Focus+Student+Portfolio


 * TE 408 Sec 007 **
 * Spring 2012 **
 * Special Education Emphasis **


 * Focus Student Portfolio Assignment **

The purpose of this assignment is to allow you to work through the process of designing a lesson that includes accommodations for special education students by first learning about the needs of a //particular// (real, or if necessary fictitious) student, and then making instructional choices based on that knowledge.

○ Mentor observations of your student ○ Special education support staff observations about your student ○ Student’s documentation (with your mentor, if possible) ○ Student interview (formal or informal) Ask general questions about school and attitudes about school. It is a very good idea to interview 3-4 students so as not to draw attention to your focus student. Do NOT ask him/her specific questions about how it feels to be identified as a special education student. //__ NOTE __//__ : Some of you will be able to accomplish all of this with no problem. However, some teachers and school districts will limit your access to some student records. Talk to your mentor and develop a plan to get as much information about your student as possible. __ //__ NOTE __//__ : Due to the diversity of conditions in field placements, instructors may modify the requirements to reflect the individual situations. These arrangements must be made as soon as possible. __
 * ** Step 1 – Identify a Student. ** In consultation with your mentor teacher, you will select a student in your class who has either been identified as a student who is accessing special education services or is an at-risk student.
 * ** Step 2 – Collect Student Data. ** Try to find out as much information about the student as possible. Use as many of the following as you are able to:
 * ** Step 3 – Research Student Disability. ** Use the Internet and other sources to research characteristics of your student’s disability. You will use this information to justify choices you make about accommodating a lesson for him/her. If your student does not have a disability, look for information about “at-risk” students.
 * ** Step 4 – Plan and Accommodate Lesson. ** Once you have gathered information about your student and his/her disability, think about what you could do in a lesson to help that student be successful in learning. This does not mean providing a “special” separate lesson for your student. Instead, you should accommodate this student’s needs within the lesson (most of the time, your accommodation will help many others). In coordination with your mentor teacher, design the lesson with its accommodations for your student.
 * ** Step 5 – Implement the Lesson. ** Depending on your agreement with the mentor teacher, you (or the mentor teacher, or the intern) will teach the lesson. It would be very helpful to have to take field notes for this lesson, especially notes about the experience of your focus student during the lesson. (Note taker depends on who is teaching the lesson)
 * ** Step 6 – Evaluate the Success of your Accommodations. ** Once the lesson has been implemented, evaluate how your accommodation worked for your focus student. You will present your findings on the final day of class.