ECS 590 Full Course Discussions GCU




ECS 590 Full Course Discussions GCU

ECS 590 Topic 1 DQ 1

You have accepted a new special education position in a new K-Grade 5 school. As you are preparing for the assessment and IEP development of a child receiving services for delays in multiple areas of development, you are informed by one of the IEP team members that she does not feel a need to collaborate with the other team members because her area of service is not affected by the other developmental areas being evaluated. How would you handle this situation? Why did you choose to handle it the way you did?

ECS 590 Topic 1 DQ 2

Collecting information about student progress is important to making informed educational decisions and creating effective learning experiences for students. What are some of the challenges you think teachers face in collecting accurate assessment data and how do you think those challenges can be overcome?

ECS 590 Topic 2 DQ 1

According to “Case Overview, Individuals with Disabilities Education Act,” some disability rights advocates argue that the Individuals with Disabilities Education Act is a program of good intentions and poor implementation, due to the combination of increased oversight of special education services and the implementation of services being left up to individual states with limited funding. In what ways do you agree and disagree with this statement? Provide examples.

ECS 590 Topic 2 DQ 2

The Individuals with Disabilities Education Act emphasizes the involvement of parents throughout the assessment and evaluation process. Some parents are intimidated by the “experts” around the table when discussing their child’s special education needs and are uncomfortable contributing. How can teachers support parents in participating as a full member of the MET/IEP/IFSP team? What do you see as the benefits of increased parent involvement in the assessment process and why?

ECS 590 Topic 3 DQ 1

In order for families to be equal participants in the assessment and evaluation process for their child, they need to not only know what their rights are, but be able to translate that knowledge into effective collaboration efforts with school personnel. What are some ways that teachers can support parents in becoming more collaborative with the educational team working with their child? What are the strengths and challenges associated with your ideas?

ECS 590 Topic 3 DQ 2 

Sometimes parents and special education teams differ on how they interpret special education law and the requirements of IDEA. A couple of common examples would be when parents and school districts disagree on what constitutes a free and appropriate education or when they disagree on the least restrictive environment. What are your thoughts on ways to handle these types of differences of opinions? Provide an example of a disagreement, real or hypothetical, and your response.

ECS 590 Topic 4 DQ 1

The results of standardized assessments are often reported in terms of standard deviations away from the norm, age equivalents, or grade level equivalents. Which of these manners of reporting assessment results do you think would be the most useful in terms of communicating the results to families and informing educational decisions for the child? Why?

ECS 590 Topic 4 DQ 2

Standardized assessment tools frequently require a substantial amount of sustained attention from the child being assessed. Without obtaining an appropriate amount of child attention to the assessment tasks, the assessment results could be invalid. What are some ways to increase student engagement in the assessment tasks to obtain results that are more indicative of the child’s true abilities?

ECS 590 Topic 5 DQ 1

There is an expectation that teachers and students both utilize technology throughout the classroom. What are some ways teachers can include technology in ongoing progress monitoring? What do you see as the benefits and challenges to using technology in ongoing progress monitoring?

ECS 590 Topic 5 DQ 2

Teachers sometimes report that collecting adequate progress monitoring documentation is time consuming and takes time away from teaching students. How often do you think teachers should be collecting data? What ideas do you have that could combine collecting assessment documentation into instruction?

ECS 590 Topic 6 DQ 1

IEPs are reviewed annually and a new statement of present levels of performance is created with each IEP review to reflect the student’s most current performance levels. Teachers have the responsibility of ensuring that families have input into the new present levels of performance. What are some ways of handling discrepancies between parent observations of the child’s performance and the teacher’s observations? What are the challenges and benefits of having differing opinions when it comes to writing new goals for the child?

ECS 590 Topic 6 DQ 2

Reflect on your practicum experiences related to the evaluation and assessment of young children. Share what you have learned and describe why you feel it is important.



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