Assignment# 2 - Professional Presentation Proposal

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School

Concordia University Chicago *

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Course

7030

Subject

Psychology

Date

Dec 6, 2023

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docx

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Uploaded by LieutenantEnergy10736

A commitment to the field of special education requires you to understand yourself as a content expert. A Doctor of Special Education Leadership is charged with the responsibility of collaborating, advocating, teaching, leading, and being a strong voice determined to bring about necessary change regarding issues that affect learners with disabilities and special education, or other related supports. For this assignment, you will select a topic or issue that directly impacts students with low incidence disabilities and create a Proposal for Professional Presentation (that is, a Workshop, Conference Presentation, or Graduate Seminar). Develop a training plan (similar to a lesson plan) on how you will teach others about low incidence disabilities. Then towards the end of the course you will create your presentation from your plan. Imagine that the audience members are fellow special educators, general educators, school administration, or college students at the graduate level. Plan for the length of the presentation to be 2 hours (this reflects a partial graduate course class night or seminar, a half day workshop at a school, or a double session at a conference of a professional organization). The presentation must include a minimum of 2 activities and 1 handout. 1. Plan to create a Professional Presentation on either A or B: A. Low Incidence Disabilities in general (those specified in this course: deaf, blind, visual impairment, deaf- blind, intellectual disabilities, autism spectrum, physical disabilities, multiple disabilities), or B. Specifically on one area of Low Incidence Disabilities, for example ‘supports and barriers impacting Deaf students in high school’ or topics affecting ‘Learners with Intellectual Disabilities and successful implementation of Transition Planning and Transition Outcomes,’ etc. 2. Complete your Professional Presentation Proposal using the 3-page Professional Presentation Proposal Template. Post this assignment by Sunday, 11:59pm CST of week 4. https://www.readingrockets.org/article/supporting-students-autism-10-ideas- inclusive-classrooms https://www.autismspeaks.org/blog/autism-classroom-how-general-education- teachers-can-support-students-asd https://www.naset.org/publications/autism-spectrum-disorders-series/strategies-for- classroom-management https://www.naset.org/publications/severe-disabilities-series/issue-40-curriculum- accommodations

https://www.naset.org/publications/autism-spectrum-disorders-series/importance- of-inclusion-classrooms-for-students-with-autism-spectrum-disorder-a-literature- review https://www.naset.org/publications/autism-spectrum-disorders-series/facilitating- inclusion-for-students-with-autism-spectrum-disorder 1. Low incidence impairments are those that are uncommon and only impact a small percentage of kids. These pupils may have a variety of problems that call for specific help, such as autism, hearing or vision impairments, or physical limitations. 2. Universal design is a strategy for creating instructional materials and learning settings that are useable and accessible to all students, including those with impairments. We can build more inclusive and productive learning settings that are advantageous to all students by planning for accessibility. 3. All students' requirements must be taken into account when designing for universal design, and accessible and adaptive resources and activities must be provided. This entails supplying several platforms for representation, expression, and participation, such as subtitles or transcripts for videos, various ways for students to show what they have learned, and a variety of learning possibilities. 4. By giving children with low incidence impairments a variety of ways to represent themselves, express themselves, and participate, UDL can help them. For instance, giving kids access to visual aids, giving them ways to communicate what they understand, and giving them chances to work with peers are all ways to help their learning. 5.Students with low incidence impairments can also get help in inclusive classrooms by utilizing high-leverage approaches like individualized instruction and giving focused feedback. These procedures can aid in ensuring that all students are given the assistance and tools necessary for success.

Step-by-step explanation Introduction Students with impairments that occur at a lower frequency, known as low- incidence disabilities, account for around 2% of the total student population. These students are referred to as having low-incidence disabilities. It's possible that some pupils have more than one disability, each of which makes it much more difficult for them to participate in the general education program. The framework known as Universal Design for Learning (UDL) is something that can help children who have impairments that occur less frequently in inclusive settings. The purpose of this article is to provide an explanation of low-incidence disabilities, examine the link between UDL and students who have low-incidence impairments, and highlight the variables that should be considered while making plans for UDL. In addition, this article will take into consideration Michael Nesmith, a student who has a handicap with a low incidence, and investigate how the tenets of UDL might be utilized to provide assistance for Michael. Low Incidence Disabilities and UDL in the First Part Students with Disabilities that Have a Low Incidence impairments that occur seldom are referred to as having a "low-incidence," whereas more common impairments have a "high-incidence." Some examples of these impairments are being unable to see or hear, as well as having substantial difficulties with cognitive function. Students who have impairments that are relatively uncommon have a greater need for extensive assistance in order to access the general education curriculum. These students may require assistive technology, specialized training, or adaptations to the general education curriculum. IEPs, or personalized education programs, are frequently required for the kids in question in order to guarantee that they will receive the necessary help to realize their educational objectives. Relationship between Universal Design for Learning and Students that Have Low- Incidence Disabilities UDL is a framework that offers flexibility in the manner in which information is provided, the manner in which students may reply or demonstrate their understanding, and the manner in which students can interact in the learning process. This adaptability can be especially useful for accommodating the needs of pupils who have impairments that are not very common. The concepts of universal design for learning (UDL) offer a framework for building curricula and methods of instruction that cater to the educational requirements of all students, including those who have physical or mental impairments.

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Considerations to Make Before Beginning Your UDL Planning It is essential to take into consideration the following aspects whenever one is engaged in UDL planning: Accessibility refers to the process of ensuring that all students, regardless of their physical, sensory, or cognitive ability, are able to utilize the learning environment, its materials, and its resources. This may involve the provision of captioned movies, alternate text formats, and other forms of assistive technology. Flexibility is the ability to serve students with a variety of different learning demands by providing numerous modes of representation, expression, and involvement. This may involve supplying students with visual aids, graphic organizers, and several opportunities to demonstrate their level of comprehension of the material. Motivate your kids to learn by designing a classroom setting that is interesting and exciting for them all. This may involve the utilization of hands-on activities, examples from the actual world, and cooperation between peers. Instruction Employing UDL as the Primary Framework, Part 2 Providing Michael with Assistance Using UDL Principles UDL may be utilized to provide support for Michael Nesmith all throughout the many parts of his educational day since he is a student who has a handicap with a low incidence. The following are some illustrations of how the concepts of UDL might be utilized to enhance Michael's educational endeavors: 1.The Use of Several Different Methods of Representation Michael might get access to the curriculum more easily by utilizing numerous ways of representation, such as visual aids, graphic organizers, and films. This could be beneficial to Michael. Michael may, for instance, make use of a visual organizer in the context of a literacy lesson in order to better comprehend the primary point of the passage he is reading. In order to better comprehend the topics presented in mathematics, he may make use of various manipulatives and visual aids. 2.A Variety of Possible Modes of Expression To adequately demonstrate his comprehension, Michael could require more than one mode of expression. For the purpose of dictating his thoughts for a writing project, for instance, Michael may employ software that converts speech to text. When he was working on his math homework, he could utilize a calculator to assist him in working out the solutions to the problems.

3. Participation Via a Number of Different Routes It's possible that Michael will require a variety of different forms of stimulation in order to maintain his motivation and interest in the process of learning. For instance, Michael could take part in a hands-on experiment during a scientific session so that he can better comprehend one of the topic's core ideas. It was possible for him to work on a project with his classmates in social studies in order to gain knowledge about a subject. REFERENCES Read: Madison-Harris, R. (2019, October 17). High-leverage practices: Supporting students with low-incidence disabilities in inclusive classrooms. https://ies.ed.gov/ncee/edlabs/regions/southwest/events/pdf/Part%201_SWTPPD- Webinar-Intro-Tessie.pdf Watch: TEDx Talks. (2016, October 13). Why We Need Universal Design | Michael Nesmith | TEDxBoulder [Video]. YouTube. https://www.youtube.com/watch?v=bVdPNWMGyZY Read: Jackson, R.M. (n.d.). Curriculum Access for Students with Low Incidence Disabilities: The Promise of Universal Design for Learning. NCAC. https://sde.ok.gov/sites/ok.gov.sde/files/LowIncidence.pdf

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