Sistema Universitario Ana G. Méndez School for ... 101 DLP... · Sistema Universitario Ana G....

Sistema Universitario Ana G. Méndez School for Professional Studies

Florida Campuses Universidad del Este, Universidad Metropolitana, Universidad del Turabo

SPED 101

TEACHER PREPARATION IN SPECIAL EDUCATION

FORMACIÓN DE MAESTROS EN EDUCACIÓN ESPECIAL

© Sistema Universitario Ana G. Méndez, 2010 Derechos Reservados.

© Ana G. Méndez University System, 2010. All rights reserved

SPED 101 Teacher Preparation in Special Education 2

Prep. 07-30-2009 Fidel R. Távara, M.Ed.

TABLA DE CONTENIDO/TABLE OF CONTENTS

Página/Page

GUIA DE ESTUDIO .......................................................................................................... 3

STUDY GUIDE ................................................................................................................ 16

WORKSHOP ONE ........................................................................................................... 29

TALLER DOS .................................................................................................................. 34

WORKSHOP THREE ...................................................................................................... 40

TALLER CUATRO .......................................................................................................... 46

WORKSHOP FIVE/TALLER CINCO ............................................................................ 51

ANEJO A/APPENDIX A ................................................................................................. 57

ANEJO B/APPENDIX B .................................................................................................. 58

ANEJO C/APPENDIX C .................................................................................................. 60

ANEJO D/APPENDIX D ................................................................................................. 62

ANEJO E/APPENDIX E .................................................................................................. 74

ANEJO F/APPENDIX F................................................................................................... 76

ANEJO G/APPENDIX G ................................................................................................. 79

ANEJO H/APPENDIX H ................................................................................................. 81

ANEJO I/APPENDIX I .................................................................................................... 85

ANEJO J/APPENDIX J .................................................................................................... 89



GUIA DE ESTUDIO

Título del Curso: Formación de maestros en educación especial

Codificación: SPED 101

Duración: 5 semanas

Pre-requisito: Ninguno

Descripción: Historia de la educación especial y sus bases legales, el concepto de

inclusión y asistencia tecnológica, así como los procedimientos para identificar y servir a

estudiantes con impedimentos. Discusión crítica en los asuntos actuales, judiciales y

legislativos que pertenecen al proceso de la educación especial. Autoreflexión de

atributos personales y profesionales necesarios para el trabajo con estudiantes con

impedimentos. Evaluación de experiencias diseñadas para ayudar en el aprendizaje de

los estudiantes con impedimentos. Aplicación, observaciones, análisis y desarrollo de

instrumentos de avalúo y la planificación de lecciones; además del uso responsable de la

tecnología.

Objetivos Generales

Al finalizar el curso, el estudiante:

1. Describir el desarrollo histórico de la educación especial y tendencias futuras del

área.

2. Identificar leyes y reglamentaciones estatales y federales relacionadas al campo y sus

excepcionalidades.

3. Describir el proceso de pre-referido, sistemas de referido y procesos de decisión de

equipos multidisciplinarios y las responsabilidades de cada uno de los miembros.



4. Reconocer y describir los pasos del Plan de Educación Individualizado (PEI),

salvaguardas procesales y responsabilidades del educador relacionadas a avalúo,

verificación, prestación de servicios, y confidencialidad, entre otros aspectos.

5. Describir el “continuum” de los distintos modelos de servicios para poblaciones con

necesidades especiales, incluyendo aquellos en los ambientes restrictivos.

6. Describir el Diseño Universal para Aprendizaje (Universal Design for Learning-

UDL) y la manera en que provee oportunidades de éxito curricular par a las

poblaciones con necesidades especiales.

7. Definir cada discapacidad para cada categoría cubierta por la Ley IDEA, así como las

características de los estudiantes con necesidades especiales, tanto en el escenario

escolar como comunitario.

8. Describir las necesidades de otras poblaciones de educación especial, tales como

talentosos, en riesgo y lingüísticamente diversos, que también necesitan acomodo

razonable para beneficiar al programa curricular general en el salón de clases.

9. Identificar los recursos comunitarios que pueden ser accedidos para cumplir con las

necesidades de los estudiantes con educación especial y sus familiares.

10. Reconocer el impacto que tienen sobre el aprendizaje las diferencias lingüísticas y

culturales en un escenario tradicional educativo.

Textos y Recursos

Werts, M., et al. (2007). Fundamentals of special education: What every teacher needs to

know. (3rd ed.). Boston, MA: Merrill. ISBN: 0131714910. $73.33

Smith, D., & Chowdhuri, N. (2010). Introduction to special education: Making a

difference. (7th ed.). Boston, MA: Merrill. ISBN: 0136101399. $131.80



Heward, W. (2009). Exceptional children: An introduction to special education. (9th ed.).

Boston, MA: Ally & Bacon/Merrill Publishers. ISBN: 0135035295. $137.33

Turnbull, A., Turnbull, H., & Wehmeyer, M. (2010). Exceptional lives: Special education

in today’s schools. (6th ed.). Boston, MA: Merrill. ISBN: 0136101410. $137.33

Santucci, M. (2009). Educandos con capacidades diferentes: Un enfoque desde el retraso

mental a la superdotación. Editorial Brujas. (e-book) ISBN 9789875910089

http://www.Netlibrary.com

Referencias y Materiales Suplementarios

Távara, F., & Báez, M. (2007). Portfolio Assessment. Orlando, FL: Ana G. Méndez

University System.

Evaluación:

� Asistencia y participación 10%

� Asignaciones especiales: 15%

o Ensayo de comparación y contraste

o Tríptico

o Afiche

� Collage 5%

� Portafolio 20%

� Ensayo expositivo 5%

� Plan de educación individualizado 15%

� Informes orales (tres) 15%

� Informes escritos (tres) 15%

TOTAL 100%



Curva de evaluación

A = 100% - 90% B = 89% - 80% C = 79% - 70% D = 69% - 60%

F = 59% ó menos

Descripción de la evaluación

• Asistencia y participación en clase (Talleres 1 – 5)

o La asistencia y participación en todas las clases es obligatoria y tendrá un peso del

5% de la nota final. Además, por cada día se sumará la puntuación

correspondiente a los siguientes criterios:

� Demostrar dominio de los temas discutidos en clase.

� Cumplir con las tareas asignadas en la clase.

� Participar y cumplir con trabajo colaborativo.

� Demostrar destrezas de comunicación verbal adecuadas.

� Puntualidad en la entrega de los trabajos.

o Es requisito asistir a todos los talleres para aprobar el curso. Las ausencias

afectarán su nota final (0.25% por asistencia y 0.75% por participación en cada

taller).

• Asignaciones especiales (Talleres 1 – 3)

o En grupos, los estudiantes completarán las siguientes asignaciones especiales:

� Ensayo de comparación y contraste en inglés. Taller Uno. Se evaluará usando

el Anejo B.

� Tríptico o boletín informativo de tres secciones en español. Taller Dos. Se

evaluará usando el Anejo G.

� Afiche en inglés. Taller Tres. Se evaluará usando el Anejo J.



• Collage (Taller 1)

o En grupo, los estudiantes prepararán un collage relacionado a los objetivos y

metas del programa de educación especial.

o Esta actividad se evaluará usando el Anejo C.

• Portafolio (Talleres 3 y 5: Retroalimentación y evaluación final)

o Todas las asignaciones escritas, juntas con la selección del trabajo hecho durante

el curso, deberán ser colocadas en un portafolio y seguir estrictamente las

especificaciones de su elaboración ubicadas en los Anejos Ds.

o El portafolio se presentará dos veces durante este curso: La primera entrega será

para retroalimentación (Taller 3) y la evaluación final (Taller 5).

o El portafolio se evaluará utilizando el Anejo D8.

• Ensayo expositivo (Taller 2)

o En grupo, los estudiantes redactarán un ensayo expositivo sobre los procesos de

pre referido y de referido al programa de educación especial.

o Se seguirán las reglas de estilo APA (página de presentación, introducción,

contenido, reacción al contenido y referencias).

o Este ensayo se entregará al inicio del Taller Dos.

o Esta asignación se evaluará usando el Anejo E.

• Plan de educación individualizado (Taller 3 – 5)

o Individualmente los estudiantes empezarán a trabajar en el Plan de Educación

Individualizado en el Taller Tres y lo completarán en el Taller Cinco. El plan se

redactará en inglés.

o El facilitador brindará la guía pertinente durante la elaboración del plan.



o Esta asignación se evaluará usando el Anejo F.

• Presentación oral de un tema asignado (Talleres 3 – 5)

o Se debe entregar un breve resumen a los compañeros del tema asignado a

presentar en cada taller.

o El trabajo se realizará en grupo.

o Cada integrante de los grupos debe de presentar un fragmento y tener un rol

protagónico en su presentación.

o Es requisito utilizar medios audiovisuales, tecnología y estrategias de

presentación variadas. Sea creativo.

o Todos los estudiantes deben de realizar las lecturas relacionadas con los temas a

presentarse en cada taller, para garantizar una participación activa en el mismo.

o Esta actividad se evaluará usando el Anejo H.

• Informe escrito de un tema asignado (Talleres 3 – 5)

o El informe escrito es grupal y deberá incluir las siguientes partes:

� Introducción

� Tabla de contenido

� Presentación del tema (contenido)

� Reacción critica

� Referencias

� Última edición del estilo APA.

o El informe deberá entregarse después de la presentación oral.

o El informe se evaluará usando el Anejo I.



Descripción de las Normas del Curso

1. Este curso sigue el modelo “Discipline-Based Dual Language Immersion

Model®” del Sistema Universitario Ana G. Méndez, el mismo está diseñado para

promover el desarrollo de cada estudiante como un profesional bilingüe. Cada

taller será facilitado en inglés y español, utilizando el modelo 50/50. Esto

significa que cada taller deberá ser conducido enteramente en el lenguaje

especificado. Los lenguajes serán alternados en cada taller para asegurar que el

curso se ofrece 50% en inglés y 50% en español. Para mantener un balance, el

módulo debe especificar que se utilizarán ambos idiomas en el quinto taller,

dividiendo el tiempo y las actividades equitativamente entre ambos idiomas. Si un

estudiante tiene dificultad en hacer una pregunta en el idioma especificado, bien

puede escoger el idioma de preferencia para hacer la pregunta. Sin embargo, el

facilitador deberá contestar la misma en el idioma designado para ese taller. Esto

deberá ser una excepción a las reglas pues es importante que los estudiantes

utilicen el idioma designado. Esto no aplica a los cursos de lenguaje que deben ser

desarrollados en el idioma propio todo en inglés o todo en español según aplique.

2. El curso es conducido en formato acelerado, eso requiere que los estudiantes se

preparen antes de cada taller de acuerdo al módulo. Cada taller requiere un

promedio de diez (10) horas de preparación y en ocasiones requiere más.

3. La asistencia a todos los talleres es obligatoria. El estudiante que se ausente al

taller deberá presentar una excusa razonable al facilitador. El facilitador evaluará

si la ausencia es justificada y decidirá como el estudiante repondrá el trabajo

perdido, de ser necesario. El facilitador decidirá uno de los siguientes: permitirle



al estudiante reponer el trabajo o asignarle trabajo adicional en adición al trabajo

a ser repuesto.

Toda tarea a ser completada antes del taller deberá ser entregada en la fecha

asignada. El facilitador ajustará la nota de las tareas repuestas.

4. Si un estudiante se ausenta a más de un taller el facilitador tendrá las

siguientes opciones:

a. Si es a dos talleres, el facilitador reducirá una nota por debajo basado

en la nota existente.

b. Si el estudiante se ausenta a tres talleres, el facilitador reducirá la

nota a dos por debajo de la nota existente.

5. La asistencia y participación en clase de actividades y presentaciones orales es

extremadamente importante pues no se pueden reponer. Si el estudiante provee

una excusa válida y verificable, el facilitador determinará una actividad

equivalente a evaluar que sustituya la misma. Esta actividad deberá incluir el

mismo contenido y componentes del lenguaje como la presentación oral o

actividad a ser repuesta.

6. En actividades de grupo, el grupo será evaluado por su trabajo final. Sin embargo,

cada miembro de grupo deberá participar y cooperar para lograr un trabajo de

excelencia, pero recibirán una calificación individual.

7. Se espera que todo trabajo escrito sea de la autoría de cada estudiante y no

plagiado. Se debe entender que todo trabajo sometido esta citado apropiadamente

o parafraseado y citado dando atención al autor. Todo estudiante debe ser el autor

de su propio trabajo. Todo trabajo que sea plagiado, copiado o presente trazos de



otro será calificado con cero. El servicio de SafeAssign TM de Blackboard será

utilizado por los facilitadores para verificar la autoría de los trabajos escritos de

los estudiantes. Es responsabilidad del estudiante el leer la política de plagio de

su universidad. Si usted es estudiante de UT, deberá leer la Sección 11.1 del

Manual del Estudiante. Si es estudiante de UMET y UT, refiérase al Capítulo 13,

secciones 36 y 36.1 de los respectivos manuales.

Se espera un comportamiento ético en todas las actividades del curso. Esto

implica que TODOS los trabajos tienen que ser originales y que de toda referencia

utilizada deberá indicarse la fuente, bien sea mediante citas o bibliografía. No se

tolerará el plagio y, en caso de que se detecte casos del mismo, el estudiante se

expone a recibir cero en el trabajo y a ser referido al Comité de Disciplina de la

institución. Los estudiantes deben observar aquellas prácticas dirigidas a evitar

incurrir en el plagio de documentos y trabajos.

8. Si el facilitador hace cambios al módulo o guía de estudio, deberá discutirlos y

entregar copia a los estudiantes por escrito al principio del primer taller.

9. El facilitador establecerá los medios para contactar a los estudiantes proveyendo

su correo electrónico, teléfonos, y el horario disponibles.

10. EL uso de celulares está prohibido durante las sesiones de clase; de haber una

necesidad, deberá permanecer en vibración o en silencio.

11. La visita de niños y familiares no registrados en el curso no está permitida en el

salón de clases.

12. Todo estudiante está sujeto a las políticas y normas de conducta y

comportamiento que rigen al SUAGM y el curso.



Nota: Si por alguna razón no puede acceder las direcciones electrónicas ofrecidas en el

módulo, no se limite a ellas. Existen otros motores de búsqueda y sitios Web que podrá

utilizar para la búsqueda de la información deseada. Entre ellas están:

• www.google.com

• www.ask.com

• www.pregunta.com

• www.findarticles.com

• www.bibliotecavirtualut.suagm.edu

• www.eric.ed.gov/

• www.flelibrary.org/

• http://www.apastyle.org/

Para comprar o alquilar libros de texto o referencias nuevas o usadas puede visitar:

• http://www.chegg.com/ (alquiler)

• http://www.bookswim.com/ (alquiler)

• http://www.allbookstores.com/ (compra)

• http://www.alibris.com/ (compra)

Estos son sólo algunas de las muchas compañías donde puede comprar o alquilar libros.

El/la facilitador(a) puede realizar cambios a las direcciones electrónicas y/o añadir

algunas de ser necesario.

Nota: Del facilitador o el estudiante requerir o desear una investigación o la

administración de cuestionarios o entrevistas, deben referirse a las normas y



procedimientos de la Oficina de Cumplimiento y solicitar su autorización. Para acceder a

los formularios de la Oficina de Cumplimiento pueden visitar este enlace

http://www.suagm.edu/ac_aa_re_ofi_formularios.asp y seleccionar los formularios que

necesite.

Además de los formularios el estudiante/facilitador puede encontrar las instrucciones para

la certificación en línea. Estas certificaciones incluyen: IRB Institutional Review Board,

Health Information Portability Accounting Act (HIPAA), y Responsibility Conduct for

Research Act (RCR).

De tener alguna duda, favor de comunicarse con la Coordinadoras Institucionales o a la

Oficina de Cumplimiento a los siguientes teléfonos:

Sra. Evelyn Rivera Sobrado, Directora Oficina de Cumplimiento

Tel. (787) 751-0178 Ext. 7196

Srta. Carmen Crespo, Coordinadora Institucional Cumplimiento – UMET

Tel. (787) 766-1717 Ext. 6366

Sra. Josefina Melgar, Coordinadora Institucional Cumplimiento – Turabo

Tel. (787) 743-7979 Ext.4126

Dra. Rebecca Cherry, Coordinadora Institucional Cumplimiento - UNE

Tel. (787) 257-7373 Ext. 3936



Filosofía y Metodología Educativa

Este curso está basado en la teoría educativa del Constructivismo.

Constructivismo es una filosofía de aprendizaje fundamentada en la premisa, de que,

reflexionando a través de nuestras experiencias, podemos construir nuestro propio

conocimiento sobre el mundo en el que vivimos.

Cada uno de nosotros genera nuestras propias “reglas “y “métodos mentales” que

utilizamos para darle sentido a nuestras experiencias. Aprender, por lo tanto, es

simplemente el proceso de ajustar nuestros modelos mentales para poder acomodar

nuevas experiencias. Como facilitadores, nuestro enfoque es el mantener una conexión

entre los hechos y fomentar un nuevo entendimiento en los estudiantes. También,

intentamos adaptar nuestras estrategias de enseñanza a las respuestas de nuestros

estudiantes y motivar a los mismos a analizar, interpretar y predecir información.

Existen varios principios para el constructivismo, entre los cuales están:

1. El aprendizaje es una búsqueda de significados. Por lo tanto, el aprendizaje debe

comenzar con situaciones en las cuales los estudiantes estén buscando activamente

construir un significado.

2. Significado requiere comprender todas las partes. Y, las partes deben entenderse en el

contexto del todo. Por lo tanto, el proceso de aprendizaje se enfoca en los conceptos

primarios, no en hechos aislados.

3. Para enseñar bien, debemos entender los modelos mentales que los estudiantes

utilizan para percibir el mundo y las presunciones que ellos hacen para apoyar dichos

modelos.



4. El propósito del aprendizaje, es para un individuo, el construir su propio significado,

no sólo memorizar las contestaciones “correctas” y repetir el significado de otra

persona. Como la educación es intrínsicamente interdisciplinaria, la única forma

válida para asegurar el aprendizaje es hacer del avalúo parte esencial de dicho

proceso, asegurando que el mismo provea a los estudiantes con la información sobre

la calidad de su aprendizaje.

5. La evaluación debe servir como una herramienta de auto-análisis.

6. Proveer herramientas y ambientes que ayuden a los estudiantes a interpretar las

múltiples perspectivas que existen en el mundo.

7. El aprendizaje debe ser controlado internamente y analizado por el estudiante.



STUDY GUIDE

Course Title: Teacher Preparation in Special Education

Code: SPED 101

Time Length: Five weeks or as applicable

Pre-requisite: None

Description:

History of special education and its legal foundations, the concept of inclusion

and assistive technology as well as the procedures to identify and serve students with

special needs are covered in this course. Critical discussion of present judicial and

legislative issues related to the process of special education. Self reflection of necessary

personal and professional attributes to work with students with special needs.

Application, observation, analysis and development of assessment instruments and lesson

planning, and the responsible use of technology is emphasized.

General Objectives:

At the end of this course, students will:

1. Describe the historical process of special education and its future trends.

2. Identify laws and state/federal bylaws related to the special education and the

exceptionalities.

3. Describe the pre-referral process, referral process, multidisciplinary team decision

making process, and the responsibilities of each member.

4. Recognize and describe the Individualized Education Plan (IEP), the educator’s

procedural safeguards and responsibilities related to assessment, verification, services

and confidentiality, among other aspects.



5. Describe the continuum of service models for populations with special needs,

including those in least restrictive environments.

6. Describe the Universal Design for Learning and how it provides academic success

opportunities to populations with special needs.

7. Define each disability per category covered by IDEA, and the characteristics of

students with special needs, both in the school and community scenarios.

8. Describe the needs of other special education populations, such as gifted, at-risk and

linguistically diverse, that also need reasonable accommodation to get the best benefit

of the mainstream curriculum and classroom.

9. Identify the community resources to which special education students and their

relatives can have access to meet their needs.

10. Recognize the impact of linguistic and cultural differences on learning in traditional

education scenarios.

Recommended Texts and Resources

Werts, M., et al. (2007). Fundamentals of special education: What every teacher needs to

know. (3rd ed.). Boston, MA: Merrill. ISBN: 0131714910. $73.33

Smith, D., & Chowdhuri, N. (2010). Introduction to special education: Making a

difference. (7th ed.). Boston, MA: Merrill. ISBN: 0136101399. $131.80

Heward, W. (2009). Exceptional children: An introduction to special education. (9th ed.).

Boston, MA: Ally & Bacon/Merrill Publishers. ISBN: 0135035295. $137.33

Turnbull, A., Turnbull, H., & Wehmeyer, M. (2010). Exceptional lives: Special education

in today’s schools. (6th ed.). Boston, MA: Merrill. ISBN: 0136101410. $137.33



Referencias y Materiales Suplementarios

Távara, F., & Báez, M. (2007). Portfolio Assessment. Orlando, FL: Ana G. Méndez

University System.

Santucci, M. (2009). Educandos con capacidades diferentes: Un enfoque desde el retraso

mental a la superdotación. Editorial Brujas. (e-book) ISBN 9789875910089

http://www.Netlibrary.com

Evaluation:

� Attendance and participation 10%

� Special assignments: 15%

o Comparison-contrast essay

o Trifold brochure

o Poster

� Collage 5%

� Portfolio 20%

� Expository essay 5%

� Individualized education plan (IEP) 15%

� Oral reports (three) 15%

� Written reports (three) 15%

TOTAL 100%

Evaluation curve

A = 100% - 90% B = 89% - 80% C = 79% - 70% D = 69% - 60%

F = 59% or below

Description of evaluation criteria



• Attendance and participation in class (Workshops 1 – 5)

o Attendance and participation in every workshop is mandatory. It represents 5% of

the final grade. The following criteria will also be evaluated:

� Mastery of the material discussed in class.

� Completion of work assigned in class.

� Collaboration with their peers on assigned group work.

� Demonstration of proper verbal communication skills.

� Turn in work strictly on time.

o Attendance to all workshops is required to pass the course. Absences will affect

your final grade as follows: 0.25% for your attendance and 0.75% for your

participation in every class.

• Special assignments (Workshops 1, 2, and 3)

o In groups, students will complete the following special assignments:

� Comparison-contrast essay in English. Workshop One. It will be evaluated

using Appendix B.

� Trifold brochure in Spanish. Workshop Two. It will be evaluated using

Appendix G.

� Poster in English. Workshop Three. It will be evaluated using Appendix J.

• Collage (Workshop 1)

o In groups, students will prepare a collage related to objectives and goals of special

education.

o This activity will be evaluated using Appendix C.

• Portfolio (Workshops 3 and 5: Feedback and Final Evaluation)



o All self assessment and reflection written assignments, together with the selection

of work done during the course, will be assembled in a portfolio strictly following

the guidelines of portfolio elaboration in Appendices Ds.

o The portfolio is should be submitted twice during this course: For feedback

(Workshop 3), and final evaluation (Workshop 5).

o The portfolio will be evaluated using Appendix D8.

• Expository essay (Workshop 2)

o In groups, students will write an expository essay about the pre referral and

referral processes to the special education program.

o The essay should strictly follow APA style (cover page, introduction, content,

reaction to the content, and references).

o This essay should be submitted at the beginning of Workshop Two.

o This essay will be evaluated using Appendix E.

• Individualized Education Plan (IEP) (Workshops 3 – 5)

o Individually students will begin working on the IEP on Workshop Three and will

complete it on Workshop Five. The IEP will be written in English.

o The facilitator will provide all the guidance necessary to build the plan.

o This assignment will be evaluated using Appendix F.

• Oral presentation of an assigned topic (Workshops 3 – 5)

o A brief summary of the curriculum model should be provided to all students in

class.

o This is a group assignment.



o Each group member should present a section and be an expert during his/her

presentation.

o It is mandatory to use audiovisual aids, technology, and different presentation

strategies. Be creative.

o All students should read about the topic assigned in the workshop to guarantee an

active participation.

o This presentation will be evaluated using Appendix H.

• Written report of an assigned topic (Workshops 3 – 5)

o It is a group detailed written report.

o The written report should contain the following:

� Introduction

� Table of contents

� Presentation of the curriculum model

� Critical reaction

� References

o The report should be written using the latest edition of APA style.

o This assignment will be evaluated using Appendix I.



Description of course policies

1. This course follows the Sistema Universitario Ana G. Méndez Discipline-Based Dual

Language Immersion Model® designed to promote each student’s development as a

Dual Language Professional. Workshops will be facilitated in English and Spanish,

strictly using the 50/50 model. This means that each workshop will be conducted

entirely in the language specified. The language used in the workshops will alternate

to insure that 50% of the course will be conducted in English and 50% in Spanish. To

maintain this balance, the course module may specify that both languages will be

used during the fifth workshop, dividing that workshop’s time and activities between

the two languages. If students have difficulty with asking a question in the target

language in which the activity is being conducted, students may choose to use their

preferred language for that particular question. However, the facilitator must answer

in the language assigned for that particular day. This should only be an exception as it

is important for students to use the assigned language. The 50/50 model does not

apply to language courses where the delivery of instruction must be conducted in the

language taught (Spanish or English only).

2. The course is conducted in an accelerated format and requires that students prepare in

advance for each workshop according to the course module. Each workshop requires

an average ten hours of preparation but could require more.

3. Attendance at all class sessions is mandatory. A student that is absent to a workshop

must present the facilitator a reasonable excuse. The facilitator will evaluate if the

absence is justified and decide how the student will make up the missing work, if

applicable. The facilitator will decide on the following: allow the student to make up



the work, or allow the student to make up the work and assign extra work to

compensate for the missing class time.

Assignments required prior to the workshop must be completed and turned in on the

assigned date. The facilitator may decide to adjust the grade given for late

assignments and make-up work.

4. If a student is absent to more than one workshop the facilitator will have the

following options:

a. If a student misses two workshops, the facilitator may lower one grade

based on the students existing grade.

b. If the student misses three workshops, the facilitator may lower two

grades based on the students existing grade.

5. Student attendance and participation in oral presentations and special class activities

are extremely important as it is not possible to assure that they can be made up. If the

student provides a valid and verifiable excuse, the facilitator may determine a

substitute evaluation activity if he/she understands that an equivalent activity is

possible. This activity must include the same content and language components as the

oral presentation or special activity that was missed.

6. In cooperative activities the group will be assessed for their final work. However,

each member will have to collaborate to assure the success of the group and the

assessment will be done collectively as well as individually.

7. It is expected that all written work will be solely that of the student and should not be

plagiarized. That is, the student must be the author of all work submitted. All quoted

or paraphrased material must be properly cited, with credit given to its author or



publisher. It should be noted that plagiarized writings are easily detectable and

students should not risk losing credit for material that is clearly not their own.

SafeAssignTM, a Blackboard plagiarism deterrent service, will be used by the

facilitators to verify students’ ownership of written assignments. It is the student’s

responsibility to read the university’s plagiarism policy. If you are a UT student, read

Section 11.1 of the Student Manual, and if you belong to UMET or UNE, refer to

Chapter 13, Sections 36 and 36.1 of the respective manuals.

Ethical behavior is expected from the students in all course related activities. This

means that ALL papers submitted by the student must be original work and that all

references used will be properly cited or mentioned in the bibliography. Plagiarism

will not be tolerated and, in case of detecting an incidence, the student will obtain a

zero in the assignment or activity and could be referred to the Discipline Committee.

8. If the Facilitator makes changes to the study guide, such changes should be discussed

with and given to students in writing at the beginning of the first workshop.

9. The facilitator will establish a means of contacting students by providing an email

address, phone number, hours to be contacted and days.

10. The use of cellular phones is prohibited during sessions; if there is a need to have one,

it must be on vibrate or silent mode during class session.

11. Children or family members that are not registered in the course are not allowed to

the classrooms.

12. All students are subject to the policies regarding behavior in the university

community established by the institution and in this course.



Note: If for any reason you cannot access the URL’s presented in the module, do not stop

your investigation. There are many search engines and other links you can use to search

for information. These are some examples:

• www.google.com

• www.ask.com






• www.google.com

• www.ask.com






• http://www.apastyle.org/

To buy or rent new or used textbooks or references you can visit:

• http://www.chegg.com/ (rent)

• http://www.bookswim.com/ (rent)

• http://www.allbookstores.com/ (buy)

• http://www.alibris.com/ (buy)



The facilitator may make changes or add additional web resources if deemed

necessary.

Note: If the facilitator or the student is required or wants to perform a research or needs

to administer a questionnaire or an interview, he/she will need to refer to the norms and

procedures of the Institutional Review Board Office (IRB) and ask for authorization. To

access the forms from the IRB Office or for additional information, visit the following

link: http://www.suagm.edu/ac_aa_re_ofi_formularios.asp and select the forms needed.

Furthermore, in this website the student/facilitator will find instructions for several online

certifications related to IRB processes. These certifications include: IRB Institutional

Review Board, Health Information Portability Accounting Act (HIPAA), y

Responsibility Conduct for Research Act (RCR).

If you have any question, please contact the following Institutional Coordinators:

Mrs. Evelyn Rivera Sobrado, Director of IRB Office (PR)

Tel. (787) 751-0178 Ext. 7196

Miss. Carmen Crespo, IRB Institutional Coordinator– UMET

Tel. (787) 766-1717 Ext. 6366

Sra. Josefina Melgar, IRB Institutional Coordinator – Turabo

Tel. (787) 743-7979 Ext.4126

Rebecca Cherry, Ph.D., IRB Institutional Coordinator - UNE

Tel. (787) 257-7373 Ext. 3936



Teaching Philosophy and Methodology

This course is grounded in the learning theory of Constructivism. Constructivism

is a philosophy of learning founded on the premise that, by reflecting on our experiences,

we construct our own understanding of the world in which we live.

Each of us generates our own “rules” and “mental models,” which we use to make

sense of our experiences. Learning, therefore, is simply the process of adjusting our

mental models to accommodate new experiences. As teachers, our focus is on making

connections between facts and fostering new understanding in students. We will also

attempt to tailor our teaching strategies to student responses and encourage students to

analyze, interpret and predict information.

There are several guiding principles of constructivism:

1. Learning is a search for meaning. Therefore, learning must start with the issues

around which students are actively trying to construct meaning.

2. Meaning requires understanding wholes as well as parts. And parts must be

understood in the context of wholes. Therefore, the learning process focuses on

primary concepts, not isolated facts.

3. In order to teach well, we must understand the mental models that students use to

perceive the world and the assumptions they make to support those models.

4. The purpose of learning is for an individual to construct his or her own meaning, not

just memorize the "right" answers and regurgitate someone else's meaning. Since

education is inherently interdisciplinary, the only valuable way to measure learning is

to make the assessment part of the learning process, ensuring it provides students with

information on the quality of their learning.



5. Evaluation should serve as a self-analysis tool.

6. Provide tools and environments that help learners interpret the multiple perspectives

of the world.

7. Learning should be internally controlled and mediated by the learner.



Workshop One

Specific Content Objectives:

By the end of Workshop One, the students will:

1. Identify the purpose and promise of special education.

2. Identify the milestones in the history of special education.

3. Evaluate the importance of specific lawsuits for the offering or improvement of

services to individuals with special needs.

4. Identify state and federal laws and regulations related to special education.

5. Differentiate cultural differences and disabilities.

Specific Language Objectives:

At the end of Workshop One, students will:

1. Communicate effectively in English.

2. Support his/her point of view in team meetings in English.

3. Problem-solve challenges presented in the special education scenario in English.

Electronic Links (URLs):

APA format

http://owl.english.purdue.edu/owl/resource/560/01/

http://www.psychwww.com/resource/apacrib.htm

Special education: Definition

http://www.lectlaw.com/def2/s056.htm

http://www.ehow.com/about_4571286_definition-special-education.html

http://specialed.about.com/od/idea/a/Special101.htm

http://www.wisegeek.com/what-is-special-education.htm



http://www.bls.gov/oco/ocos070.htm

IDEA

http://www.fape.org/idea/2004/summary.htm

http://www.ed.gov/policy/speced/guid/idea/idea2004.html

History of special education

http://www.wepapers.com/Papers/30685/The_History_of_Special_Education_Law

http://www.rethinkingschools.org/archive/16_03/Hist163.shtml

http://www.learningrx.com/history-of-special-education.htm

http://www.parentsunitedtogether.com/page15.html

Special education laws and regulations

http://www.nichcy.org/Laws/Pages/Default.aspx

http://www.fape.org/idea/what_idea_is/other_laws.htm

http://edocket.access.gpo.gov/2008/pdf/E8-28175.pdf

http://ritter.tea.state.tx.us/special.ed/rules/pdf/idea06fr.pdf

Cultural differences and disabilities

http://thechp.syr.edu/dfpbcult.htm

http://www.tesol.org/s_tesol/secetdoc.asp?CID=963&DID=4246

http://books.google.com/books?id=BosLzxdIEdgC&pg=PA15&lpg=PA15&dq=cultural+

differences+and+disabilities&source=bl&ots=xqsdIgtDol&sig=OYnRpgRejNncXZeGW

gHNnwuLYww&hl=en&ei=tmB0SseqMtSMtgeb68yWCQ&sa=X&oi=book_result&ct=r

esult&resnum=5#v=onepage&q=&f=false



Assignments before Workshop One

1. Read the recommended URL’s, textbooks and other reference materials. Pay close

attention to the rubrics in the Appendix section. These rubrics will be used to assess

your knowledge.

2. Take notes and prepare a timeline with the history of special education. Be prepared

to discuss the timeline in class.

3. Using index cards, take notes about the major lawsuits that contributed to offering or

improvement of services to individuals with special needs.

4. Bring scissors, cardboard, glue, color markers, old magazines, pictures and/or other

illustrations to prepare a collage in class.

Activities

1. Introduction of the course, module, students, and facilitator.

2. The facilitator and students will do an ice-breaking activity.

3. Election of the student representative.

4. The facilitator will draw a KWL chart on the board and have students complete the

first two columns with information about Special Education: (1) What I know, and (2)

What I want to know.

5. Students, with the help of the facilitator, will brainstorm the definition and promise of

special education. Class discussion.

6. Using a PowerPoint presentation, the facilitator will present an outline with the

milestones of the history of special education.

7. Students will make groups of four, and discuss their timelines prepared at home.

Then, each group will choose one timeline and present it to the class.



8. Using a PowerPoint presentation, the facilitator will present a list of the major

lawsuits that contributed to creation or improvement of services to individuals with

special needs.

9. In groups of four, students will discuss one lawsuit assigned by the facilitator, and

present it to the class.

10. Students will prepare and present ads or news as if they were in a news program,

informing the general population of the new or existing laws or regulations of special

education services.

11. Using the strategy Phillips 66 –Discussion 66- (Appendix A), the students will talk

about the differentiation of differences from disabilities. Class discussion. Then, in

groups, the students will write a comparison-contrast paper about this topic (special

assignment # 1), and turn it in on Workshop Two (Appendix B).

12. In groups, the students will prepare a collage about the content of this workshop.

Then, groups will set up a display of their collage and explain the meaning of their

work. (Appendix C).

13. The facilitator will have the students complete the last column of the KWL chart with

what they learned about special education.

14. Students will begin working on their portfolios following the guidelines of portfolio

elaboration included in this module (Appendices Ds).

Assessment

1. Students will complete the self reflection sheet (Appendix D3) and insert it in their

portfolio.



2. Students will prepare and present ads or news related to special education laws and/or

regulations.

3. Students will make a collage related to this workshop’s content.



Taller Dos

Objetivos Específicos de Contenido:

Al finalizar el Taller Dos, los estudiantes:

1. Identificarán los pasos del proceso de pre referido al programa de educación especial.

2. Describirán el proceso de referido al programa de educación especial.

3. Identificarán los componentes de un equipo multidisciplinario y sus responsabilidades

en el referido al programa de educación especial.

4. Describirán los pasos del Plan de Educación Individualizado (PEI).

5. Identificarán y analizarán las salvaguardas procedimentales ofrecidas a los padres de

los estudiantes con discapacidades.

6. Describirán cómo el diseño universal para el aprendizaje contribuye al éxito

académico de los niños con necesidades especiales.

Objetivos Específicos de Lenguaje:

Al finalizar el Taller Dos, los estudiantes:

1. Desarrollarán un plan de educación individualizado con objetivos a corto y largo

plazo para tratar los niveles de desarrollo cognoscitivo de los estudiantes de

educación especial en español.

2. Integrarán la tecnología para mejorar la instrucción al desarrollar un plan de

educación individualizado.

3. Se comunicarán efectivamente en español en clase.

Enlaces Electrónicos:

El estilo APA

http://homepage.mac.com/penagoscorzo/apa/references-apa-style/index.html#Books



http://ponce.inter.edu/cai/manuales/Redac_trab_Manual_Estilo2_files/frame.htm

Los 10 pasos básicos en educación especial

http://www.nichcy.org/EducateChildren/Steps/Pages/default.aspx

El pre referido al programa de educación especial

http://www.greatschools.net/LD/identifying/pre-referral.gs?content=517

http://www.cccoe.k12.ca.us/selpa/publications/Topics/prereferralframe.htm

El referido al programa de educación especial

http://www.texasprojectfirst.org/SEProcessStep1SP.html

http://www.nichcy.org/EducateChildren/evaluation/Pages/default.aspx

http://www.cpacinc.org/Pasos_del_Proceso_de_Identificacion.htm

El plan de educación individualizado

http://www.nichcy.org/Documents/Spanish%20pubs/pa12sp.pdf

http://www.nichcy.org/EducateChildren/IEP/Pages/default.aspx

http://academic.uprm.edu/~morengo/PEI.pdf

http://www.tsbvi.edu/Outreach/seehear/winter02/iep-span.htm

http://www.telability.org/handouts/TelAbilityHandoutIEPSP.pdf

http://www.fldoe.org/ese/pdf/whatspan.pdf

Salvaguardas procedimentales

http://www.fldoe.org/ese/pdf/outlinesafeguardsspanish.pdf

Guía para padres

http://www.spannj.org/keychanges/IDEA2004KeyChanges_Spanish.pdf

Diseño universal para el aprendizaje (DUA)

http://www.fctd.info/resources/newsletters/upload/FCTD_Feb05_Issue35_Spanish.pdf



http://www.byd.com.ar/cast00dec2.htm

http://www.suagm.edu/umet/fade/Publicaciones/Brochure%20sobre%20Dise%C3%B1o

%20Universal.pdf

http://accessproject.colostate.edu/udl/video/video.cfm

Modelos de trípticos

http://images.google.com/images?hl=en&rlz=1R2GGLL_en&q=tr%C3%ADptico&lr=la

ng_es&um=1&ie=UTF-

8&ei=i2x0SoOEIoGGtger9dyWCQ&sa=X&oi=image_result_group&ct=title&resnum=4

Asignaciones antes del Taller Dos:

1. Usando los libros de texto, las direcciones electrónicas y otros recursos

instruccionales de su preferencia, los estudiantes investigarán sobre los procesos de

pre-referido y de referido al programa de educación especial.

2. Los estudiantes realizarán una búsqueda en el Internet sobre la composición del

equipo multidisciplinario que participa en el proceso de referido al programa de

educación especial y las responsabilidades de cada uno de sus integrantes.

3. Los estudiantes investigarán sobre el Diseño Universal para el Aprendizaje (DUA) y

prepararán un tríptico (folleto informativo de tres partes) informando sobre el DUA

aplicado a la educación de personas con discapacidades.

Actividades:

1. Utilizando una presentación de diapositivas (PowerPoint), el facilitador presentará un

esquema o mapa conceptual de los procesos de pre referido y de referido al programa

de educación especial.



2. La clase formará dos equipos de trabajo. A un equipo se le asignará el proceso de pre

referido y el otro equipo trabajará con el proceso de referido al programa de

educación especial. Usando las notas de su investigación previa, cada grupo elaborará

un organizador gráfico (preferentemente diagrama de flujo) para presentar y explicar

detalladamente los pasos a seguir en el proceso asignado. El facilitador aclarará dudas

o explicará algunos puntos que no se hayan cubierto con la presentación de cada uno

de los grupos.

3. Después de la discusión, cada equipo redactará un ensayo expositivo sobre el

programa de pre referido o de referido, según haya sido su tema grupal en clase. Este

ensayo se entregará al inicio del taller tres (Anejo E).

4. Usando una presentación de diapositivas, el facilitador presentará el bosquejo del

equipo multidisciplinario que participa en el proceso de referido al programa de

educación especial y delineará las responsabilidades de cada uno de sus miembros.

5. Los estudiantes dramatizarán la reunión del equipo multidisciplinario, incluyendo el

padre/madre de familia para el referido de su hijo/a al programa de educación

especial. Los grupos deberán representar cuidadosamente la función de cada uno de

los integrantes del equipo multidisciplinario.

6. Usando el método de conferencia, el facilitador explicará la elaboración de un Plan de

Educación Individualizado (PEI) y brindará numerosas muestras de diferentes PEIs a

los estudiantes.

7. El facilitador proporcionará las matrices de PEI en blanco para que los estudiantes

individualmente elaboren el primer borrador de un PEI durante el taller tres y

entregarán la versión final de este documento en el taller cinco (Anejo F).



8. En grupos de tres integrantes, la clase se dividirá las salvaguardas procedimentales,

discutirán el contenido de su parte asignada, prepararán un organizador gráfico para

realizar una presentación oral de las salvaguardas. El facilitador aclarará cualquier

duda o explicará algún punto de las salvaguardas que no haya sido cubierto por los

grupos.

9. Usando una presentación de diapositivas, el facilitador presentará la definición del

Diseño Universal para el Aprendizaje (DUA) y cómo se utiliza para beneficiar la

educación de estudiantes con discapacidades. Los estudiantes deberán participar con

información adicional sobre el DUA.

10. Los estudiantes presentarán sus trípticos (asignación especial # 2) a la clase y

explicarán sobre el DUA y su experiencia en la elaboración de este documento. El

facilitador intervendrá para responder preguntas o enriquecer las presentaciones si

fuese necesario. El facilitador recogerá los trípticos para su evaluación

correspondiente (Anejo G).

11. Los estudiantes continuarán trabajando en sus portafolios siguiendo las indicaciones

dadas en este módulo (Anejos Ds). El portafolio será entregado al facilitador al final

del taller tres para brindar retroalimentación a los estudiantes sobre el avance de su

trabajo en este instrumento.

12. El facilitador asignará a los grupos una discapacidad a ser cubierta en el taller tres.

Los grupos deberán investigar y preparar un informe escrito y oral del tema asignado.

Avalúo

1. Los estudiantes entregarán su ensayo expositivo sobre el proceso de pre referido o de

referido al programa de educación especial (Anejo E) al inicio del Taller Tres.



2. Los estudiantes entregarán sus trípticos al final de este taller (Anejo G).

3. Los estudiantes completarán la hoja de auto reflexión (Anejo D3)



Workshop Three


By the end of Workshop Three, the students will:

1. Describe the continuum of different service models for individuals with special needs.

2. Analyze definitions and classification systems of attention deficit hyperactivity

disorder (ADHD), autism spectrum disorders, and mental retardation and intellectual

disabilities.

3. Describe the process of identification and evaluation of children with attention deficit

hyperactivity disorder (ADHD), autism spectrum disorders, and mental retardation

and intellectual disabilities.

4. Identify causes and prevention of attention deficit hyperactivity disorder (ADHD),

autism spectrum disorders, and mental retardation and intellectual disabilities.

5. Apply new educational approaches and educational placement alternatives for

children with attention deficit hyperactivity disorder (ADHD), autism spectrum

disorders, and mental retardation and intellectual disabilities.


At the end of Workshop Three, students will:

1. Develop an individualized educational plan with long and short term goals to address

the cognitive development levels of special education students in English.

2. Recommend effective instructional, social /emotional, and independent functioning

goals that will be integrated into the individualized educational plan to be explained

in English.



3. Integrate technology to enhance instruction when developing an individualized

educational plan.


APA format



Continuum of service models

http://www.vcu.edu/ttac/web_resources/pdf/continuum_of_services.pdf

http://www.nysut.org/cps/rde/xchg/nysut/hs.xsl/bulletins_10856.htm

http://www.advocatesforchildren.org/pubs/2005/newcontinuum.pdf

http://www.georgetownisd.org/gisd/programs/specialed/placement.htm

http://www.ped.state.nm.us/seo/lre/lre.booklet.pdf

ADHD

http://www.nimh.nih.gov/health/publications/attention-deficit-hyperactivity-

disorder/complete-index.shtml

http://kidshealth.org/teen/school_jobs/school/adhd.html

http://www.webmd.com/add-adhd/tc/attention-deficit-hyperactivity-disorder-adhd-cause

Autism/Spectrum disorders

http://www.autism-society.org/site/PageServer?pagename=about_whatis

http://www.nichd.nih.gov/health/topics/asd.cfm

http://www.nimh.nih.gov/health/topics/autism-spectrum-disorders-pervasive-

developmental-disorders/index.shtml

http://www.webmd.com/brain/autism/autism-spectrum-disorders



http://www.careumw.com/docs/Camp09/article_playbased.pdf

Mental retardation/Intellectual disabilities

http://www.aamr.org/content_100.cfm?navID=21

http://www.nichd.nih.gov/publications/pubs/downsyndrome.cfm

http://www.cdc.gov/ncbddd/dd/ddmr.htm

Assignments before Workshop Three

1. The students will read the recommended URL’s, textbooks and other reference

materials and take notes about attention deficit hyperactivity disorder (ADHD),

autism spectrum disorders, and mental retardation and intellectual disabilities.

2. The students will watch the following videos posted at:

ADHD

http://www.youtube.com/watch?v=ZJHT5XROrBA&feature=related

http://www.youtube.com/watch?v=z2hLa5kDRCA&feature=channel

http://www.youtube.com/watch?v=NTnVYGWWiWU

http://www.youtube.com/watch?v=rHTE8A7nNXw&feature=channel

Autism/Spectrum disorders

http://www.youtube.com/watch?v=SHgqiRs-a18&feature=related

http://www.youtube.com/watch?v=5qsCGUYxbJE

Mental retardation/Intellectual disabilities

http://www.youtube.com/watch?v=ZMJAgdMBPsg&feature=related

http://www.youtube.com/watch?v=X6pD5EwSGw4

http://www.youtube.com/watch?v=x9cKYVt6olE



3. The students will read the following research-based papers:

http://www.aamr.org/media/PDFs/renamingMRIDDApril2007.pdf

http://www.aamr.org/media/PDFs/IDconstruct_IDDVol46No4.pdf and take notes of

the major ideas of each paper to discuss in class.

4. The students will bring cardboard, pictures, old magazines, color markers, scissors,

and other materials to make a pictoric map of a disability.

Activities

1. Using a PowerPoint presentation, the facilitator will present the continuum of

different service models for individuals with special needs.

2. The facilitator will distribute sheets with scenarios of individuals with different

disabilities/disorders. In pairs, the students will discuss each scenario and identify the

best service model for each case. Class discussion.

3. In a socialized discussion, the students will present their analysis of the videos and

their findings of the video topics. The facilitator will take notes of the ideas on the

board to reinforce and/or clarify some confusing points that may exist.

4. Class will make two big groups. Each group will choose one research-based article

read at home, discuss it, and prepare a graphic organizer to present it to the entire

class. Discussion.

5. Using a PowerPoint presentation, the facilitator will present a list of the

disabilities/disorders identified by the law. Then, (s)he will proceed with the

presentation of the disabilities/disorders to be covered in this workshop.

6. In groups, the students will discuss their assigned topic of the disability/disorder they

searched for their oral presentation.



7. After discussion, groups will orally present the assigned disability to the class.

Students should use visual aids, technology, and other devices. Be creative (Appendix

H).

8. After oral presentations, groups will hand in their written report (Appendix I) of the

topic presented orally.

9. Individually the students will choose one disability/disorder to begin working on their

IEPs (Appendix F) under the facilitator’s supervision. This document will be

submitted on Workshop Five.

10. After presentations, every group will make a poster (special assignment # 3) that

reflects the disability presented, and will explain it to the group (Appendix J).

11. The students will continue working on their portfolios and insert all the documents

written and/or completed so far, following the portfolio elaboration guidelines

(Appendices Ds).

12. The facilitator will assign the topics to the groups for next workshop. Every group

will prepare an oral presentation and write a report.

Assessment

1. The students will complete the self reflection sheet (Appendix D3), insert it in their

portfolio, and hand in the portfolio to the facilitator for feedback purpose only.

2. The facilitator will electronically send the Progression Follow Up Template

(Appendix D5) with his/her feedback and improvement recommendations during the

week before Workshop Four.

3. The students will electronically respond to the Progression Follow Up Template

before Workshop Four.



4. The students will make an oral presentation and submit a written report of the

assigned disability (Appendices H, I).

5. In groups the students will make a poster (Appendix J).



Taller Cuatro

Objetivos Específicos de Contenido:

Al finalizar el Taller Cuatro, los estudiantes:

1. Analizarán las definiciones y sistemas de clasificación de las discapacidades severas,

desórdenes emocionales y de conducta y discapacidades físicas y de salud.

2. Describirán los procesos de identificación y evaluación de los niños con

discapacidades severas, desórdenes emocionales y de conducta y discapacidades

físicas y de salud.

3. Identificarán las causas y prevención de las discapacidades severas, desórdenes

emocionales y de conducta y discapacidades físicas y de salud.

4. Aplicarán nuevos enfoques educativos y alternativas de ubicación educativa de niños

con discapacidades severas, desórdenes emocionales y de conducta y discapacidades


5. Identificarán el uso adecuado de la tecnología para ayudar a niños con necesidades

especiales.

Objetivos Específicos de Lenguaje:

Al finalizar el Taller Cuatro, los estudiantes:

1. Desarrollarán un plan de educación individualizado con objetivos a corto y largo

plazo para tratar los niveles de desarrollo cognoscitivo de los estudiantes de

educación especial en español.

2. Desarrollarán e implementarán planes instruccionales o estrategias efectivas para

tratar las necesidades de los estudiantes de educación especial.



3. Integrarán la tecnología para mejorar la instrucción al desarrollar un plan de

educación individualizado.

Enlaces Electrónicos:

El Estilo APA

http://homepage.mac.com/penagoscorzo/apa/references-apa-style/index.html#Books

http://ponce.inter.edu/cai/manuales/Redac_trab_Manual_Estilo2_files/frame.htm

Discapacidades severas

http://www.imagina.org/archivos/archivos_vi/Plan%20de%20Accion%20CERMI%20Vi

da%20Autonoma%20y%20Discap.%20Severas.doc

http://www.nmpanda.org/spanbroc.html

Desórdenes emocionales y de conducta

http://www.aacap.org/page.ww?section=Informacion+para+la+Familia&name=Desorden

es+de+la+Conducta+No.+33

http://www.pacer.org/parent/php/PHP-c86s.pdf

http://exceptionallearners.tripod.com/id4.html

http://www.naturallink.org/01_magazine/medicina/tratamiento/nenes_alergicos.htm

http://www.mhatc.org/fact_sheet_pdf/Span%20Conduct%20Disorder.pdf

http://www.slideshare.net/tfquinteros/conductas-de-riesgo-violencia-y-suicidio-en-

adolescentes-presentation

http://www.noah-health.org/es/mental/disorders/conduct.html

Discapacidades físicas y de salud

http://www.ladiscapacidad.com/discapacidad/discapacidadfisica/discapacidadfisica.php



http://ssc.salkeiz.k12.or.us/Health%20Services/A%20Parent's%20Guide%20to%20504%

20Spanish.pdf

http://www.help4adhd.org/es/education/rights/504

http://www.texasprojectfirst.org/DiagnosisVSDisabilitySP.html

http://aux.ucps.k12.nc.us/documents/Section504Spanish.doc

http://www.omhrc.gov/espanol/templates/browse.aspx?lvl=2&lvlID=124

Tecnología de asistencia

http://www.microsoft.com/spain/accesibilidad/at/default.aspx

http://www.alegsa.com.ar/Dic/tecnologia%20de%20asistencia.php

http://www.tsbvi.edu/Outreach/seehear/spring03/tech-span.htm

http://www.fctd.info/resources/fig/spanish/Sec3.htm

http://www.caregiver.org/caregiver/jsp/content/pdfs/al_dia_2005_fall.pdf

http://www.uatpat.org/resources/educ_sheets/S_student1.pdf

http://edicacionespecialpr.tripod.com/id37.html

http://www.intellitools.com/

Asignaciones antes del Taller Cuatro:

1. Los estudiantes leerán las direcciones electrónicas, libros de textos y otros materiales

de referencia y tomarán notas de las discapacidades severas, desórdenes emocionales

y de conducta y discapacidades físicas y de salud.

2. Los estudiantes analizarán los siguientes videos y tomarán notas de su contenido:

Discapacidades severas

http://www.youtube.com/watch?v=52hASSHA_nE



Desórdenes emocionales y de conducta

http://www.youtube.com/watch?v=F8_efoszZ1M&feature=related

http://www.youtube.com/watch?v=EAr7EKiXZDQ

http://www.youtube.com/watch?v=zA9WUkn29bI&feature=related

Discapacidades físicas y de salud

http://www.youtube.com/watch?v=R6LLBCKsNMs&feature=related

http://www.youtube.com/watch?v=qN2AHJheSoo&feature=related

http://www.youtube.com/watch?v=_NEtOt_sbLI&feature=related

3. Los estudiantes continuarán trabajando en su Plan de Educación Individualizado

(PEI) bajo la supervisión del facilitador.

Actividades:

1. Usando el formato de una discusión socializada, el facilitador promoverá el análisis

del contenido de los videos observados en casa por los estudiantes. Los estudiantes

tendrán la oportunidad de aportar su conocimiento sobre los temas a discutirse y

hacer todas las preguntas necesarias a sus compañeros y al facilitador.

2. Usando una presentación de diapositivas, el facilitador presentará información sobre

las discapacidades severas, desórdenes emocionales y de conducta y discapacidades


3. La clase formará tres equipos. Cada equipo analizará y discutirá la información

recopilada en su investigación previa al taller: las discapacidades severas, desórdenes

emocionales y de conducta y discapacidades físicas y de salud.



4. Los equipos realizarán una presentación oral del tema asignado al final del taller tres

(Anejo H) y entregarán un informe escrito del tema (Anejo I). Se recomienda el uso

de ayudas visuales, de la tecnología y de otros recursos. Sea creativo.

5. Usando una presentación de diapositivas, el facilitador presentará el concepto de

tecnología de asistencia para personas con discapacidades.

6. Usando una actividad de torbellino de ideas, los estudiantes harán una lista de los más

recientes adelantos tecnológicos en el campo de la educación especial para ayudar a

personas con discapacidades.

7. El facilitador presentará casos de personas con discapacidades severas a los

estudiantes, quienes tendrán que identificar y justificar el uso de la tecnología de

asistencia para cada caso. Discusión.

8. Los estudiantes compartirán el progreso de su trabajo en los PEIs con la clase y

continuarán trabajando en ellos bajo la supervisión del facilitador. Este documento

será entregado en el taller cinco (Appendix F).

9. Los estudiantes continuarán trabajando en sus portafolios siguiendo las indicaciones

dadas en este módulo (Anejos Ds). El portafolio será entregado al facilitador al final

del Taller Cinco para su evaluación final.

10. El facilitador asignará a los grupos una discapacidad a ser cubierta en el taller cinco.

Los grupos deberán investigar y preparar un informe oral y escrito del tema asignado.

Avalúo

1. Los estudiantes completarán la hoja de auto reflexión (Anejo D3).

2. Los estudiantes, en grupo, harán una presentación oral del tema asignado (Anejo H) y

redactarán un informe escrito del mismo (Anejo I).



Workshop Five/Taller Cinco

NOTA: Este taller es bilingüe. Tanto, el

Facilitador como los estudiantes, deberán

utilizar el idioma asignado para cada tarea

y actividad.

NOTE: This is a bilingual workshop.

Both the facilitator and student should use

the language assigned for each homework

and activity.


By the end of Workshop Five, the students will:

1. Analyze definitions and classification systems of deafness and hearing loss, learning

disabilities, and communication disorders.

2. Describe the process of identification and evaluation of children deafness and hearing

loss, learning disabilities, and communication disorders.

3. Identify causes and prevention of deafness and hearing loss, learning disabilities, and

communication disorders.

4. Apply new educational approaches and educational placement alternatives for

children with deafness and hearing loss, learning disabilities, and communication

disorders.

5. Evaluate the future trends of special education.


At the end of Workshop Five, the students will:

1. Develop an individualized educational plan with long and short term goals to address

the cognitive development levels of special education students in English.



2. Recommend effective instructional, social /emotional, and independent functioning

goals that will be integrated into the individualized educational plan to be explained

in both languages

3. Work with the technology team in order to integrate assistive technology in the

instructional plan.


APA format



Deafness and hearing loss

http://www.nichcy.org/Disabilities/Specific/Pages/DeafnessandHearingLoss.aspx

http://www.merck.com/mmhe/sec19/ch218/ch218a.html

http://deaf-child-parenting.suite101.com/article.cfm/inclusion_and_hearing_loss

http://www.dso.ufl.edu/drc/documents/hearing_loss_instructor_fact_sheet.pdf

Learning disabilities

http://www.ldanatl.org/

http://www.ldanatl.org/aboutld/parents/ld_basics/dyslexia.asp

http://www.ldanatl.org/aboutld/parents/ld_basics/dyscalculia.asp

http://www.ldanatl.org/aboutld/parents/ld_basics/dysgraphia.asp

http://www.ncld.org/images/stories/Publications/Forms-Checklists-Flyers-

Handouts/ldchecklist.pdf

http://helpguide.org/mental/learning_disabilities.htm

http://www.as.wvu.edu/~scidis/learning.html



http://www.ldonline.org/article/Accommodations_for_Students_with_LD

http://www.ldanatl.org/aboutld/teachers/understanding/strategies.asp

Communication disorders

http://www.cec.sped.org/AM/Template.cfm?Section=Communicative_Disorders&Templ

ate=/TaggedPage/TaggedPageDisplay.cfm&TPLID=37&ContentID=5626

http://www.cec.sped.org/AM/Template.cfm?Section=Home&TEMPLATE=/CM/Content

Display.cfm&CONTENTID=7500

http://www.comeunity.com/disability/speech/communication.html

http://www.readingrockets.org/article/5128

http://www.as.wvu.edu/~scidis/comm.html

Future trends of special education

http://successfulteaching.blogspot.com/2008/05/future-of-special-education.html

http://cell.uindy.edu/conferencecd2007/files/44%20Problem-

Solving%20Initiatives%20in%20General%20and%20Special%20Education.pdf

http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/1

6/6f/0b.pdf

https://www.gse.upenn.edu/node/788

Assignments before Workshop Five

1. The students will read the recommended URL’s, textbooks and other reference

materials and take notes of deafness and hearing loss, learning disabilities, and

communication disorders.

2. The students will watch the following videos:

Deafness and hearing loss



http://www.youtube.com/watch?v=q45BFozJPWs

http://www.youtube.com/watch?v=HoVqJ6zgbU4

Learning disabilities

http://www.youtube.com/watch?v=wCqeFxDgacQ

http://www.youtube.com/watch?v=Y2Ic0EL3b98&feature=related

Communication disorders

http://www.youtube.com/watch?v=tD-2zdFmsw8

3. The students will complete their IEPs.

4. The students will complete their portfolios for final evaluation.

Activities

1. The facilitator will draw a KWL chart and have students brainstorm of what they

know and what they want to know about the topics of this workshop: deafness and

hearing loss, learning disabilities, and communication disorders (Spanish).

2. In a socialized discussion, the students will present their analysis of the videos and

their findings of the video topics. The facilitator will take notes of the ideas on the

board to reinforce and/or clarify some confusing points that may exist (English).

3. Using a PowerPoint presentation, the facilitator will present an outline of the

disabilities/disorders to be discussed in this workshop (English).

4. In groups, the students will discuss their assigned topic of the disability/disorder they

searched for their oral presentation (English).

5. After discussion, groups will orally present the assigned disability to the class.

Students should use visual aids, technology, and other devices. Be creative (Appendix

H) (English).



6. After oral presentations, groups will hand in their written report (Appendix I) of the

topic presented orally (English).

7. The facilitator will have students share their experiences of writing an IEP. Then,

students will hand in their IEPs to the facilitator (Appendix F) (English).

8. The facilitator and students will get involved in a formal conversation about the

future trends in special education (Spanish).

9. The students will complete the last column of the KWL chart: What they learned in

this workshop (Spanish).

10. In groups of four, the students will prepare an overall closing activity of the course.

Students may act out a news program, perform a song or a role play, recite a poem, or

prepare a commercial or advertisement that wraps up the content of the entire course.

(Spanish)

11. The students will complete and submit their portfolios strictly following the

guidelines to prepare the portfolio (Appendices Ds).

Assessment

1. The students will complete the self reflection sheet (Appendix D3) and insert it in

their portfolio.

2. The students will complete the overall portfolio self assessment (Appendix D4).

3. The students will hand in their portfolios to the facilitator for its final evaluation

(Appendix D8).

4. The students will make an oral presentation and submit a written report of the

assigned disability (Appendices H, I).

5. The students will turn in their IEPs (Appendix F) to the facilitator.



Anejos/Appendixes



Anejo A/Appendix A

Phillips 6-6

Also known as 6-6 Discussion, this technique was created by J. Donald Phillips. The

class is divided in groups of six students who will discuss a problem or topic during six

minutes in order to reach a general conclusion.

This technique lets students get involved in effective communication and helps them

reach consensus of the discussed topic.

Procedures:

• Procedures should be explained clearly.

• Grouping should be explained.

• Introduction of questions to be solved during the activity.

• Students will have only six minutes to discuss questions in their corresponding

teams.

• Students will have six minutes to present their conclusions to the entire class.



Anejo B/Appendix B

Matriz de Valoración del Ensayo de Posición

Integrantes del grupo: _____________________________________________________

Tema: _______________________________________________ Date: _____________

Criteria Value Points Student Score

Content

Introductory content is clear & well

stated.

1 point

Major or relevant details are exposed in

essay.

1 point

Compare and contrast the information

clearly and effectively, with precise

examples.

1 point

Sentences are cohesive and ideas flow as

the essay is read.

1 point

Establish a writer’s relationship with the

subject, providing a clear perspective on

the compared and contrasted subject

matter and engaging the audience

attention.

1 point

Draw conclusions based on the compared

and contrasted content only.

1 point

Demonstrate a comprehensive grasp of

significant ideas to reach a higher level of

understanding in an organizational

manner.

1 point

Language

Demonstrates a command of standard

English (vocabulary, syntax and flow of

1 point



ideas)

Uses grammar appropriately and

correctly.

1 point

Uses spelling, punctuation, capitalization,

and APA format correctly.

1 point

Total Points

10 pts ( 70% content

and 30% language)

_________

Total score:

Facilitator’s signature: ____________________________________

Note: The score obtained by the student should be recorded as follows:

• Excellent: 1.00 point • Good: 0.75 point • Fair: 0.50 point • Needs improvement: 0.25 point



Anejo C/Appendix C

Collage rubric

Name/Group ____________________________________________________________

Topic: ____________________________________________ Date: ________________

Criteria Value Points Student Score

All of the graphics or objects used in

the collage reflect a degree of student

creativity in their display.

1.25 point

Graphics are cut to an appropriate

size, shape and are arranged neatly.

Care has been taken to balance the

pictures across the area. Items are

glued neatly and securely.

1.25 point

The collage includes 15 or more

items, each different.

1.25 point

Much time and effort went into the

planning and design of the collage. It

is clear the student worked at home

as well as at school.

1.25 point

Titles and text were written clearly

and were easy to read from a

distance.

1.25 point

The student gives a reasonable

explanation of how every item in the

collage is related to the assigned

theme. For most items, the

relationship is clear without

explanation.

1.25 point

The collage fully communicates the

author’s understanding of the topic.

1.25 point



The collage looks attractive and neat. 1.25 point

Total Points 10 points _______________

Total score

Facilitator’s Signature: ________________________



Source: Adapted from www.abbotsford.k12.wi.us and

http://www.readwritethink.org/lesson_images/lesson1012/visualcollagerubric.pdf



Anejo D/Appendix D

Guidelines to prepare the portfolio

1. Determination of sources of content

The following, but not limited to, documentation will be included:

a. Projects, surveys, and reports.

b. Oral presentations

c. Essays: dated writing samples to show progress

d. Research papers: dated unedited and edited first drafts to show progress

e. Written pieces that illustrate critical thinking about readings: response or

reaction papers.

f. Class notes, interesting thoughts to remember, etc.

g. Learning journals, reflective diaries.

h. Self assessments, peer assessments, facilitator assessments.

i. Notes from student-facilitator conferences.

2. Organization of documentation

Documentation will be organized by workshop, and by type of assignment within

workshops. Workshops will be separated from one another using construction paper

or paper of different colors, with tabs indicating the workshop number.

3. Presentation of the portfolio

• Documentation will be posted in a binder or in a digital version (e-portfolio).

• The Portfolio Informational Sheet will be placed in the transparent front

pocket of the binder for identification purposes (Appendix D1).



• The cover page will follow exactly APA guidelines applied to a cover page of

research papers submitted at Metro Orlando Campus. This cover page will be

placed at the beginning of the portfolio.

• A log of entries that can be expanded with each new entry properly numbered.

The table, which should be located at the beginning, should include a brief

description, date produced, date submitted, and date evaluated (Appendix D2).

• Introduction and conclusion of the income and outcome of the portfolio.

• Documentation and reflection process (Appendix D3) required in each

workshop.

• Overall portfolio self assessment (Appendix D4).

• The Progression Follow-Up Template (Appendix D5).

• A list of references and appendices of all assignments included will be added

to the end of the portfolio.

• Letter of Use and Return or Use and Discard of Portfolio (Appendices D6 &

D7)

• The entire portfolio will follow APA style: Courier or Times New Roman

font, size 12, double space, and 1-inch margins. See a “Publication Manual of

the APA, Fifth Edition.”

4. Portfolio Evaluation (Appendix D8)



Appendix D1: PORTFOLIO INFORMATIONAL SHEET (to be placed in front)

Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Universidad del Turabo

Check one:

� Universidad del Este

� Universidad Metropolitana

� Universidad del Turabo

Check one:

� Undergraduate � Graduate

Concentration

Student’s Name

Facilitator’s Name

Portfolio rated as

Reason of this rate

Teacher Preparation in Special Education SPED 101


65

Appendix D2: Log of Entries or Table of Content

Entry Description

Date of Entry

Date

Submitted

Date

Evaluated

Page #

1

2

3

4

5

6

7

8

9

10

Note: Students can elaborate a table of contents for their portfolios instead.



Appendix D3: Reflection Process

Directions: Please complete the following blanks:

This entry is an example of my strengths:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

This entry is an example of an area I really need to improve:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

This entry is an example of an area I have improved:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

I think this exercise has been very helpful for my learning because:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________



Auto Reflexión

Instrucciones: Complete los siguientes espacios en blanco:

Este ingreso es un ejemplo de mis fortalezas:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Este ingreso es un ejemplo de un área que realmente necesito mejorar:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Este ingreso es un ejemplo de un área que he mejorado:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Considero que este ejercicio ha sido muy útil para mi aprendizaje porque:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________



Appendix D4: Overall Portfolio Self-Assessment

Dear Student: This form will assist you in monitoring your portfolio and determining the strengths and weaknesses of your writing Part I: Read the statements below. Write the numbers that mostly honest reflects your self assessment (Scale 1-5: 5=strong, 4=moderately strong, 3=average, 2=moderately weak, 1=weak) _____ 1. My portfolio contains all of the items required by the facilitator. _____ 2. My portfolio provides strong evidence of my improvement over the course. _____ 3. My portfolio provides strong evidence of my ability to report factual

information. _____ 4. My portfolio provides strong evidence of my ability to write effectively. _____ 5. My portfolio provides strong evidence of my ability to think and write

creatively. Part II: On the lines below, write the topic of each assignment. Rate your effort for each piece (5=strong effort, 1=weak effort). In the space below write one suggestion for improving that piece. _____ 1. _______________________________________________________ _______________________________________________________ _____ 2. _______________________________________________________ _______________________________________________________ _____ 3. _______________________________________________________ _______________________________________________________ _____ 4. _______________________________________________________ _______________________________________________________ _____ 5. _______________________________________________________ _______________________________________________________ Part III: In assessing my overall portfolio, I find it to be (check one) Very satisfactory __________ Satisfactory __________ Somewhat satisfactory __________ Unsatisfactory __________ Part IV: In the space below list your goal for the next PT and two strategies you plan to achieve. Goal: ________________________________________________________________ Strategies:

1. _________________________________________________________________ 2. _________________________________________________________________



Appendix D5: Progression Follow-Up Template Strengths Weaknesses Improvement Ideas Facilitator’s comments

Student’s response and comments



Appendix D6: Use and Return of Portfolio


I, ____________________________________, grant permission to the office of

Assessment and Placement of the Ana G. Méndez University System, to keep in their

records a copy of my portfolio. I understand that the portfolio is going to be used for

accreditation or educational purposes only, and that is not going to be disclosed without

my consent.

By signing this document I authorize the office of Assessment and Placement to keep a

copy of my portfolio for six months and return it to me at the end of this period of time.

_______________________________ ___________

Student’s Name (print) Date

_______________________________ ___________

Student’s Signature Date



Appendix D7: Use and Discard of Portfolio


I, ____________________________________, grant permission to the office of

Assessment and Placement of the Ana G. Méndez University System to keep in their

records a copy of my portfolio. I understand that the portfolio is going to be used for

accreditation or educational purposes only, and that is not going to be disclosed without

my consent.

By signing this document I authorize the Office of Placement and Assessment to keep a

copy of my portfolio for six months and discard it at the end of this period of time.

.

_______________________________ ___________

Student’s Name (print) Date

_______________________________ ___________

Student’s Signature Date

Teacher Preparation in Special Education SPED 101 72

Prep. 07-30-2009. Prof. Fidel R. Távara, M.Ed.

Appendix D8: Portfolio Rubric

4 3 2 1

PORTFOLIO APPEARANCE

� Readable: Are entries typed in an appropriate font and size? Are entries free of errors? Do ideas

expressed in entries follow a logical sequence with appropriate transitions among paragraphs and topics?

� Professionalism: Is the appearance of the portfolio professional? Are graphics, colors and portfolio

language consistent with professional workplace expectations? Is the portfolio presented in a neat and orderly manner?

� Organization: Is the portfolio organized in a manner that makes it easy to follow and easy to quickly

locate information?

PORTFOLIO CONTENT AND FUNCTION

� Content: Are all required entries included in the portfolio? Are entries relevant to the content of the

portfolio? Do all entries contain the student’s reaction or reflection on the selected topics? Do entries provide thorough understanding of content? Resume, Activities List, Varied Samples of Written Work, Evidence of Problem Solving, and Evidence of Decision Making.

� Authenticity: Are the samples and illustrations a true reflection of the student’s efforts and abilities?

� Growth/Development: Do samples provide thorough understanding of growth and development related

Teacher Preparation in Special Education SPED 101 73

Prep. 07-30-2009. Prof. Fidel R. Távara, M.Ed.

to their field of concentration? Do items show what the student has learned?

� Collaboration: Do items show examples of both individual and group work? Does the student provide

clear understanding of collaboration, and use collaboration to support his/her learning?

� Reflection and Personal growth: Do items show exceptional understanding of how to be a reflective

thinker and how to seek opportunities for professional growth? Does the student include self-reflective comments? Does the student reflect enthusiasm for learning?

� Professional Conduct: Do items show clear understanding of ethical behavior and professional

conduct? Do items display the pride the student has in his or her work?

Overall Portfolio Impact

� Is this portfolio an asset in demonstrating the student’s value (skills, abilities, knowledge) to a potential

employer or college representative?

Rating Scale 4 = Outstanding 3 = Very good 2 = Good 1 = Needs improvement Source: Retrieved from www.lcusd.net/lchs/portfolio/rubric.htm on February 10th, 2007. Adapted 02/10/2007 by Fidel R. Távara, M.Ed. Coordinator of Assessment and Placement – Metro Orlando Campus

SPED 101 Teacher preparation in special education 74

Prep. 07-30-2009. Fidel R. Távara, M.Ed.

Anejo E/Appendix E

Matriz de valoración para el ensayo expositivo

Integrantes del grupo: ______________________________________________

Curso: __________________________ Fecha: ________________________

Criterios Valor Puntaje del Estudiante

Contenido

La tesis es clara y bien establecida. 1 punto

Explica y desarrolla la tesis y sus

implicaciones de manera exacta, basado

en los estudios científicos que apoyan

las ideas sobre el tema, brindando

información exacta y ejemplos precisos.

1 punto

Se exponen los detalles centrales o de

mayor relevancia en el ensayo.

1 punto

Las oraciones son coherentes y las ideas

fluyen durante la lectura del ensayo.

1 punto

Elabora conclusiones basadas en la

evidencia científica y objetiva.

1 punto

Establece una relación del autor con el

tema, brindando una perspectiva clara

del tema presentado y atrayendo la

atención del lector.

1 punto

Demuestra un entendimiento total de las

ideas más importantes hasta alcanzar un

nivel superior de comprensión de una

manera organizada.

1 punto

Lenguaje



Demuestra habilidad en el manejo del

idioma español estándar (vocabulario,

sintaxis y flujo de ideas).

1 punto

Usa la puntuación, la ortografía y el

formato APA correctamente.

1 punto

El tono del ensayo es adecuado a la

naturaleza del documento.

1 punto

Total 10 pts. (70% contenido

y 30% lenguaje)

__________ Puntaje total

Firma del facilitador: _________________________

Nota: El puntaje adquirido por el estudiante deberá anotarse según la siguiente escala:

• Excelente: 1.00 punto • Bueno: 0.75 punto • Regular: 0.50 punto • Necesita mejorar: 0.25 punto



Anejo F/Appendix F

Individualized Education Plan (IEP) rubric

Categories of Evaluation

Consistently Exceeds Standards/Target

Exceeds Some Standards/Target

Meets Standards/Acceptable

Inconsistently Meets Standards/Unacceptable

Does Not Meet Standards/Unacceptable

Points

3 points 2 points 1 point

Basic Information

An alias is provided for student name, birth date, district, building site, date of IEP, and type of IEP. All of the information is correct.

An alias is provided for student name, birth date, district, building site, date of IEP, and type of IEP. Majority of the information is correct.

An alias is provided for student name, birth date, district, building site, date of IEP, and type of IEP. Majority of the information is incorrect or information is not present.

Present Level of Educational Performance

Objective statements about educational, behavioral and social strengths and needs are listed, directly relate to evaluation results, and are consistently comprehensive. Existing standardized and informal evaluation data are included with results showing effects of child’s disability on educational performance. The impact of the disability on the involvement/progress in general curriculum is provided.

Objective statements about educational, behavioral and social strengths and needs are listed and directly relate to evaluation data, but are not consistently comprehensive. Existing standardized and informal evaluation data are included with results showing effects of child’s disability on educational performance. The impact of the disability on the involvement/progress in general curriculum is provided.

Objective statements about educational, behavioral and social strengths and needs are listed but are not consistently appropriate or do not directly link to the evaluation data. Existing standardized and informal evaluation data are inconsistently included with results showing effects of child’s disability on educational performance. The impact of the disability on the involvement/progress in general curriculum may or may not be listed.

Consideration of Special Factors

Special factors are considered and checked yes or no. Candidate must address behavioral intervention, language and communication needs of the learner who has a hearing impairment and/or limited English proficiency, and

Special factors are considered and checked yes or no. Candidate must address behavioral intervention, language and communication needs of the learner who has a hearing impairment and/or limited English

Special factors are considered and checked yes or no. Candidate did not address behavioral intervention, language and communication needs of the learner who has a hearing impairment and/or limited English

/



assistive device needs. Factors considered were appropriate to the learner and identifies and provides a rationale of the needed services on the IEP.

proficiency, and assistive device needs. Factors considered were appropriate to the learner and identifies and provides a rationale of the needed services on the IEP.

proficiency, and assistive device needs.

Annual Goals

Annual goals are selected and prioritized based on present level of performance data. Goals are written in measurable terms and show direction for growth.

Annual goals are selected and based on present level of performance data. Priority of goals lacks alignment with learner strengths and needs. Goals are written in measurable terms and show direction for growth. (minimum of 2)

Annual goals are selected and may or may not be based on present level of performance data. Priority of goals lacks alignment with learner strengths and needs. Goals are not written in measurable terms and/or do not show direction for growth.

*Short Term Objectives/ Benchmark

Majority of short term objectives/ benchmark (linked to annual goals) are written in measurable terms (objectives contain 4 parts each: who will do what, under what conditions, and to what degree. Benchmarks written are age-appropriate, sequenced, and correlate with past IEP benchmarks.

Majority of short term objectives/ benchmark (linked to annual goals) are written in measurable terms (objectives contain 4 parts each: who will do what, under what conditions, and to what degree. Benchmarks written are age-appropriate and correlate with past IEP benchmarks.

Majority of short term objectives/ benchmark (linked to annual goals) are not written in measurable terms (objectives contain 4 parts each: who will do what, under what conditions, and to what degree. Benchmarks may or may not be age-appropriate and correlate with past IEP benchmarks.

Progress measured & reported to parents

Evaluation schedule and procedures are appropriate to the goals/benchmarks. Multiple evaluation procedures as well as a variety of evaluation procedures are used. Methods of notifying parents on learner progress are provided.

Evaluation schedule and procedures are appropriate to the goals/benchmarks. Methods of notifying parents on learner progress are provided.

Evaluation schedule and procedures are inappropriate to the goals/benchmarks or procedures and schedule are identified. Methods of notifying parents on learner progress are not provided.

Type of Service Placement

Where and what type of service, amount of services listed (including time,

Majority items were addressed and correct: Type of service, amount of

Majority items were not addressed or were not correct: Type of service,



including Related Services

frequency, circumstances), projected starting/ending date, and person responsible. All information is correct.

services listed (including time, frequency, circumstances), projected starting/ending date, and person responsible

amount of services listed (including time, frequency, circumstances), projected starting/ending date, and person responsible

Description of & Percent of student’s non-participation in regular class, length of school day, type of P.E. listed

Description, percent of day, length of day, P.E. listed and correct

Majority of items were addressed and correct: Description, percent of day, length of day, P.E. listed

Majority of items were not addressed or were not correct: Description, percent of day, length of day, P.E. listed

TOTAL

24 pts

Facilitator’s signature: _____________________________________

Source:

Retrieved on August 2nd, 2009 from

http://faculty.swosu.edu/debbie.case/share/Planning%20and%20Managing/IEP%

20Rubric%202%2007.doc.



Anejo G/Appendix G

Matriz de valoración del tríptico


Tema: ______________________________________________ Fecha: _____________

Criterios 3 puntos 2 puntos 1 punto 0 puntos

Organización de

la información

presentada

Cada sección del

tríptico es clara en

su totalidad.

75% de las

secciones son

claras en su

totalidad.

60% de las

secciones son

claras en su

totalidad.

Menos de la

mitad de las

secciones son

claras en su

totalidad.

Exactitud del

contenido y

validez de la

información

Toda la

información es

exacta y concuerda

con los recursos

citados.

99-90% de la

información en el

tríptico es exacta.

89-90% de la

información en el

tríptico es exacta.

Menos del 80%

de la

información en

el tríptico es

exacta.

Atractivo y

organización

El tríptico tiene un

formato

excepcionalmente

atractivo y la

información bien

organizada.

El tríptico tiene un

formato atractivo y

la información bien

organizada.

El tríptico tiene el

formato y la

información bien

organizada; pero

no ambos.

El formato y la

organización del

material son

confusos al

lector.

Uso del lenguaje El tríptico está libre

de errores.

El tríptico contiene

no más de 1 error

en el lenguaje o

redacción.

El tríptico contiene

no más de 3

errores en el

lenguaje o

redacción.

El tríptico

contiene más de

3 errores en el

lenguaje o

redacción.

Fotos/gráficos Las ilustraciones

concuerdan con el

tema y el texto de

cada sección. Cada

sección contiene no

Las ilustraciones

van bien con el

texto, pero hay

tantas (más de dos

por sección) que

Las ilustraciones

van bien con el

texto, pero hay tan

pocas (menos de

tres en todo el

Las ilustraciones

no

complementan el

texto o aparecen

aleatoriamente.



más de dos gráficas

y existe por lo

menos un total de

tres gráficas.

distraen al lector

del texto.

tríptico) que lo

hace lucir

recargado de texto.

Puntuación obtenida: _______ pts. /15 pts.

Firma del facilitador: ______________________________________



Anejo H/Appendix H

Oral presentation rubric

Group members: _________________________________________________________

Topic: ________________________________________________ Date: ____________ Criteria Value Points Student’s Score

Presentation

Holds attention of entire audience with

the use of direct eye contact, seldom

looking at notes.

1 point

Movements seem fluid and help the

audience visualize

1 point

Student displays relaxed, self-confident

nature about self, with no mistakes.

1 point

Student uses a clear voice with a good

projection and intonation.

1 point

Student demonstrates full knowledge by

answer all questions with explanations

and elaborations.

1 point

Student presents information in logical,

interesting sequence which audience can

follow

1 point

Demonstrates a strong, positive feeling

about topic during entire presentation

1 point

Language

Demonstrates a command of standard

English (vocabulary, syntax and flow of

ideas)

1 point

Uses correct pronunciation of the

language.

1 point

The tone of the presentation is 1 point



appropriate.

Total Points 10 pts. (70% content and

30% language)

_________ Total score:

Facilitator’s signature: ______________________________________





Matriz de valoración de la presentación oral

Integrantes del grupo ______________________________________________________

Tema: _______________________________________________ Fecha: _____________

Criterios Valor Puntaje obtenido

Presentación

Mantiene la atención de toda la

audiencia utilizando el contacto visual

directo, y mirando las notas raramente.

1 punto

Los movimientos son adecuados y

ayudan a la audiencia a visualizar el

contenido de la presentación.

1 punto

El estudiante demuestra estar relajado y

tranquilo, sin hacer errores.

1 punto

El estudiante utiliza una voz clara con

Buena proyección y entonación.

1 punto

El estudiante demuestra un

conocimiento completo al responder

todas las preguntas con explicaciones y

elaboraciones.

1 punto

El estudiante presenta la información en

una secuencia lógica e interesante la

cual la audiencia puede seguir sin

problema.

1 punto

Demuestra una actitud fuerte y positiva

acerca del tema durante toda la

presentación.

1 punto

Lenguaje

Demuestra habilidad en el manejo del

idioma inglés estándar (vocabulario,

sintaxis y flujo de ideas).

1 punto



Usa una pronunciación correcta durante

la presentación.

1 punto

El nivel de formalidad de la

presentación es adecuada a la naturaleza

de la misma.

1 punto


y 30% lenguaje)

___________

Puntaje Total:






Anejo I/Appendix I Written report rubric

Name/Group ____________________________________________________________

Topic: ____________________________________________ Date: ________________

Criteria Value Points Student’s Score

Content

Excellent organization enhances readability

and/or understandability of the report.

1 point

Relevance of topic to class or audience is

apparent. The groundwork for the report is

easy to predict because important topics that

will be discussed are specifically mentioned.

1 point

Clear examples to support specific topic

sentences and to support the overall purpose;

reader gains important insight; analysis poses

novel ways to think of the material; quoted

material well integrated; depth of coverage

without being redundant.

1 point

The tone of the report is consistently

professional and appropriate.

1 point

The writer makes succinct and precise

conclusions based on the review of literature.

Suggestions for future research are offered.

1 point

References are primarily peer reviewed

professional journals or other approved

sources; Numerous relevant scholarly sources

(and primary sources, where available and

appropriate) demonstrating extensive, in-

depth research; little reliance on tertiary

sources.

1 point



Demonstrate a comprehensive grasp of

significant ideas to reach a higher level of

understanding in an organizational manner.

1 point

Language

Demonstrates a command of standard English

(vocabulary, syntax and flow of ideas)

1 point

Uses spelling, punctuation, capitalization, and

APA style correctly.

1 point

The level of formality used in the report is

adequate to the nature of the document.

1 point

Total Points 10 pts. (70% content

and 30% language)

_________ Total score:

Facilitator’s signature: ________________________





Matriz de valoración del informe escrito


Tema: ___________________________________________ Fecha: ________________ Criterios Valor Puntaje obtenido

Contenido

La excelente organización realza la claridad y

la comprensión del informe.

1 punto

La relevancia del tema para la clase o la

audiencia es obvia. Es fácil de predecir el

contenido del informe ya que los temas

importantes a discutirse están mencionados

específicamente.

1 punto

Se dan ejemplos claros para apoyar las

oraciones centrales y el propósito general del

informe; el análisis brinda maneras novedosas

para reflexionar en el material; el material

citado está bien integrado; las ideas son

profundas pero no redundantes.

1 punto

El tono del informe es consistentemente

profesional y apropiado.

1 punto

El escritor elabora conclusiones sucintas y

precisas basadas en la literatura existente. Se

ofrecen sugerencias para futuras

investigaciones.

1 punto

Las referencias provienen de revistas

profesiones y otras fuentes aprobadas. Incluye

numerosas fuentes académicas relevantes

demostrando una investigación extensa y

profunda; se apoya muy poco en fuentes

terciarias de información.

1 punto



Demuestra un entendimiento total de las ideas

más importantes hasta alcanzar un nivel

superior de comprensión de una manera

organizada.

1 punto

Lenguaje

Demuestra habilidad en el manejo del idioma

inglés estándar (vocabulario, sintaxis y flujo

de ideas).

1 punto

Usa la puntuación, la ortografía y el estilo

APA correctamente.

1 punto

El nivel de formalidad utilizado es adecuado a

la naturaleza y propósito del documento.

1 punto


y 30% language)

___________ Puntaje Total:






Anejo J/Appendix J

Poster scoring rubric

Group members: __________________________________________________

Topic: _______________________________________Date: _______________

Evaluation Criteria 1 0.75 0.50

1. The poster contains relevant information and articles.

2. The poster is neat and presents well-organized information.

3. The poster is exceptionally attractive in terms of design,

layout, and color.

4. There are no grammatical/mechanical mistakes on the poster.

5. All graphics on the poster are related to the topic and make it

easier to understand.

6. The poster includes all required elements as well as additional

information.

7. The poster shows a deep understanding of the subject and

related concepts.

8. All items of importance on the poster are clearly labeled with

labels that can be read from at least 3 ft. away.

9. The student or the group made a good presentation of the

poster to the class.

10. The overall final result represents the maximum effort of the

student or the group.

Score obtained: ______ pts. /10 pts.

Facilitator’s signature: _____________________________

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