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Comments: Comments: SpeG 621: SpeG 621: Feedback to Ex A Group:, Feedback to Ex A Group:, The group's slides are quite good! The So What The group's slides are quite good! The So What slides tend to be your complete sentences rather slides tend to be your complete sentences rather than the "talking points" for a presentation using than the "talking points" for a presentation using PowerPoint. Your So What for the Race and Ethnicity PowerPoint. Your So What for the Race and Ethnicity is a good model to follow in that those statements is a good model to follow in that those statements are not the long complete sentences, and they are not the long complete sentences, and they contain only the sparse words. Even those could contain only the sparse words. Even those could have been reduced in length of statement. All else have been reduced in length of statement. All else flows well, is quite comprehensive, and conveys the flows well, is quite comprehensive, and conveys the individual components from each member in an individual components from each member in an integrated fashion. I particularly like the integrated fashion. I particularly like the parallel structure of each segment of the parallel structure of each segment of the presentation. You might want to look again at the presentation. You might want to look again at the list of elements of an effective PowerPoint list of elements of an effective PowerPoint presentation on the second page of the rubric for presentation on the second page of the rubric for guidance re: the length of bullets. guidance re: the length of bullets. Looking forward to your group's presentation where Looking forward to your group's presentation where I'll learn the details about your talking points, I'll learn the details about your talking points, Mary Mary

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Page 1: Comments: SpeG 621:

Comments:Comments:SpeG 621:SpeG 621:

Feedback to Ex A Group:,Feedback to Ex A Group:,

The group's slides are quite good! The So What slides tend to be your The group's slides are quite good! The So What slides tend to be your complete sentences rather than the "talking points" for a presentation complete sentences rather than the "talking points" for a presentation using PowerPoint.  Your So What for the Race and Ethnicity is a good using PowerPoint.  Your So What for the Race and Ethnicity is a good model to follow in that those statements are not the long complete model to follow in that those statements are not the long complete sentences, and they contain only the sparse words.  Even those could sentences, and they contain only the sparse words.  Even those could have been reduced in length of statement. All else flows well, is quite have been reduced in length of statement. All else flows well, is quite comprehensive, and conveys the individual components from each comprehensive, and conveys the individual components from each member in an integrated fashion.  I particularly like the parallel structure member in an integrated fashion.  I particularly like the parallel structure of each segment of the presentation.  You might want to look again at of each segment of the presentation.  You might want to look again at the list of elements of an effective PowerPoint presentation on the the list of elements of an effective PowerPoint presentation on the second page of the rubric for guidance re: the length of bullets.second page of the rubric for guidance re: the length of bullets.

Looking forward to your group's presentation where I'll learn the details Looking forward to your group's presentation where I'll learn the details about your talking points, Maryabout your talking points, Mary

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SpeG 621: SpeG 621: Presentation on Presentation on

ObservationsObservationsBy (names of group By (names of group

members)members)

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OverviewOverview

Settings:Settings: educational, recreational, educational, recreational, vocationalvocational

Service Providers:Service Providers: Public Schools, Public Schools, Collaborative After school Programs, Collaborative After school Programs, Employers Employers

Ages:Ages: Children and Adults Children and Adults

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Evidence of Ethical PracticeEvidence of Ethical Practice

CEC: Council for Exceptional ChildrenCEC: Council for Exceptional Children

School Settings: Elementary/Secondary/SpecialSchool Settings: Elementary/Secondary/Special Behavior management techniques in placeBehavior management techniques in place Incorporation of related service providersIncorporation of related service providers Modification of materialModification of material Certified staff, Teacher training programsCertified staff, Teacher training programs Safe and effective learning environmentsSafe and effective learning environments

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Evidence of Ethical PracticeEvidence of Ethical Practice

After School SettingsAfter School Settings Coordination with other agencies Coordination with other agencies Safe and effective learning environmentsSafe and effective learning environments Behavior management techniques in placeBehavior management techniques in place Effective communication with parentsEffective communication with parents

Adult/Work/Vocational SettingsAdult/Work/Vocational Settings Staff training, Professional developmentStaff training, Professional development Independence of participantsIndependence of participants Safe and effective learning environmentsSafe and effective learning environments

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Evidence of Ethical PracticeEvidence of Ethical Practice

Adult/Work/Vocational SettingsAdult/Work/Vocational Settings Staff training, Professional developmentStaff training, Professional development Independence of participantsIndependence of participants Safe and effective learning environmentsSafe and effective learning environments

So What?So What? Small sample of practices foundSmall sample of practices found In all settings the health and well being of the In all settings the health and well being of the

students was evident in all aspects of the programs.students was evident in all aspects of the programs. The existence of ethical standards helps provide The existence of ethical standards helps provide

guidelines for our interactions with the students under guidelines for our interactions with the students under our care and with our colleagues.our care and with our colleagues.

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SUPPORTSSUPPORTS

CLASSROOMCLASSROOMClassroom aidesClassroom aidesStudent volunteersStudent volunteersSpecial Education Support StaffSpecial Education Support Staff

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SUPPORTSSUPPORTS

Outside of classroomOutside of classroom

For StudentsFor Students Specialists OT & PTSpecialists OT & PT Guidance CounselorsGuidance Counselors SLP’sSLP’s

For StaffFor Staff Team meetings and staff supervisionTeam meetings and staff supervision In – Service TrainingsIn – Service Trainings

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Supports--So What?Supports--So What?

Students were getting support in the Students were getting support in the class as well as outside of itclass as well as outside of it

Numerous different types of support Numerous different types of support available for the student in the available for the student in the classroomclassroom

Teachers were also able to get Teachers were also able to get support from other peers and trainingsupport from other peers and training

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Applications of Disability Laws--Applications of Disability Laws--IDEAIDEA

Modifications called for by IEP’s were the Modifications called for by IEP’s were the most identifiable element in classrooms, most identifiable element in classrooms, such assuch as

Use of adaptive technologyUse of adaptive technology

Preferred seatingPreferred seating

Modified homework and assessmentsModified homework and assessments

Support staff helping special needs Support staff helping special needs students in regular classroomsstudents in regular classrooms

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Applications of Disability Laws--Least Applications of Disability Laws--Least Restrictive Environment (LRE)Restrictive Environment (LRE)

LRE calls for special education students to LRE calls for special education students to be educated in the regular classroom as be educated in the regular classroom as much as possible much as possible

Most students in regular education Most students in regular education classrooms with some time in resource classrooms with some time in resource roomsrooms

Some students in substantially separate Some students in substantially separate environmentenvironment

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Applications of Disability Laws—Americans Applications of Disability Laws—Americans with Disabilities Actwith Disabilities Act

ADA provides civil rights protections for people ADA provides civil rights protections for people with disabilities in public and private lifewith disabilities in public and private lifeEmployers may not discriminate or refuse to hire Employers may not discriminate or refuse to hire people with disabilities, and must make facilities people with disabilities, and must make facilities accessibleaccessibleIn professional venues, we saw wheelchair In professional venues, we saw wheelchair accessible ramps in workplaces and hand bars accessible ramps in workplaces and hand bars in toiletsin toiletsIn the workplaces visited, we saw non-In the workplaces visited, we saw non-discrimination in the hiring of people with discrimination in the hiring of people with disabilities disabilities

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Application of Disability Laws—Application of Disability Laws—So What?So What?

Laws provide supports and protections for Laws provide supports and protections for people with disabilities in school, people with disabilities in school, workplaces, and public lifeworkplaces, and public life

Disability laws ideally gives each child in Disability laws ideally gives each child in school what s/he needs to succeedschool what s/he needs to succeed

Some students in separate environments Some students in separate environments need those environments to succeed—need those environments to succeed—does this always work?does this always work?

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DiversityDiversity

Race\EthnicityRace\Ethnicity

ClassClass

GenderGender

AgeAge

LanguageLanguage

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Class of 22 children:Class of 22 children:

Cape VerdeanCape Verdean

VietnameseVietnamese

DominicanDominican

American, White, Female TeachersAmerican, White, Female Teachers

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Race and EthnicityRace and Ethnicity

Redbird SchoolRedbird School

White, Not Hispanic White, Not Hispanic 81%81%

Black, Not Hispanic Black, Not Hispanic 8%8%

HispanicHispanic 6%6%

Asian/Pacific Islander Asian/Pacific Islander 5%5%

Amer Indian/Alaskan NativeAmer Indian/Alaskan Native 1%1%

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Race and EthnicityRace and Ethnicity

Canary Collaborative. Class of 6Canary Collaborative. Class of 6

WhiteWhite

BlackBlack

HispanicHispanic

White Female TeachersWhite Female Teachers

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So What?So What?

Class composition is reflective of neighborhood. Class composition is reflective of neighborhood.

Population of Cape Verde largest growing group. Population of Cape Verde largest growing group.

Bilingual Vietnamese/English program in place.Bilingual Vietnamese/English program in place.

Diverse staff need to be hired.Diverse staff need to be hired.

Bilingual Portuguese program added.Bilingual Portuguese program added.

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Diversity Within SettingDiversity Within Setting

Finch Boys and Girls Club Finch Boys and Girls Club StudentsStudents: African American, White, Hispanic. Boys >Girl: African American, White, Hispanic. Boys >GirlStaffStaff: Background varied.M\F Ratio unavail. : Background varied.M\F Ratio unavail.

Sparrow Center Youth ProgramSparrow Center Youth ProgramStudents:Students: Rich ethnic and racial diversity. Boys=Girls Rich ethnic and racial diversity. Boys=GirlsStaff:Staff: Background varied. Male= Female Background varied. Male= Female

Peacock Public School Peacock Public School behavior adjustment room. behavior adjustment room.Students:Students: African American, Haitian, White. Boys >Girls African American, Haitian, White. Boys >GirlsStaff:Staff: All female. 2 White, 1 Hispanic. All female. 2 White, 1 Hispanic.

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Diversity Within SettingDiversity Within Setting

Hummingbird Program For The BlindHummingbird Program For The BlindClients:Clients: 50+ yrs., Men & Women, Legally Blind, 50+ yrs., Men & Women, Legally Blind,

diverse race/ethnicity from serv. areadiverse race/ethnicity from serv. areaStaff:Staff: White WhiteWren School For The BlindWren School For The Blind Students:Students: From all From all

around the world.around the world.Staff:Staff: White fem, Eastern, African Amer. White fem, Eastern, African Amer.Parrot Elementary SchoolParrot Elementary SchoolStudents: Students: African Amer., Latino & bused. African Amer., Latino & bused. Staff:Staff: Diverse Diverse

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So What?So What?

Program design reflects and draws upon Program design reflects and draws upon rich ethnic and racial diversity in students rich ethnic and racial diversity in students and staff, along with ratios of gender to and staff, along with ratios of gender to serve as role models for group identity.serve as role models for group identity.

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Adaptive TechnologyAdaptive Technology

Jaws/Zoom Text (2 sites) A computer screen reader for Jaws/Zoom Text (2 sites) A computer screen reader for the visually impairedthe visually impaired

CCTV/magnifiers (2 sites) To magnify textCCTV/magnifiers (2 sites) To magnify text PacMate/Braille Note (1 site)PacMate/Braille Note (1 site) Reading System/Games (1 site)Reading System/Games (1 site) Wood/Metal Mold & Self-Threading Needle (1 site) To Wood/Metal Mold & Self-Threading Needle (1 site) To

assist in vocational needsassist in vocational needs Scanner/Reading Software (1 site)Scanner/Reading Software (1 site) Voice-to-text computer programs (2 sites) Transfers Voice-to-text computer programs (2 sites) Transfers

voice to word-textvoice to word-text P.A. system in classroom for hearing impaired (1 site)P.A. system in classroom for hearing impaired (1 site)

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Adaptive Technology—So Adaptive Technology—So What?What?

The items listed, plus many more, are designed The items listed, plus many more, are designed to help individuals who are visually impaired and to help individuals who are visually impaired and blind participate in many activities. The market blind participate in many activities. The market has many more items that were not observed in has many more items that were not observed in field observations.field observations.

Research continues to provide advancements Research continues to provide advancements for adaptive technologies that make education for adaptive technologies that make education more accessible for people with disabilitiesmore accessible for people with disabilities

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ConclusionConclusion

We found a wealth of knowledge in each of the We found a wealth of knowledge in each of the five areas.five areas.It is evident that most educational settings It is evident that most educational settings provide very similar services. provide very similar services. The only differences were the age and ability of The only differences were the age and ability of the participants. the participants. We all enjoyed our experiences and learned a We all enjoyed our experiences and learned a lot by comparing and discussing what we saw.lot by comparing and discussing what we saw.

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EvaluationEvaluation

1.1. On a scale of 1-5 how clear and concise On a scale of 1-5 how clear and concise were the slides in general?were the slides in general?

2.2. On a scale of 1-5 how would you rate the On a scale of 1-5 how would you rate the oral presentation of the information?oral presentation of the information?

3.3. Did the presenters appear to be Did the presenters appear to be knowledgeable about the information knowledgeable about the information presented?presented?

4.4. Was enough detail given to cover each Was enough detail given to cover each category?category?