• Write a holistic case summary of a child in your practicum classroom/school.
• Develop expertise in writing an IEP for a child. You will write an IEP that includes learning goals in one specific learning area and one behavioral or social area.
• Carefully consider the use of relevant technology to support teaching and learning for the child.
a. Case Summary: (providing information and background)
write a summary about a child to match the age level of the class you are teaching in on practicum. The summary must include information about the child in the family; strengths and needs; detailed information (including curriculum levels) about a range of learning areas; information about the child’s behavior and emotional needs; and all other information that you deem to be relevant to the holistic support of the child.
b. Write an IEP for this child that will include:
• Long and short term goals;
• Specific goals for one curriculum area of learning AND one behavioral area;
• Strategies/resources including ecological considerations, to achieve the learning area and the behavioral goals;
• Accountability i.e. Who will support this child to reach the goals set in the IEP?
c. Identify assistive technology tools that can help the child. Make sure to consider the following areas when you select the assistive technology tools:
of articulation, searching for models. What's more, in this exertion they run over and over with "the picture of Woman in books composed by men". Be that as it may, what they don't discover is an approach to express their very own character in their content, instead of reflect and imitate a complimenting or not picture made by another author. I think that its simple to concur with Rich's announcement. I have frequently perused writing and distinguished myself with the lady legend of the book. I observed my self to be complimented with likenesses of character. Obviously, in each endeavor to expound on my self, or to recount to a story, I will in general mirror a similar picture of the lady I read about in my own composition. It isn't that I have nothing to state for myself, as opposed to I find that picture beguiling and need others to see me along these lines. Still like Sommers, I am missing from the greater part of my writings. Surely affected by my female sexual orientation, I will in general have a progressively sentimental and delicate methodology in my composition. My class and culture are additionally reflected in my writings as a have no involvement from anything unique and in this manner I can not expound on it. Anyway the nearness of my own encounters is restricted in my composition. Basically in light of the fact that I consider myself shaky and that I don't have a sufficient articulation to make. Another reason is that I think that its simpler, and I trust I am by all account not the only one to do as such, to discuss others than discussion about myself. Discussing oneself requires excruciating burrowing to reach to mindfulness. Obviously the dread of uncovering individual encounters to others has its influence too, as again I don't expect to mess my conventional female picture, with upheavals of outrage, uneasiness, enthusiasm, and fixation. Adrienne Rich: "When We Dead Awaken: Writing as Re-Vision", p.18 J.G. Steward, Jane Ellen Harrison: A Portrait from Letters (London 1959), p. 140 Adrienne Rich: "When We Dead Awaken: Writing as Re-Vision">GET ANSWER