That said, there is much to learn from the differences in our students. The best thing that can come from paying attention to student differences is improving overall instruction. I once taught a group of 30 students, half who were deaf and half who could hear perfectly. I had to slow down what I was saying so that the interpreter could pass on information to the deaf students. I learned patience and pacing from this lesson. When I was forced to slow down and think about what I wanted to say, my words became more informed and well thought out. Also, I had to really concentrate on using inclusive language. Some phrases could be very offensive to deaf students or deaf culture. At the same time, some deaf students did not want their "deafness" to be mentioned at all, out of desire to feel "normal". While all this was taking place, I had to remember to pay equal amounts of attention to my well-hearing students. I could not focus all my instruction and intentions on the deaf students, because they were only half the class. On top of all this, I also had to create opportunities for the two different cultures to learn from each other and see similarities/differences in a healthy way.

Every classroom has students who share similarities on some things, but drastic differences on others. As an observant teacher, we have the opportunity to learn a great deal from this knowledge. We learn how to create a classroom that honors, celebrates, and addresses multiple intelligences. We learn to create a classroom where everyone feels respected, included, and appreciated. And finally, we are presented with the opportunity to build peace and solidarity across cultures and differences, as observant, thoughtful teachers.

intelligence test

If you click on the files link below and select "intelligence test answers" you can check your answers with the correct ones. (thanks to andyspann and Allison Aboud for pointing out the need for answers!

Are you willing to share your scores? What do think was the "point" of this test? Use this space to discuss your own views on intelligence and the theories you have been exposed to with regard to intelligences.

intelligence test

After taking the test, check your answers with the correct ones that can be found under the files link at the bottom of this page under "intelligence test answers"

Are you willing to share your scores? What do think was the "point" of this test? Use this space to discuss your own views on intelligence and the theories you have been exposed to with regard to intelligences.

intelligence test

After taking the test, check your answers with the correct ones that can be found under the files link at the bottom of this page under "intelligence test answers"

Are you willing to share your scores? What do think was the "point" of this test? Use this space to discuss your own views on intelligence and the theories you have been exposed to with regard to intelligences.

DVS and CC are technology that may be helpful for people with visual impairments or hearing impairments when they are "watching" a movie or television program. With these technology, the scenes and movements in the movie are described without interrupting the script or other important audio information. You can find out more about DVS and CC at http://main.wgbh.org/wgbh/pages/mag/services/.

DVS and CC are available on many television programs, and you can hear it by switching to the SAP (supplemental audio program) channel on your television. It is also available on some videotape and DVD recordings. Check out this technology. You can see an example of both these types of technologies at this website, which, by the way is a great tool for teaching evolution. http://www.pbs.org/wgbh/evolution/educators/teachstuds/tvideos.html

After you have had a chance to check out DVS and CC, either online or via your own television, please comment in this space: How does DVS compare to the visual information on the screen? How accurate are CC? How might these technologies impact the learning of students who cannot see or hear well? Could you use tools like these in the classroom?

DVS and CC are technology that may be helpful for people with visual impairments or hearing impairments when they are "watching" a movie or television program. With these technology, the scenes and movements in the movie are described without interrupting the script or other important audio information. You can find out more about DVS and CC at http://main.wgbh.org/wgbh/pages/mag/services/.

DVS and CC are available on many television programs, and you can hear it by switching to the SAP (supplemental audio program) channel on your television. It is also available on some videotape and DVD recordings. Check out this technology. You can see an example of both these types of technologies at this website, which, by the way is a great tool for teaching evolution. http://www.pbs.org/wgbh/evolution/educators/teachstuds/tvideos.html

After you have had a chance to check out DVS and CC, either online or via your own television, please comment in this space: How does DVS compare to the visual information on the screen? How accurate are CC? How might these technologies impact the learning of students who cannot see or hear well? Could you use tools like these in the classroom?

DVS and CC are technology that may be helpful for people with visual impairments or hearing impairments when they are "watching" a movie or television program. With these technology, the scenes and movements in the movie are described without interrupting the script or other important audio information. You can find out more about DVS and CC at http://main.wgbh.org/wgbh/pages/mag/services/.

DVS and CC are available on many television programs, and you can hear it by switching to the SAP (supplemental audio program) channel on your television. It is also available on some videotape and DVD recordings. Check out this technology. You can see an example of both these types of technologies at this website, which, by the way is a great tool for teaching evolution. http://www.pbs.org/wgbh/evolution/educators/teachstuds/tvideos.html

After you have had a chance to check out DVS and CC, either online or via your own television, please comment in this space: How does DVS compare to the visual information on the screen? How accurate are CC? How might these technologies impact the learning of students who cannot see or hear well? Could you use tools like these in the classroom?

Each of your plans should include:

• Introduction: Tell a little about where you think you are going — if you will be teaching next year, describe the setting you will be working in. If you plan on going to a different line of work, describe this career path. Just describe your own situation before you move on.
• Objectives: Include some objectives that identify how you hope to interact with persons with exceptionalities in the future. What sort of skills do you want to be able to obtain with regard to persons with exceptionalities? What sort of attitudes do you hope to have?
• Measurable Outcomes: How will you determine that each objective list above has been meet? This section should be specific in terms of what and how. For example, if an objective for your future is Student will be able to identify the elements of an accessible lesson, the measurable outcome might be Student will design a lesson about that meets all the criteria for accessible web design listed in Chapter 2 of the Irvine (2003) textbook.
• Materials and Accommodations: List what you will need to fulfill each objective. For the objective just mentioned, this might include access to the computer lab, use of the textbook, and so on.
• Assessment: Finally, you should list how each outcome will be evaluated. For example, the accessible web site could include peer evaluations.

Good Luck! I look forward to reading your IEPs!

Each of your plans should include:

• Introduction: Tell a little about where you think you are going — if you will be teaching next year, describe the setting you will be working in. If you plan on going to a different line of work, describe this career path. Just describe your own situation before you move on.
• Objectives: Include some objectives that identify how you hope to interact with persons with exceptionalities in the future. What sort of skills do you want to be able to obtain with regard to persons with exceptionalities? What sort of attitudes do you hope to have?
• Measurable Outcomes: How will you determine that each objective list above has been meet? This section should be specific in terms of what and how. For example, if an objective for your future is Student will be able to identify the elements of an accessible lesson, the measurable outcome might be Student will design a lesson about that meets all the criteria for accessible web design listed in Chapter 2 of the Irvine (2003) textbook.
• Materials and Accommodations: List what you will need to fulfill each objective. For the objective just mentioned, this might include access to the computer lab, use of the textbook, and so on.
• Assessment: Finally, you should list how each outcome will be evaluated. For example, the accessible web site could include peer evaluations.

Good Luck! I look forward to reading your IEPs!

Each of your plans should include:

• Introduction: Tell a little about where you think you are going — if you will be teaching next year, describe the setting you will be working in. If you plan on going to a different line of work, describe this career path. Just describe your own situation before you move on.
• Objectives: Include some objectives that identify how you hope to interact with persons with exceptionalities in the future. What sort of skills do you want to be able to obtain with regard to persons with exceptionalities? What sort of attitudes do you hope to have?
• Measurable Outcomes: How will you determine that each objective list above has been meet? This section should be specific in terms of what and how. For example, if an objective for your future is Student will be able to identify the elements of an accessible lesson, the measurable outcome might be Student will design a lesson about that meets all the criteria for accessible web design listed in Chapter 2 of the Irvine (2003) textbook.
• Materials and Accommodations: List what you will need to fulfill each objective. For the objective just mentioned, this might include access to the computer lab, use of the textbook, and so on.
• Assessment: Finally, you should list how each outcome will be evaluated. For example, the accessible web site could include peer evaluations.

Good Luck! I look forward to reading your IEPs!

Group one users can be found listed on the groups page

Group two users can be found listed on the groups page

Group three users can be found listed on the groups page

You have two options for viewing Clint Bolick's article.

1. By clicking on the edweek article link you will need to sign up for an Education Week account. This will allow you to access comments and other articles.

2. To view the article as a PDF document, click on "files" below and then open the document titled "A Bad IDEA is Disabling Public Schools PDF"

You have two options for viewing Clint Bolick's article.

1. By clicking on the edweek article link you will need to sign up for an Education Week account. This will allow you to access comments and other articles.

2. To view the article as a PDF document, click on "files" below and then open the document titled "A Bad IDEA is Disabling Public Schools PDF"

You have two options for viewing Clint Bolick's article.

1. By clicking on the edweek article link you will need to sign up for an Education Week account. This will allow you to access comments and other articles.

2. To view the article as a PDF document, click on "files" below and then open the document titled "A Bad IDEA is Disabling Public Schools PDF"

Once you've read the introduction to the text, please share your reaction to the readings in general, and respond to the following questions.
What do you feel are the key contributing factors to the over-representation of minorities in special education? Are there particular policies or law that appear to have affected this trend? If so, which do you think are the most significant? What recommendations or solutions seem to make sense to you?
Again, I look forward to hearing from you!

Group two users can be found listed on the groups page

Once you've read the introduction to the text, please share your reaction to the readings in general, and respond to the following questions.
What do you feel are the key contributing factors to the over-representation of minorities in special education? Are there particular policies or law that appear to have affected this trend? If so, which do you think are the most significant? What recommendations or solutions seem to make sense to you?
Again, I look forward to hearing from you!

Group three users can be found listed on the groups page

Once you've read the introduction to the text, please share your reaction to the readings in general, and respond to the following questions.
What do you feel are the key contributing factors to the over-representation of minorities in special education? Are there particular policies or law that appear to have affected this trend? If so, which do you think are the most significant? What recommendations or solutions seem to make sense to you?
Again, I look forward to hearing from you!

Group one users can be found listed on the groups page

First of all, the forums (and any other conversations or information you have or send to me) are "safe spaces". You may post comments, thoughts, opinions, or ideas without fear of prejudice. Any personal information you (or I) share in this space stays within this space — by participating in the discussion forum or accessing those forums in anyway, you are thereby recognizing that you agree to these terms and will not share any personal information of the participants in this course with anyone outside of this course. Any comments or postings that are percieved to "personally attack" any member of this course will be immediately deleted from the forum and further postings will be blocked. When talking about special education, people share personal information about themselves or their families, and this information is held in the highest confidence. Also, when talking about special education, sometimes students tend to self diagnose. For example, when we talk about the characteristics of ADHD, you might feel like YOU might be ADHD. Or you might read the information on depression and feel that you might be depressed. Please note that this is normal, and normal people often will have all of the characteristics of any particular condition, but these persons do not "have' the condition. We will talk about "frequency, intensity and duration" many times in this course — the individual who is highly involved with any particular condition is effected significantly, so much so that they cannot live a "normal" life.

Secondly, when you have any outside information you would like to share in the forum (such as links to outside web addresses, etc), please give not only the URL (the http://… stuff) but also the group that publishes the site or article and a short description of the information. This will faciliate our reading and our "talks".

Thirdly, I will check the discussion forums approximately every 24 hours (likely between the hours of 4 and 7 am EST). You are asked to check in with the forums at least once per week, ideally more often, to stay attended to our activities. In terms of your "grade" in the discussion forums, you will see that it is more likely that you will receive a higher rating on these activities when you post an average of 2-3 times a week. Less often posting likely means you are not fully participating, more often might mean that you are overdoing it a little :)

If you ever want to reach me, please do not hesitate to contact me via email at ude.nacirema|haras#ude.nacirema|haras or on the telephone at 202.885.3714. I look forward to working with you over the summer!