5-Week Internship Project
- 1. 5 Weeks at Rickover Naval Academy
- 3. RealitySpecial Educator floatedCurriculum-centered instructionFew cooperative opportunitiesNo collaborationModifications to assessments only
- 4. What did I do for 5 weeks???After school tutoring from 3 to 4Small group instruction during pull-out sessionsIndividual instructionCollaborated on 5 IEPsAttended 5 IEP meetingsConducted 10 transition interviewsWorked on transition benchmarks with 10 studentsProctored standardized and curriculum-based assessments Modified assessmentsGraded tests Attended professional development seminarsWrote progress reportsCollected behavior dataAccommodated students in the classroom Floated in Physics (X2) , Algebra (X2) and Language Arts (X1)
- 5. Who Were My Students? Freshmen20 Total with IEPs or 504s11 on my caseload9 have LD7 with V/A learning styles
- 6. Literature ReviewIncluding Students With Disabilities Into the General Education Science Classroom“The science class is potentially one of the more promising classes in which to provide an appropriate education in the LRE because it has the capability (a) to allow students to interact, share, and collaborate during their learning experiences; (b) for teachers and students to assist one another during instructional activities, and (c) to offer a variety of multimedia opportunities for learning and performance” (Cawley, Hayden, & Baker-Kroczynski, 2002, p. 426).
- 7. Literature ReviewThe Inclusion Classroom: Mathematics and Science Instruction for Students With Learning Disabilities“In…science, students with learning disabilities frequently have difficulty with computation, problem solving, terminology, making inferences, and integrating new and prior knowledge. Memory, motor, and attention deficits are also common…” (Jarrett, 1999, p. 3).
- 8. ReccommendationsGen Ed and Sped CollaborationCooperative Learning GroupsCreate Learning ExperiencesAdapt Textbooks for LearningInquiry-Based Learning
- 9. Break DownLessons explicitly states purposeIncludes students’ interests & stylesProvides first-hand experienceAllows generalization of content learned Teacher modeling & scaffoldingGroup workReduce language and literacy demandsTeachers co-teach and co-plan Use multimedia
- 10. ReferencesCawley, J., Hayden, S., Cade, E., & Baker-Kroczynski, S. (2002). Including students with disabilities into the general education science classroom. Exceptional Children, 68(4), 423-435. Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books. Jarrett, D. (1999). The inclusive classroom: Mathematics and science instruction for students with learning disabilities. Portland, OR: Northwest Regional Education Laboratory. Kroeger, S. D., Burton, C., & Preston, C. (2009). Integrating evidence-based practices in middle science reading. Teaching Exceptional Children, 41(3), 6-15. LDA Education Committee. (2004). Differentiated instruction. Retrieved from http://www.ldaamerica.org/news/DIFFERENTIATED_INSTRUCTION.asp Lynch, S., Taymans, J., Watson, W. A., Ochsendorf, R. J. Pyke, C., & Szesze, M. J. (2007). Effectiveness of a highly rated science curriculum unit for students with disabilities in general education classrooms. Exceptional Children, 73(2), 202-223. Maroney, S. A., Finson, K. D., Beaver, J. B., & Jensen, M. M. (2003). Preparing for successful inquiry in inclusive science classrooms. Teaching Exceptional Children, 36(1), 18-25.