SPD 310 Full Course Discussions GCU




SPD 310 Full Course Discussions GCU

SPD 310 Topic 1 DQ 1

Finding time to effectively collaborate with other teachers and paraeducators is often difficult to schedule. What are some ways teachers and paraeducators can ensure they have time to communicate and collaborate?

SPD 310 Topic 1 DQ 2

Discuss the effect interpersonal styles have on the collaborative process. What can individuals do to grow their interpersonal and collaborative skills?

SPD 310 Topic 2 DQ 1

Research states that inclusion supports students with disabilities by providing them opportunities to succeed in the general education classroom with their typically developing peers. What is your philosophy of inclusion?

SPD 310 Topic 2 DQ 2

Consider the following scenario:

Linda is a twelve-year-old sixth grader who has just moved into your school boundaries and before she starts school, her parents requested a meeting with the entire IEP team, to include the school nurse, psychologist, special education teacher, general education teacher, speech and language pathologist, physical therapist, and occupational therapist. At this meeting, you learn Linda’s parents have a great deal of distrust of public schools. Linda has muscular dystrophy and is not able to get around campus well. Her muscles are weak, her vision blurry, and she sometimes demonstrates a lack of bladder control. Because of her difficulties, Linda can be quick-tempered and sometimes lash out at other students verbally. She does not have any cognitive disabilities that affect her learning.

How would you go about setting up a successful inclusive environment for Linda? How would you communicate and collaborate with all parties to implement Linda’s support plan, goals, and expectations?

SPD 310 Topic 3 DQ 1

GCU’s Statement on the Integration of Faith and Work states it is God’s calling on our lives to help meet the needs of others. Describe two collaboration strategies you feel will be effective with families when discussing concerns about their child’s social and academic development with teachers. Reflecting on GCU’s philosophy, how can you promote these collaboration strategies in your future professional practice?

SPD 310 Topic 3 DQ 2

Families may require additional support during their child’s developmental transitions (i.e., from early intervention to early childhood, from early childhood to early school age, from early school age to adolescence, and from adolescence to adulthood).

Based on the readings in this topic and additional research of your own, what are two of the most important suggestions you could give a family to assist them with these transitions? Justify the importance of these specific examples. How would you support families as they go about implementing the suggestions?

SPD 310 Topic 4 DQ 1

What do you think are your personal strengths and weaknesses in relation to co-teaching? How do you plan to use your strengths to facilitate effective co-teaching in future practice? How will you develop your identified weaknesses?

SPD 310 Topic 4 DQ 2

Consider the following scenario:

You, the special education teacher, have just been assigned to work with Mrs. Krum next fall to co-teach the eighth grade science classes. Mrs. Krum has been teaching for 18 years and is loved by her students as well as her colleagues. However, she has let you know she is hesitant about giving up control in her classroom, particularly to someone with so little experience.

Create a list of talking points to discuss with Mrs. Krum the first time you sit down to plan with her. What do you feel is important to discuss? Why? What communication strategies might make the conversation smoother? Justify your responses using support from the readings.

SPD 310 Topic 5 DQ 1

What educational qualifications are required for paraeducators in your state? Should paraeducators be educated in the same manner as teachers, and be required to be licensed? Rationalize your choices with reference to this topic’s readings and any additional research of your own.

SPD 310 Topic 5 DQ 2

Although paraeducators have valuable information about students, they are often not provided planning time with teachers and are not usually included in meetings and interactions with parents. What should be the role of the paraeducator on the instructional team? How would you optimize their involvement? Use examples from the readings for this topic and any additional research of your own.

SPD 310 Topic 6 DQ 1

Consider the following scenario:

Sarah is a seventh grade student who has been struggling academically in all classes, but her scores have been particularly low in her English language arts and science classes. She has not been academically successful despite the months of increasingly intense interventions that have been in place to support her. The school team feels it is appropriate to evaluate Sarah for special education eligibility but, after the initial contact, the parents have refused.

What are possible reasons for the parents’ hesitation? How would you go about identifying, understanding, and resolving the conflict?

SPD 310 Topic 6 DQ 2

Imagine that you are a special education teacher who needs to support students with IEPs in six different classrooms while still serving seven students within daily 60-90-minute resource services. Describe your primary concerns as you begin to plan your schedule. How will you manage your time so that you can meet the needs of all special education students? How could additional resources such as training faculty on students’ needs, or involving paraeducators, help you?

SPD 310 Topic 7 DQ 1

When meeting to collaborate with colleagues, explain three meeting norms that should be expected? Why are these important to consider as norms?

SPD 310 Topic 7 DQ 2

Based on this topic’s readings and any additional research of your own, what is one of the challenges regarding administrative participation in collaborative activities? Offer some solutions to overcoming the challenge you identified.

SPD 310 Topic 8 DQ 1

Consulting, coaching, and mentoring are sometimes confused as synonyms. Share how these three terms are different and provide an example of each.

SPD 310 Topic 8 DQ 2

Consider the three models of team interaction: multidisciplinary, interdisciplinary, and transdisciplinary. How might a special education teacher’s role as a consultant be different in each model? How about as a coach? Provide examples to support your answer.


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