ECE-208 SPRING, 2021
Exceptional Children – An Introduction to Special Education
Due: no later than 5/21/21
Please identify each question by #. There are 2 bonus questions to choose from
for 2 extra credit points. Total # of points possible: 10 AND 2 extra credit points
Answer each question selected in as much detail as possible.
1.* 2 points
View the Dan Habib Ted Talk https://www.youtube.com/watch?v=izkN5vLbnw8
Based on your viewing of this and the other documentaries, the readings and
cases we have read, summarize at least 3 positive impacts and practices that
2. * 2 points
Choose one of the case Studies that that we read this semester:
Juanita – “Should I take Juanita Pope?”
Patrick – “Who will take Patrick?”
Jim – “What do we do with Jim?”
Tyler – “The Red Belt”
Chase – “Getting to know Chase”
Pete – “The Reluctant Collaborator
Brian – “Least restrictive for Whom”
Using the chart on page 37 of the textbook (“Exceptional Learners”, Table 2.3 –
Dimensions of Special Education that can make it truly special – see chart below),
as well as the section on Universal Design for Learning on pages 38 & 39 of your
textbook and strategies listed below to differentiate instruction for struggling
learners: Create a differentiation model for one of the cases (Juanita, Patrick, Jim,
Tyler, Chase, Pete, Brian) which supports at least 3 of the strategies outlined.
Your plan should incorporate strategies which also provide for differentiation of
content, process and outcomes through modification of pace, intensity, attempts,
structure, curriculum, teacher: student ratio and assessments.
Dimensions of Special Education:
DIMENSIONS OF INSTRUCTION ALTERATION DEFINITION
PACE (RATE) Speed of lesson; speed of
introducing new concepts
Make slower or faster to
meet student’s needs
INTENSITY Demandingness: level of
difficulty & complexity
Size of steps in learning, #
of attempts, frequency of
reviews adjusted to fit the
RELENTLESSNESS/PERSISTENCE Tenacity, stick-to-it-ness Allow for repeated attempts
using different methods
STRUCTURE Explicitness, predictability,
teacher direction, tolerance,
immediate rewards and
Adjusted (tightened or
loosened) to fit individual
REINFORCEMENT Reward desired behavior Increased, made more
frequent, immediate and
explicit or tangible as
# of students per teacher Smaller, more individual
CURRICULUM Content of Instruction,
purpose of activity
Determined by individual
MONITORING Keeping track of progress Daily or frequent
achievement of specific
tasks and goals
leveled texts at various complexity levels – Offer texts at various complexity levels
audio/video options for content delivery – Offer different vehicles for delivering content
like videos, podcasts, tutorials, etc..
the use of graphic organizers – Offer an array of organizers for learning new information
and organizing schema
breaking down complex tasks into manageable sections (chunking) – Break down
complex tasks into manageable sections or chunks
scaffolded instruction – provide assistance when first learning tasks and gradually
reduce assistance so that student becomes independent
group and cooperative learning – student discusses questions and ideas with a partner
or small group
alternate assignment options – Allow students choices in demonstrating learning
(perform a skit, write a poem, etc….
customized rubrics – Create a variety of rubrics that account for differences in learning
Answer all of the following questions: 6 questions – each worth 1 point:
3. What do you view to be the biggest challenge facing learners diagnosed on the
Autism Spectrum? What are the priorities for educational programming? 1 point
4. Persons with visual impairments may also have problems with social
interactions. Based on your readings and the case study, identify ways in which
teachers could improve social responses by sighted peers and ways that
teachers could teach sighted peers to communicate more effectively with
persons who have a visual impairment. 1 point
5. Given the discussion in your text about whether Deafness is a disability or a
cultural difference, discuss the elements of “Deaf Culture” and how this is unique
to the deaf community and not evident within other disability groups we have
studied. 1 point
6. After reading the Case Study “Least restrictive for whom”, and watching the
short film “The Silent Child”, discuss whether you agree or disagree with the
placement of Brian in a residential school for the deaf, and how you feel that
“Libby” should be educated – using sign language or learning to lip read. 1 point
7. What are some of the controversies related to full inclusion? Give 3 examples
of the compelling arguments for and against the practice and philosophy of full
inclusion for students with developmental disabilities. Include what is your
opinion and why? 1 point
8. From our viewing of the Dan Habib films ‘Including Samuel” and “Who cares
about Kelsey” detail one of the 5 case studies profiled – Samuel, Alana, Keith,
Emily, Alana or Kelsey. Identify one case that may have been characterized as a
student with an Emotional or Behavioral disorder. Using the approaches detailed
in the text (Chapter 8), what would be your process for designing a support
program for them to be successful in a public school setting? Include what
approaches/interventions do you feel would be most effective and why? 1 point
“Including Samuel” http://youtu.be/KZG3arChKDc
“Who Cares About Kelsey” https://youtu.be/yikXs_TLeWg
EXTRA CREDIT QUESTIONS (WORTH 2 BONUS POINTS FOR FINAL EXAM)
Choose only ONE to respond to for extra credit:
Extra Credit # 1: The following letter to the editor appeared in the 12.4.11
Boston Sunday Globe. If you were the newspaper editor, what would you
write in a letter of response to Mr. John Wood of Concord:
Re: State overwhelmed by Special education costs
The rising cost of special education was described in a recent report on the
school funding in the state (“Schools’ costs top estimates of state”, Metro, Nov.
27) A special-education industry has emerged in the Commonwealth. Parents of
Special Needs children created the demand. They spread the associated costs to
the rest of the population through taxes. Teachers fill the market need with ever
more expensive programs. Fleets of special buses travel the roads.
The article notes the number of autism diagnoses has increased from 603in 1998
to 10,834 in 2009. If this growth rate continued, the state’s current population
would be diagnosed with autism in about 25 years.
Because special-education spending is mandatory, regular education suffers.
Next time the Globe runs an article on the shortage of skilled labor, it should
consider the state of regular education in the Commonwealth.
JOHN WOOD, Concord
Extra Credit #2:
After viewing the “Technology and Deaf Culture” clip in Week #11, Comment and
reflect on the following question:
• How may the impact of technology, specifically Cochlear Implants, diminish the
identity within Deaf Culture? Why is this controversial?
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