Personal Philosophy of Special Education (40 points)

As a pre-service teacher or related professional, it’s invaluable to your practice to discover, and then formally express your explicit and implicit ideas, attitudes and values toward each of the following:

- special education and its role in a school system

- your role as a teacher or related professional

- your ethical obligations as a teacher or related professional toward your:

- students

- students’ parents

- school

- community

- person-first perspective

- exceptionalities

Since your personal philosophy of special education is a detailed, self-critical analysis of the areas listed above, each statement must be thoroughly grounded or justified by specifically citing at least one of the following:

- course materials from:

- lecture

- text book

- films

- other readings

- personal experience

- well-formed logical or moral argument

Additionally, your artifact’s format must exemplify proper grammar, punctuation, spelling and other writing conventions. To guide you through creating this artifact, please refer to the attached rubric.

Assistive Technology Case Study: SAM and Presentation

Educators must be familiar with augmentive, alternative, and assistive technologies. We use technology every day, from browsing the Internet to using a paper clip. Technology is reputed to double in its capacity every two years. The rapid growth of technology in our world has made our lives easier in many ways, and this is the case for individuals with disabilities, as well. When technology has a specific use relative to individuals with disabilities, we have called it “assistive technology.” Such enhancements as books on tape, communication devices, hearing aids, pencil grips, and even eyeglasses can all be considered assistive devices. Assistive technology, however, is much more. What is it, when is it appropriate, and when might it benefit individuals with and without disabilities? Each of these questions will be explored in depth in this module.

This module will be completed in small groups (2-5), which will be assigned near the beginning of the course. A grading rubric will be provided.

There are three components to this module:

• #1 The first component is an in-class visit to the Assistive Technology Lab, located in room 172 of the College of Education. Please sign up starting March 1, 2007. This will provide a hands on experience, learning the basics of AT and have the opportunity to explore some of the assistive technology that is used by individuals with disabilities. You will write a reflection paper.

• #2 The second component of the module will be to apply what you have learned to a case study. You will choose a chapter from your text, and sign up for that case study. You will go to the Turnbull Website (address in syllabus) and select the chapter and the case study from that chapter. After reading all available information from the website and text. You will choose and design an activity based on the individual’s needs. Using VISTA, you will complete an online module using Student Access Map approach. After completion of this module you will hand in your SAM to your instructor. Please reference the rubric and prompt.

• #3 Your group will present the case study information and SAM to the class using a form of assistive technology. Please include a handout for your classmates.