Benchmark Assessment
Benchmark Assessment: Special Education Foundations and Framework
Kristine Evans
Grand Canyon University: SPE 330
February 13, 2015
Prof. Bryan Maxwell
Micah, an eleventh grader with a learning disability in written expression and reading comprehension, is pending placement into a special education classroom. He is involved in extracurricular activities and does not want to stand apart from his friends and peers in regards to accommodations being made for his instruction time. Following is a look into the different placement options and why or why not Micah would benefit from it, technology and related services that he would need to help him progress in his areas of need, collaboration models for each placement that will help Micah’s teachers provide appropriate instruction, and a description of the most appropriate placement option with two Council for Exceptional Children (CEC) Standards that align with the placement option.
Inclusion
Inclusion, simply put, means that all students interact and belong (National Inclusion Project, 2015). This type of placement is not getting the special needs student prepared for the general education class, rather it is getting the general education class ready for the special needs student (Tomko, 1996). This placement option would benefit Micah in that he would be in the same classes as his peers and friends. The inclusion environment is one of the least restrictive environments for Micah. However, Micah would not be able to focus solely on his learning disabilities in the inclusion setting, which makes this setting not the most appropriate placement option for him.
Related Services Related services are provided to those with exceptionalities to help in their learning experiences and to enhance their abilities. In the inclusion classroom, Micah would benefit from guided notes. This type of note taking technique provides students with a print-out of the lesson’s notes with certain words omitted for the
Kristine Evans
Grand Canyon University: SPE 330
February 13, 2015
Prof. Bryan Maxwell
Micah, an eleventh grader with a learning disability in written expression and reading comprehension, is pending placement into a special education classroom. He is involved in extracurricular activities and does not want to stand apart from his friends and peers in regards to accommodations being made for his instruction time. Following is a look into the different placement options and why or why not Micah would benefit from it, technology and related services that he would need to help him progress in his areas of need, collaboration models for each placement that will help Micah’s teachers provide appropriate instruction, and a description of the most appropriate placement option with two Council for Exceptional Children (CEC) Standards that align with the placement option.
Inclusion
Inclusion, simply put, means that all students interact and belong (National Inclusion Project, 2015). This type of placement is not getting the special needs student prepared for the general education class, rather it is getting the general education class ready for the special needs student (Tomko, 1996). This placement option would benefit Micah in that he would be in the same classes as his peers and friends. The inclusion environment is one of the least restrictive environments for Micah. However, Micah would not be able to focus solely on his learning disabilities in the inclusion setting, which makes this setting not the most appropriate placement option for him.
Related Services Related services are provided to those with exceptionalities to help in their learning experiences and to enhance their abilities. In the inclusion classroom, Micah would benefit from guided notes. This type of note taking technique provides students with a print-out of the lesson’s notes with certain words omitted for the
References: Council for Exceptional Children (2004). Beginning Special Educator Standards. The Council for Exceptional Children: Definition of a Well-Prepared Special Education Teacher. Arlington, VA: Council for Exceptional Children Dettmer, P., Knackendoffel, A., & Thurston, L.P. (2013). Collaboration, Consultation, and Teamwork for Students with Special Needs, Seventh Edition. Boston, MA: Pearson Dettmer, P., Thurston, L.P., & Dyck, N.J. (2005). Consultation, Collaboration, and Teamwork for Students with Special Needs, Fifth Edition. Pearson/ Allyn and Bacon Lucas, M. (2013). The Benefits of the Resource Room Model. Retrieved February 11, 2015 from www.prezi.com/ae7v10oo2nzb/the-benefits-of-the-resource-room-model/ National Counselor Examination (2013). Consultation Models. Retrieved February 11, 2015 from www.hgst.edu/wp-content/uploads/2013/06/Consultation-models-NCE.pptx National Inclusion Project (2015). What is Inclusion? Retrieved February 9, 2015 from www.inclusionproject.org/lets-all-play/what-is-inclusion/ SERC (2007). Teaching & Learning Initiative. Six Approaches to Co-Teaching. Retrieved February 10, 2015 from www.ctserc.org/initiatives/teachandlearn/coteach.shtml Tomko, C.F. (1996). What is Inclusion? Retrieved February 9, 2015 from www.kidstogether.org/inclusion.htm US Legal, Inc. (2015). Resource Room (Education) Law & Legal Definition. Retrieved February 10, 2015 from www.definitions.uslegal.com/r/resource-room-education/