Enter the Grand City Community and locate West Ridge Middle School
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School
Walden University *
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Course
8020
Subject
Communications
Date
Jan 9, 2024
Type
Pages
6
Uploaded by HighnessPowerChinchilla38
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Enter the Grand City Community and locate West Ridge Middle School.
View the case study video titled, “The Observation Meeting.”
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Review Sharman’s advocacy guide in the Module Learning Resources.
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Research additional examples of advocacy plans.
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Review the instructions for the Module 1 Discussion 2 to ensure you have
completed all requirements for this Assignment.
Post
your action plan for advocacy to the Discussion Board in order to receive feedback
and support from your colleagues. Your 1- to 3-page action plan for advocacy should
address the following:
Action Plan for Advocacy
Leadership Roles
The leadership roles include Mr. Davis: Principal, Ms. Anderson: Special Education Teacher
and case manager, Mr. Chase: ELA Teacher and Ms. Wright: Math Teacher. Mr. Davis was an
advocate for the student and identified internal and external factors for the student. Ms. Anderson
collected observational data to support the need for more intervention. The roles of Mr. Chase
and Ms. Wright was to not advocate for the student.
Role of Principal (Mr. Davis)
When addressing policy and laws I would like to show leadership skills such as integrity,
patience, and ability to teach and mentor. I would have to show integrity most importantly
because honesty is the best policy when addressing laws. These laws are not optional and they
should not be taken lightly. Patience is needed because it may take a moment for specific law
information to be disseminated. Laws and policy are sometimes difficult to understand. It is
important to be patient while teaching this information to ensure it is understood. Teaching and
mentoring is a big step towards understanding and addressing laws. Teaching and addressing
laws can be added during professional development.
The issues related to policy and laws that need to be addressed are the least restrictive
environment and the lack of accommodations and support in general (Mueller, 2014). Ms.
Wright let us know that she has Jamal sitting away from the class on the computer. This could
leave room for the least restrictive environment to start taking place. If the student is not with the
rest of his peers his environment is being limited with not much data to support it. Also, it seems
Mr. Chase and Ms. Wright explained that they feel the inclusion classroom is not apporprotste
for the student. There is no data to support the students' change of envrionemnt.
The advocacy context that is represented in the case study video is building a connection
(Fowler, 2011). The teachers mostly advocated for the student to be removed from the general
education curriculum. Once I was able to speak with Jamal and build a connection, I was better
able to understand what he might need to be successful.
This context should be handled by the entire team. Jamal’s math and ELA teachers will
need to build a connection in order to understand internal factors that are affecting his time in the
class. The methods I intend to use to advocate for Jamal are direct communication and data
collection. Direct communication between the shareholders will improve adovation for Jamal by
allowing constant honest discussion about how to best serve Jamal. The skills and characteristics
needed to be Jamals advocate are listening and learning and the ability to bounce back from
negative perspectives.We could learn more valuable information about Jamal if we took more
time to speak to him about how he likes to learn. Jamal's mother will need to know how to file a
grievance or be informed about her and Jamal's rights while receiving special education services
in order to advocate for him. Oftentimes, parents do not understand or know the extent of rights
and due process available to her to advocate for Jamal.
Role of SPED Teacher (Ms. Anderson)
When addressing policy and laws I would like to show advocacy and innovation. When
speaking on policy and laws it is important that I stress to the general education teachers what
laws are relevant to the student and how they are applied in the classroom setting. For example,
it is not legal to separate a student from the rest of the class based on behavior and attempting to
“keep him quiet.” Also, innovation is needed to create exciting or different ways to follow these
policies and laws that are related Jamals case.
The issues related to policy and laws that need to be addressed are sending the student out
everytime there is a class disruption and separating the student from the rest of the class.
According to the Least Restrictive Environment or LRE, students should receive their education
to the maximum extent (Zirkel, 2015). Removing Jamal from his classroom or separating him
will not address any skill deficits (Laureate Education, 2015).
The advocacy context that is represented in the case study video are higher expectations
(Fowler, 2011). Unfortunately, Ms. Wright has stated Jamal lacks all skill levels to keep up with
the class. Mr. Chase is correct that the student is not reading on grade level but the
microaggression such as “of course he is not on grade level” is not holding the student to a
higher expectation (Laureate Education, 2015). Because the student becomes upset when he is
frustrated the expectation is lowered. These contexts should be handled by modifying student
work or allow the student to answer the same materials in another way. Maybe the student works
with the class but uses the computer for example. I can also scaffold and modify class materials
to support the student from becoming so frustrated. The student can be read to as opposed to
given headphones to listen.
The methods I intend to use to advocate for Jamal are interventions with progress
monitoring (Sharman, 2021). There is no better way to show growth or declining skills than
intervening and then collecting the data. I will intervene with the student using modifying
materials and offerent alternate ways to complete work. After using those materials in the
classroom I will collect the data and have it readily available for team meetings. This way the
entire team can make more informed decisions about how to help the student. The skills and
characteristics needed to be Jamals advocate are communication and collaboration. Data will be
collected and communicated to the team in order to make informed decisions while collaborating
together for Jamal.
Jamal's mother will need to know how to contact all of his teachers on a weekly basis to check in
and she is in her rights to ask for a meeting in order to advocate for him.
Fowler, F. C., Hulett, K. E., & Kieff, J. E. (2011).
Leadership, advocacy, policy, and
law
(Laureate Education, custom ed.). Upper Saddle River, NJ: Pearson.
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Laureate Education (Producer). (2015).
The observation meeting
[Video file]. Baltimore,
MD: Author.
Mueller, T.G. (2014). Litigation and special education: The past, present, and future direction
for resolving conflicts between parents and school districts.
Journal of Disability Policy
Studies,
1-9.
Sharman, R. R. (n.d.).
An introduction to advocacy: Training guide.
Retrieved
from:https://web.archive.org/web/20151010183555/http://www.globalhealthcommunicati
on.org/tool_docs/15/an_introduction_to_advocacy_-_training_guide_(full_document).pdf
Zirkel, P.A. (2015). Special education law: Illustrative basics and nuances of key
IDEA components.
Teacher Education and Special Education: The Journal of the
Teacher Education Division of the Council of Exceptional Children
, 1-13.
Role of Teacher
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Place yourself in the role of the principal and one of the teachers and address the
following questions from the perspective of each individual:
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What leadership skills are important for you to emulate in a meeting when
addressing policies and laws as presented in the video?
○
What are the issues related to policy, laws, or both that need to be
addressed?
○
What advocacy context(s) do you feel are represented in the case study
video and how should they be handled? What methods will you use to
advocate on behalf of Jamal? What skills and characteristics are required
as an advocate?
○
What type of information does Jamal’s mother need to advocate for her
son? How will Jamal need to self-advocate for himself?
Upload a 3- to 5-minute video presentation, using Kaltura, which includes the following:
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An introduction sharing your current position in the field of special education and
an experience in the field that was particularly meaningful to you.
Hello. My name is Takeyah McClure and I am enrolled in Special Education:
Exploring Theory and Practice EDDD 8070. I am currently a special education
teacher in an inclusive environment. Especially, there are no pullout classes or
no push in sections. All students (with and without a disability). I am also a sped
case manager for 12 students in both 7th and 8th grade. I only teach 8th grade
this year though. Before I taught in a fully inclusive setting I was a self contained
teacher for grades 5-8. I have had a few meaningful experiences but the one that
sticks out is watching my self-contained students go from being unmotivated to
complete their own work or hold themselves accountable to having them lead
lessons and following rules and meeting expectations before I had to ask.
Though they were all always very capable, they were not always motivated. After
being consistent with academics, social and self care skills inside and outside the
classroom, they entered high school with ease and are doing well.
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An issue(s) in the field of special education that resonates with you and why you
think it is significant in the field.
I believe the biggest issue in special education is the higher number of students
of color being diagnosed with special education needs. Though some children do
need that extra support,
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The position(s) and/or accomplishments in the field to which you aspire.
Right now, my next position is to become sped coordinator for my middle school.
Elaborate how my principal is acting as principal because thre was no money in
the budget for one because it is our first year in the building.
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Any additional information that may assist your colleagues in getting to know you
better as a special education professional, such as your interests, hopes,
dreams, aspirations, challenges, and concerns related to the field of special
education.
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