Overview
Collaboration between special education and general education teachers is crucial for meeting the diverse needs of students whose skills are below grade level. By fostering collaboration, utilizing digital tools, assistive technologies, AAC (augmentative and alternative communication) devices effectively, employing appropriate assessment methods, and implementing reteaching strategies, teachers can create a supportive and inclusive learning environment to help students thrive in inclusion classes.
Case Study: Fiona
Grade: 9th
Age: 14
It is the beginning of the second semester, and Fiona is having a great deal of difficulty in her mainstream algebra class. Fiona exhibits deficits in expressive communication skills and benefits from the use of AAC.
Prior to this year, she was receiving instruction in the resource setting. At her eighth-grade transition IEP meeting, her parents expressed their wishes that Fiona be in the mainstream algebra class, despite her special education teacher explaining that low reading comprehension negatively affects the understanding of math concepts.
Fiona understands basic concepts of algebra but has not mastered the skills needed to move to the higher-level concepts her class is now working on. Currently, her math performance has been measured two years below grade level, and her reading performance one year below grade level. Fiona’s general education math teacher has spoken with her parents about the possible need for additional support, and her parents have agreed to help at home, as they do not want her pulled out for resource at this time.
The following skills have been identified by the special education teacher collaborating with the general education math teacher as areas Fiona needs to concentrate on:
- Simplify addition, subtraction, and multiplication expressions that include variables [e.g., (2x + 6) + (4x + 7) = 6x + 13].
- Solve one and two equations with variables (e.g., 3x = -24 and 4x + 5 = 13).
- Write and solve the algebraic equation in a real-life word problem.
Using the provided case study and “Assessment and Reteaching Action Plan Template,” complete the following:
- Write three measurable goals for Fiona based on her areas of concern.
- Identify methods of assessment that could be used to measure these goals. You should address assessments to gather baseline data, as well as formative and summative assessments to measure progress.
- Provide strategies for reteaching skills based on the assessment results.
- Provide at least two digital tools, including one assistive technology, for creating student engagement and supporting communication and learning needs during instruction and assessment.
- Identify how you will use the data from assessments to provide Fiona with additional intervention, reteaching, and enrichment as necessary.
- Identify one strategy for building Fiona’s self-direction by engaging her in analyzing her own assessment results and setting goals for future learning.
- Include strategies for Fiona to utilize her AAC during reteach and assessment.
In 250-500 words, write a rationale for the following:
- Justify the reasons for choosing the assessments and reteaching strategies for Fiona.
- Discuss how Fiona’s AAC was considered when making choices for the action plan. Describe how the chosen assistive technology supports Fiona’s communication and learning, including how it will be used to support her during instruction and assessment.
- Discuss how planning specialized instruction for Fiona is enhanced through collaboration between general education and special education teachers, including how the collaboration fosters an inclusive environment.
Support your findings with a minimum of three scholarly resources.
While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite Technical Support Articles is located in Class Resources if you need assistance.
Benchmark Information
MEd in Special Education (ITL/NITL); MEd Elementary Education and Special Education (ITL/NITL)
4.7 Engage learners in analyzing their own assessment results and setting goals for learning to work toward quality learning and performance. [InTASC 6(d), 6(f), 6(m), 6(q); ISTE-E 6a, 7a]
5.9 Plan instruction and assessments using various assistive technologies to support the communication and learning of individuals with exceptionalities. [InTASC 3(h), 3(l), 8(g), 8(q); ISTE-E 4b, 5a, 7b]
Grad Cert Special Education Mild to Moderate
1.7: Engage learners in analyzing their own assessment results and setting goals for learning to work toward quality learning and performance. [MC1, MC4] [InTASC 6(d), 6(f), 6(m), 6(q); ISTE-E 6a, 7a]
4.5: Plan instruction and assessments using various assistive technologies to support the communication and learning of individuals with exceptionalities. [MC2, MC3, MC5] [InTASC 3(h), 3(l), 8(g), 8(q); ISTE-E 4b, 5a, 7b]