Order ID:89JHGSJE83839 | Style:APA/MLA/Harvard/Chicago | Pages:5-10 |
Instructions:
In person or via phone, interview two individuals who each represent a different role on the special education team specific to a grade range relevant to your program of study. Potential interviewees could include a school administrator, paraprofessional, school psychologist, service providers such as a speech, occupational, or physical therapists, or a school nurse. Do not interview a special education or general education teacher for this assignment, as those individuals will be interviewed in later field experiences. Be prepared to take notes, as these will be submitted as part of the assignment deliverable.
In the interview, address the following.
Discuss the characteristics of individuals with exceptionalities whom you serve, including gifted as well as those with disabilities.
Describe the educational, developmental, and medical services available for individuals with disabilities in your district.
Describe the specific steps in the IEP process.
Explain how special education and general education teachers are supported in the IEP process.
Describe how you collaborate with members of the IEP team. List other stakeholders you collaborate with as part of the IEP process and describe this collaboration.
Describe what you do to support families of individuals with disabilities.
Explain the process of addressing behavioral issues for students with disabilities.
Discuss the professional development that is available to you regarding special education policies, services, and educational strategies. Discuss whether there is specific training related to confidentiality, including who leads the training and how often it is required.
Discuss what you do to stay current on special education law.
In 250-500 words, consider what you learned from the two interviews and discuss the following:
Describe the similarities you noted in the responses of both interviewees. Include discussion of why you think that, regardless of their unique roles on the special education team, these commonalities exist.
Describe what made the role of each of your interviewees unique on the special education team. Include discussion of the key responsibilities each has in ensuring the needs of individuals with disabilities are being met in the educational setting.
Discuss what you learned about the significance of collaboration between members of the special education team. Include discussion of why collaborative professional practice is essential to meeting the needs of students with disabilities in the educational setting.
Explain how you will apply what you have learned from the interviews in your future professional practice related to using collaboration and other best practices to meet the needs of students with disabilities in the educational setting. Provide specific examples of ways that you can collaborate with individuals in the roles of the interviewees.
Submit your interview notes and reflection to the LMS.
RUBRIC |
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Excellent Quality 95-100%
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Introduction
45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Literature Support 91-84 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met. |
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Average Score 50-85% |
40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided. |
83-76 points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration. |
52-49 points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met. |
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Poor Quality 0-45% |
37-1 points The background and/or significance are missing. No search history information is provided. |
75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration. |
48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met |
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Phone interview with special education team