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> Special Educaion Assessment 1 This assessment will help you to: * develop familiarity with the evidence based practices in special and inclusive education, ° develop critical thinking skills, * improve research and evaluation skills Your assignment 1 task is to create an evidence-based practice guide for beginning teachers, in which you demonstrate how selected evidence-based practices could be used in a high school classroom where there are students with special educational needs included. Select one area of skills that you wish to addtess in your guide (e.g., communication skills, social skills, literacy, numeracy, self-determination). This guide must contain a minimum of 2 evidence-based practices. Begin the guide with an introduction that describes the importance of having a solid knowledge base of research-based teaching strategies and interventions. The practices you include can be strategies (proactive) or interventions (reactive). For each strategy or intervention, please be sure to provide: * a complete description of the practice, including when/why it would be used, * implementation instructions detailed enough that a beginning teacher could follow the directions and use the strategies, EDST4080 Special Education: Inclusive Strategies, UNSW S2 2017 11 * a summary of the evidence supporting the practice for the area you decided to focus on. The practices should be well-aligned with each other. The evidence you provide should be from peer-reviewed journal articles from the last ten years (that is from 2008-2017). Articles must be sourced from high-quality peer-reviewed journals. You should include a minimum of ten (10) references. The guide should be double- spaced and written in APA 6th edition style; see the following website for assistance with this: http://owl.english.purdue.edu/owl/resource/560/01/ Assessment 1 — Evidence-based Practice Guide (45%) This EBP guide is created to inform teacher about the effectiveness and the implementation of fours EBPs to assist students with learning disabilities in numeracy skill area. The three EBPSs are Direct Instruction, Computer-Assisted Instruction and Sequential Instruction. Direct Instruction Description and Evidence Research Direct instruction (explicit instruction) is teacher-directed teaching approach that consists of 3 main steps: modeling, guided practice and independent practice. Direct Instruction can be easily use by teacher to monitor and adjust instruction accordingly to meet the special learning needs of students with disabilities. Direct instruction is the most effective and efficient teaching approach for enriching the numeracy skill of students with learning disabilities. According to the meta- analysis of Gersten and their colleagues (2009), they found a mean effect size of 1.22 when explicit instruction is applied on a small group of students with learning disabilities across elementary, middle and high school. In addition, the research results of Montague, Enders and thinkswap 1625761435 33yAt42JnkxG5z 33yAt42JnkxG5z 33yAt42JnkxG5z 33yAt42JnkxG5z 33yAt42JnkxG5z 33yAt42JnkxG5z 33yAt42JnkxG5z Find more study resources at https://www.thinkswap.com

> Special Educaion Assessment | Dietz (2011) also supports the use of directly explicit instruction. They use strategies such as modeling, visual cueing, positive reinforcement and provide explicit feedback. Yet, these strategies seem be normal but they have a huge effect on students with special learning needs. They found that a group of Grade 8 students with learning disabilities demonstrates positive improvement in numeracy skills throughout the instruction. Therefore, teacher should use direct instruction frequently and in all aspects of teaching as it is can be easily modified and adapted to cater the need to students with special needs. The Implementation of Direct Instruction This guide provides general structure of the lesson plan to explicitly teach numeracy skills to student with special learning needs. The lesson plan consists of two phrases — before the lesson and during the lesson. It also provides framework for providing feedback and positive reinforcement to students. The following lesson will be about teaching problem-solving instruction for students with learning disabilities. e Before the lesson It is important for teacher to carefully prepare and design the lesson plans and incorporate appropriate teaching instruction to maximise student engagement and ensure the flow of the lessons. It is noted that teacher needs to differentiate the curriculum content to be suitable and appropriate in accordance to their ability and learning needs. Teacher can prepare scripted lesson plan as well as structured activities with explicit scaffolding instruction. In order for direct instruction to reach it highest effect, it is better for the teacher to group students based on their learning needs and ability so that task can be easily differentiated among them e During the lesson Firstly, teacher must establish clear goals and expectations of the lessons. Objectives of the lesson must be short and concise to prevent student from being confused. Next, teacher should activate and assess student prior knowledge based on specific topic. The role of assessing student’s prior knowledge is crucial as it will ensure students to have concrete background knowledge of that topic before they can actually explore that topic more in-dept. After that, teacher can establish a problem-solving question and interpret question with the student. Picture, animation or other visual aids must be integrated into the lesson to assist student with language instruction. Then, guided practice will be taken place. Teacher can explicitly teach student about the procedures for solving the question. Teacher can demonstrate a worked-example, a step-by- step solution of the problem to the student so they can observe the pattern. During instruction, teacher must make sure the student is able to understand each step. After that, student will be given a question to solve. The teacher will sit next to that student and provide explicit scaffolding instruction to assist he/she to solve the problem. Teacher then has to observe student progress to provide verbal hints, visual hints as well as corrective feedback when necessary. This is called scaffolding. When student arrives at their solution, teacher can activiate student’s metacognitive thinking skills by asking the reasons they choose that method to solve the task. During this phrase, teacher must provide appropriate amount of scaffolding instruction until students gain the ability of completing the problem independently. The next phrase is independent practice, where students are required to complete the required problems personally. Teacher has the responsibilities to monitor their learning process by walking around the room to observe on student’s progress and provide extra scaffolding instruction if needed. e Effective framework for provide effective feedback of Hattie and Timperley (2007) thinkswap 1625761435 33yAt42JnkxG5z 33yAt42JnkxG5z 33yAt42JnkxG5z 33yAt42JnkxG5z 33yAt42JnkxG5z Find more study resources at https://www.thinkswap.com

> Special Educaion Assessment | Lastly, teacher has to access his/her account in order to create the assessment for students. They have to carefully read the instruction for making assessment in order to design effective and appropriate assessment for their students. First of all, in order to create the assessment, teacher have to click into the “Course & Assignments” category and select “Assignment Builder’. After that, they have to select Standard Set, Subject and Grade. Then, a list of activities of different skill category will appear so teacher can select for their student. It is a good idea for teacher to have a look at the tasks to consider which one is appropriate for their student’s level. Different activities based on different category skill such as reading comprehension or vocabulary instruction can be merged together to make the assessment more engaging rather than just focusing on a single skill. After finish making the assessment, teacher presses the Complete Assignment button and selecst the name of the student who will receive that assessment. Sequential Instruction There are various of squential instructions that teacher can use to monitor their own learning and enhance the retention of new knowledge for students with learning disabilities. It is recommended for teacher to use the following strategy to enhance mathematical skills of students with learning disabilities. Concrete Representational Abstract model Description Sequential instruction is teaching approaches with highly-structured activity which outlines the steps for students to follow in order to master a specific set of skills. This framework helps students with autism spectrum disorder to solve word problem. In the concreate stage, teacher assists students to interpret the word problem and student uses physical object to approach and solves the problem. Teacher can provide students with manipulatives, modelling or other concrete material to assist student within this stage. In the Representational Stage, teacher informs students to identify all of the important information and present them by drawing/sketching. Lastly, in the Abstract stage, student use mathematical notation and symbol to represent all of the important information and form an equation. During this stage, scaffolding instrcution is required in order to help students become familiarize with this CRA procedures. CRA is useful strategy to teach students who are unable to perform basic algebraic calculation. Evidence Research Flores, Hinton & Strozier (2014) study the effect of using CRA to improve numeracy skills such as proving solving and reading comprehension on students with learning disabilities. In their research, three high school participants with autism and intellectual disabilities were asked to complete the problem-solving word problem using CRA framework with teacher support. The result shows three students were able to to comprehend the task thoroughly, break down the steps effectively and was able to solve the problem correctly. Students also show positive attitude toward using ARC. Therefore, CRA must be frequently integrate in the lesson to maximise their numeracy skills. Implementation of the strategy For example, when teaching student about finding the perimeter of rectangle, teacher can use the example of student’s table as a concrete material to help he/she understand the problem. Then, student is asked to complete the drawing of the rectangle for the Representational Stage and label the it with all given information. After that, student is required to generate appropriate equation and solve the questions with teacher assistance. thinkswap 1625761435 33yAt42JnkxG5z 33yAt42JnkxG5z 33yAt42JnkxG5z 33yAt42JnkxG5z 33yAt42JnkxG5z 33yAt42JnkxG5z 33yAt42JnkxG5z 33yAt42JnkxG5z Find more study resources at https://www.thinkswap.com

> Special Educaion Assessment | Video Modeling Description and Evidence Through video modelling, students will be able to observe how the instructor inside the video performs the tasks and then the students can carry out the procedures with the assistance of their teacher. Video modeling is an effective evidence-based practice and has shown to work on students with learning disability. According to the research, they become successful in using video modeling to teach three high school student with autism and intellectual disabilities (Yakubova, Hughes & Hornberger, 2015). The results show that there is a significant development in term of numeracy skills for student with learning disabilities and enhance their motivation and engagement in learning mathematics. Implementation of the strategy When teaching student to perform task such as addition of fraction, the first thing is that teacher must check for student’s background knowledge before new structure is given. Then, the teacher will establish the goal for the task, has clear expectation of how student will perform the task and provide good model for students. After that, teacher plays the video and stop whenever each subskill is done to explain instruction to student and provide appropriate scaffolding instruction to students. Resources of video modeling can be easily found in Youtube and Department of Education website. Teacher has the responsibilities to select appropriate video modeling to maximize the required skills of the student with special needs. Metacognitive skills Teacher can ask student on which steps that they carry out to solve the problem and justify their choices. This allows student student to go back to check for their solution and consider whether the solution is reasonable. Then, student will carry out their own procedures to re-attempt the problem. Through the process, students will be able to realize their misunderstanding and search for alternate strategies to solve the problem. Therefore, teacher must trigger student’s metacognitive skills by requesting them to justify their methods for solving problem to monitor student’s understanding and problem solving skills. The study of Karpick, Butler and Roediger (2009) also agrees that teacher has to assist student with disabilities to use their metacognitive thinking ability in order to help them become self-regulating learner. Graphic Organizer- concept maps Graphic organizer is an effective tool for students to break down word problem into smaller so they can easily comprehend the question and recognize the relationship between the information. Concepts maps play important role in Mathematics, which assist student to make the connection between their existing knowledge and new knowledge. Ivy (2007) also suggesst that graphic organizer must be an integral part of teaching Mathematics for students with learning disabilities to acquire new skills effectively. Without using graphic organizer, it is hard for students to see the interconnection of the skills/concept that they have learnt. Conclusion Evidence-based teaching approach such as Direct instruction, Computer-assisted Instruction and Sequential Instruction are affective ways for improving the numeracy skill such as reading comprehension, problem solving and algebraic skills of special with special needs. As the special education teacher, they must consider the needs, learning preferences and ability of students with learning disabilities in order to cater for the special needs of these students. Also, teacher has the responsibilities to differentiate the instruction for these students in order to provide quality learning opportunities. thinkswap 1625761436 33yAt42JnkxG5z 33yAt42JnkxG5z 33yAt42JnkxG5z 33yAt42JnkxG5z 33yAt42JnkxG5z 33yAt42JnkxG5z 33yAt42JnkxG5z 33yAt42JnkxG5z 33yAt42JnkxG5z Find more study resources at https://www.thinkswap.com

Special Educaion Assessment | Karpicke, J., Butler, A., & Roediger, H. (2009). Metacognitive strategies in student learning: Do students practise retrieval when they study on their own?. Memory, 17(4), 471- 479. http://dx.doi.org/10.1080/096582 10802647009 Montague, M., Enders, C., & Dietz, S. (2011). Effects of cognitive strategy instruction on math problem solving of middle school students with learning disabilities. Learning Disability Quarterly, 34(4), 262-272. doi: 10.1177/073 1948711421762 Slavin, R., Cheung, A., Groff, C., & Lake, C. (2008). Effective Reading Programs for Middle and High Schools: A Best-Evidence Synthesis. Reading Research Quarterly, 43(3), 290-322. http://dx.doi.org/10.1598/rrg.43.3.4 Yakubova, G., Hughes, E., & Hornberger, E. (2015). Video-Based Intervention in Teaching Fraction Problem-Solving to Students with Autism Spectrum Disorder. Journal Of Autism And Developmental Disorders, 45(9), 2865-2875. http://dx.doi.org/10.1007/s10803-015-2449-y pH ® thinkswap 1625761437 33yAt42JnkxG5z 33yAt42JnkxG5z 33yAt42JnkxG5z 33yAt42JnkxG5z 33yAt42JnkxG5z Find more study resources at https://www.thinkswap.com