCU style is not required, but solid academic writing is expected.
This assignment uses a rubric. Please 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 Turnitin. Please refer to the directions in the Student Success Center.

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Article Reflection

CLass 550

Article Reflection
In Comparing Characteristics of High-Incidence Disability Groups, Saborne, Evans, Cullinan (2006), analyzed research articles surrounding characteristics of high incidence groups to determine similarities and differences between three groups: emotional-behavior disorders (EBD), mild-intellectual disabilities (MID), and learning disabilities (LD). By the end of their review, Saborne, et al. (2006) concluded, “Individualized, appropriate assessment and effective instruction regardless of the disability category are still best practice for students with high-incidence disabilities in special and general education.
Having little background in understanding the characteristics of these three high-incidence groups (EBD, MID, and LD), I was surprised to discover the similarities and differences presented in this article. I was surprised to learn that MID and LD, IQ domain aside, were similar across five of the six categories compared. It was interesting to realize that LD and EBD groups had a range in IQ from 90-95 and that the MID groups scored lower than both groups. This also surprised me since the LD and MID groups were similar across the other domains. In regards to academics, I discovered there was a large difference (in 80% of the studies) between EBD and MID groups. However, when learning that “students with MID received significantly less academic instruction and were given significantly more free-time activities than students with EBD or LD” (Saborne, et al.), it helped to explain the difference between EBD and MID groups based on academics. It also makes me wonder how we could change that from occurring in schools to better help MID students and expose them to more academic instruction.
It is also helpful to learn that all groups do require additional support in behavioral and social skill domains, though it appears that EBD requires more support in the behavioral domain than the other groups. Finally, it surprised me to learn that “an immediate family member with chemical dependency was reported by 47% of students with EBD, by 15% of those with LD, and by 20% of students without disabilities.” (Saborne, et al. 2006)
In considering all of these characteristics and understanding the need for instruction to be individualized, I would like more information on the best assessments and instruction practices to explore for all students and groups. For me, this article helped to highlight the areas of needs for high-incidence disability groups. It is helpful to understand how these groups differ and are similar across the domains mentioned in the article, so I can better prepare to teach to the areas of need across all 3 groups of high-incidence disabilities.
Bibliography
Saborne, E. J., Evans, C., & Cullinan, D. (2006). Comparing Characteristics of High-Incidence Disability Groups. Remedial and Special Education,27(2), 95-104.
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IT intensiveness

 
The U.S. Department of Commerce ranked 55 industrial sectors according to their level of IT intensiveness. Our K-12 schools were ranked at the bottom, even below coal mining! Watch this short video (5 to 7 mins)that identifies trends for the future. Refer to the “Learning to Change-Changing to Learn” link in this week’s Readings and Resources.
Write a one-page reflective paper based on this video.
(The name of the youtube video is Learning to Change – Changing to Learn). The link below should allow you to view the video if not you can just find it on youtube by title of the video.)

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Equal Versus Equitable

Initial Post: This discussion asks you to reflect on the importance of valuing equity over equality in the classroom and in life outside the classroom. You will identify at least two examples of equity versus equality in popular culture that you might be able to use in a class to help your students understand the value of equity. This might include advertisements (i.e., pictures), song lyrics, or commercials (e.g., linked from YouTube.com). Try to locate examples that could be used in a class you might teach now or in the future. Next, briefly reflect on the role equity plays in the classroom by explaining how you would use your selected examples to help students understand the differences between equity and equality and by explaining why equity is more important in the classroom. Feel free to refer back to the rubric you created (and those of your colleagues) in the Creating an Evaluation Instrument for Cultural Relevance in the Classroom discussion to help decide how these might inform your students about equality and equity.

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fundamental impact of media literacy on contemporary adult learning overall

 
· Examine the fundamental impact of media literacy on contemporary adult learning overall. How is media literacy shaping education – from posting, to tweeting, to everything is going viral? Give current examples, and elaborate on the impact comparing today to 5 years ago.
· Tell me about your favorite teacher fictional or non-fictional (real or TV character). Everyone has a favorite teacher. Why did you pick this teacher, and what are some of your favorite characteristics and what did you like best about their teaching style?