You may select any of the standards/substandards listed. Be sure to include within the textbox how your assignment meets your selected standard from the list provided.
This portfolio is for you to preserve what you learned in this class for future use in the classroom. The following sections should be included in your e-portfolio:
i)Introduction
Give an overview of your portfolio.
ii)Lesson Plan
Create a lesson plan for students with MR. Follow the Lesson Plan rubric found in Resources section of this course.
iii)Achieving personal goals
This section includes specific evidence from your coursework that demonstrates your achievement of course objectives in the following areas:
(1)Overview of MR
(2)Life Goal Planning for Individuals with MR
(3)Diagnostic/Prescriptive/Evaluative Teaching of Students with MR
(4)Scope, Sequence, and Content of Curriculum for Students with MR
You need to provide two pieces of evidence for each category including all curriculum guides, a rationale why you chose each piece, and an evaluation of your current skills in the area.
iv)Reflective Evaluation
Take the time to reflect on these past eight weeks and the topics covered. Reflect on what kind of teacher you would like to be. How are you going to get there? Which topics these past eight weeks, were of most relevance to you? Review the course objectives and write a statement about what you learned. Develop plans for continuing your professional development in the field of special education. Summarize your reflections in a 500-750 word essay.
APA format is not required, but solid writing skill in APA style and a title page are expected.
Achieving Personal Goals: Students with Mental Retardation need individualized educational programs which are carefully planned and monitored. In order to design effective programs, issues relating to law, terminology, and identification of mental retardation must be examined. These issues will play an important role in identifying and serving the needs of students with mental retardation.
The kind of adapted physical education teacher I would strive for is where “ALL” students can participate. I use the acronym A. P. E. in my slogan, “A. ctivities, P. lay, for E. veryone”. It is so important that all students be given the necessary instruction to be able to play along side their peers in activities or activities that are designed in mind for the individual with mental retardation, such as Special Olympics.
a)E-Portfolio Assignment: Curriculum Guides for Social, Living, Transition, and Vocational Skills
i)A curriculum guide is a packet of practical ideas for teaching that is written in a convenient format as practical teaching notes for use in the future by either you or your colleagues. It is a how-to guide that covers steps for achieving specific objectives, principles governing behavior, or descriptions of effective teaching strategies, interventions, and accommodations that a special educator can use in his or her classroom. The guide might includethe title of the strategy or principle, explanation of its educational purpose (goal or objective), task analysis of teacher and student activities, and student assessment procedures. Each strategy should be referenced.
ii)Grading Criteria: is the curriculum guide sufficiently accurate, thorough, and clear to such a degree that the reader can implement the strategies? This should be useable by any of the teachers in the student’s school.
iii)As a CLC, create curriculum guides for teaching social, living, transition, and vocational skills as a reference in a format that will provide you and your professional colleagues with practical information necessary for effective teaching of students with MR.
iv)Use the GCU eLibrary to research a minimum of 6 peer-reviewed articles that can be used in support of your content.
Use standard essay format in APA style, including an introduction, conclusion, and title page. An abstract is not required. Cite in-text and in the References section.
The curriculum guide for Social, Living, Transition, and Vocational Training had a primary purpose in special education to help students with disabilities live a successful and personally fulfilling life now and in the future.
The curriculum for students with mental retardation should be designed to prepare students to function as independently as possible in an integrated society.
The curriculum guide is intended to act as a road map for the strategy/principles – goals – activities – with assessment tools – and references for future use. The curriculum guide includes a broad range of skills for secondary –post education students. This curriculum helps to foster the development of skills that increase autonomy, encourages constructive co dependence, and nurtures problem solving in the home, school, community, and workplace. It is a detailed and specific curriculum guide. It is designed with the intention that it can be used is a practical guide and usable resource for all professionals who may be addressing these educational areas.
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Overview
