SPE_Context_For_Learning Santos 1
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Special Education
Task 1: Context for Learning Information
TASK 1: CONTEXT FOR LEARNING INFORMATION
Respond to the prompts below (
no more than 4 single-spaced pages, including prompts
) by typing your responses within the
brackets following each prompt. Do not delete or alter the prompts. Pages exceeding the maximum will not be scored.
About the Placement and Your Role in the Focus Learner’s Instruction
1.
Context for Learning
a.
Provide information about the context in which you teach so that another educator can understand your teaching decisions for the instruction in the learning segment
. Ad-
dress the following:
◼
Type of setting (e.g., first-grade classroom in an elementary school, resource room, a home, a job site) [Third grade classroom in a public elementary school, 1:1 instruction in resource room ]
◼
Where is the school where you are teaching located? (Type an “X” next to the appro-
priate description.)
1
City: _____
Suburb: _____
Town: __x___
Rural: _____
◼
Your role in the focus learner’s instructional program (e.g., teach all academic sub-
jects plus support a behavioral plan; pull out of general education classroom for sup-
plementary instruction in reading; part of an instructional team; coordinate services to
the family and model working with the focus learner)
[ in the classroom as a Lead teacher plus 1:1 instruction for support in the resource room for
the focus learner ]
◼
The schedule for instructional time with the focus learner for the learning goal (e.g., Tuesdays for 15 minutes; every day for six hours with two hours on reading instruc-
tion)
[Every day for six hours with one hour of 1:1 math instruction]
◼
The primary language of instruction, if other than English (e.g., ASL)
[ N/A ]
b.
Describe any district, school, or cooperating teacher, or student teaching requirements or expectations (e.g., prescribed reading curriculum) that might affect your planning or instructional delivery. [Virginia State Standards of Learning]
c.
Identify any textbook or instructional program you primarily use for instruction for the learning goal. If a textbook, please provide the title, publisher, and date of publication.
1
If you need guidance when making a selection, reference the NCES locale category definitions (
https://nces.ed.gov/surveys/
ruraled/definitions.asp
) or consult with your placement school administrator.
Copyright © 2016 Board of Trustees of the Leland Stanford Junior University.
1 of 2 | 4 pages maximum
All rights reserved.
V6_0916
The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is permit-
ted only pursuant to the terms of a written license agreement.
Special Education
Task 1: Context for Learning Information
[ TouchMath textbooks and learning tools curriculum to follow, State standards curriculum textbooks ]
d.
If group instruction, describe the size and composition of the group (e.g., 6 special edu-
cation learners; 3 learners with IEPs and 23 general education learners).
[ Class of 12 students; 1 special education student with modifications for instruction, 11 gen-
eral education learners ]
About the Focus Learner
1.
Age: __8____
2.
Gender (Type an “X” next to the appropriate description.):
◼
Male: _x_____
◼
Female: ______
3.
Grade level:
[3rd grade ]
4.
Primary language (Type an “X” next to the appropriate description or provide information re-
quested.):
◼
English: __x____
◼
Bilingual in English and other language (please identify): _________________
◼
Other language (please identify): _________________
5.
Describe the disability or disabilities as reported on the focus learner’s IEP.
[ Difficulty keep focused during instruction, seated control, instructional control, needs breaks to continue working ]
6.
List any type of augmentative or alternative communication used by the learner (e.g., com-
munication boards, signing, AlphaSmart keyboard, optical-character-recognition devices, speech generation technology).
[ picture communication boards, visual prompts with enlarged pictures for the student to see]
7.
Describe any behavior management plans relevant for the focus learner.
[ When the student gets frustrated because of his inability to sit at a table for an extended period of time during instructional tasks, the student will ask for a break during to lessen frustration, which usually consists of going for a walk or timed free play. ]
Copyright © 2016 Board of Trustees of the Leland Stanford Junior University.
2 of 2 | 4 pages maximum
All rights reserved.
V6_0916
The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is permit-
ted only pursuant to the terms of a written license agreement.
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