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Above: Learning centers with modifications, developed by ELED6823 students
Test Three will be on Tuesday, cooperatively done. Take what you read in the student's spychological at face value. There are no "gotcha" items in there and you shouldn't make this harder than it was intended to be. A lot of IEP writing amounts to plain common sense.
We now have a way to access my Power Points and handouts from off campus in much the same way as if you had been on campus and within the Local Area Network. Either click ftp://tdata.atu.edu or paste this location into your browser. Either Netscape or Explorer will take you to that FTP area; from there, just go to swdata to find folders for the classes I teach.
Click here to get the rubric for the final. You need to be prepared to write to these areas as you are writing relevant parts of the IEP. For the more experienced who might come across this web page, this IEP simulation concentrates upon the parts of the IEP that would be appropriate for learning disabilities and which could be written mostly by an individual, not by the entire team.
Please see
http://education.atu.edu/people/swomack/ELED6823PresentationRubric.htm to see the rubric used for the presentations.
Product approaches. LD students don't "get well" with product approaches, as they sometimes do in their younger years with process approaches. And it is true that process approaches don't always work. But with product approaches, the teacher is trying to help a student get through a specific assignment, in spite of his disability, instead of trying to remediate a process that does not work.
Product approaches have in common the idea of "getting the student around" his disability while still gaining the information or getting a benefit from a lesson. Product teaching tries to by-pass the learning difficulty and get the information inside the student's head some other way. One can almost envision a person re-wiring an electrical circuit to get a motor to work while still using a given circuit board. Given the electrical nature of our brains, that may be very close to what actually takes place.
One end to the argument. The Federal law that defines learning disabilities provides eligibility for students with either process or product deficits. That means that we will be addressing both for the foreseeable future.
Learning Centers. Learning Centers are hubs or areas in a classroom designed to promote learning; the classroom is arranged in discrete areas for activity, and children move from one area to another rather than stay at an assigned desk or seat. Frequently they are put in the corners of classrooms, but they can be put elsewhere. For the learning centers that you are making for this class, learning centers should have a minimum of:
To see the rubric that will be used to evaluate the centers, click here .
Click here for a copy of the Summer I syllabus.
Significant dates for ELED6823:
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