Special Needs in General Education Classrooms
Semester 2: January 2019
Assignment 1– Individual 60%
Choose ONE of the cases below and identify the special needs of the learner described in the chosen case. Using the information
gathered:
A.
i.
Using TWO (2) examples from the case, provide a rationale substantiating the exceptionality identified
(2 marks)
ii.
Explain fully TWO (2) possible causes of the exceptionality.
(6 marks)
iii. Describe THREE (3) characteristics of the same exceptionality that have NOT been identified in the case selected. (8 marks)
Use of Language and Organization
(2 marks)
References
(2 marks)
(20 marks)
B.
Choose a subject, grade and topic of your choice to construct a differentiated lesson plan to address the needs of the student with the
exceptionality identified in the case. The Plan should clearly emphasize the exceptionality being addressed, and differentiation should
be reflected in FOUR of the components {Content- what is to be taught; Process- methods of instruction; Product- assessment and
Environment}.
(40 marks)
CASES
Case 1: Jaden is seven years old and in the 2nd grade. He is very inattentive and often appears disinterested in the lessons. However when given class
assignments he will complete it accurately within minutes way ahead of his peers. If he makes the slightest mistake he erases the entire page and does
the entire activity again. After completing his work he walks around the room telling others what to do or doing elaborate drawings in his book. Jaden
does not socialize well with his peers as he tends to be bossy. Often when he is asked to write about a picture he produces a detailed fully developed story
while the other students write a few sentences describing the picture. He can manipulate figures mentally and unlike the other students he does not
depend on counters to complete his math problems. During lunch or break time he goes over to grade one and spends most of his time talking with the
teacher at his desk. He is said to be a gifted and talented child.
Case 2: Kipp is age ten and is in foster care due to his mother’s inability to control him at home. He has emotional/behavioural disorder, and as such, has had a
history of being in trouble in his class. He has had support from the Child Guidance Clinic which appeared to be successful as he is aware that his behaviour can at
times be inappropriate. He really wants to do well at school and he produces good work when he is interested in the subject. However, he often has bouts of bad
temper and would become aggressive. When he is like this he finds it difficult to control his language which often leads to fights. He picks squabbles with others
and would carry on arguing until the other person gives up or when he is removed from the situation.
Case 3: Manuela is twelve years old and is in the sixth grade. She has a physical disability that hampers her ability to move about well enough. She is
independently mobile even though her gross motor skills are weak and she walks awkwardly. She needs close supervision walking to his classroom or to the
school’s lunch room. She moves around very slowly and needs help when sitting or standing. Although she uses his right hand well enough, her left hand is often
clasped in a fist and is unable to fall to her side. She has the ability to communicate what her needs are, although she does not talk much. She also speaks in a soft
tone. She is able to do most things that her peers are able to do, but with assistance. She is attentive but often does not participate in her class without prompts from
her teacher.
Case 4: Carl is an eleven year old child who is friendly and well-motivated. He needs little or no help from others getting around in the environment although he
is a lot more cautious than most children his age. The larger things are and the more brightly coloured, the better for him to see and get around. His visual
impairment poses challenges for him in his classroom too, especially with prints. When it comes on to copying notes from the board Carl is often asking his peers
to spell words for him, especially if he did not get to sit at the very front of the classroom and is not wearing his glasses. This gets even more challenging for him
when the classroom is not well lit. His literacy and numeracy skills are below average. Other students are always willing to help him in class with note-taking and
class tasks.
Rubric
Criteria
Good
Satisfactory
Poor
2 marks
Part A (20 marks)
The rationale thoroughly explores a The rationale explores a cited
cited definition for the
definition for the exceptionality
exceptionality and at least TWO (2) and at least ONE (1) key example
key examples from the case that
from the case that substantiates
fully substantiate the claim. 2 marks the claim.
1 mark
The rationale explores an
example from the case but no
cited definition for the
exceptionality to substantiate the
claim.
.5 mark
6 marks
TWO (2) causes of the
exceptionality are fully explained
and supported with relevant
research.
5-6 marks
Causes of the exceptionality are
adequately explained and
supported with limited relevant
research.
3-4 marks
Causes of the exceptionality are
inadequately explained with no
support from relevant research
1-2 marks
Clear and detailed descriptions of
THREE (3) additional
characteristics of the exceptionality
are presented.
7-8
7-9 marks
Clear and detailed descriptions of
TWO (2) additional
characteristics of the
exceptionality are presented.
4-6 marks
Clear and detailed descriptions
of ONE (1) additional
characteristics of the
exceptionality are presented.
1-3 marks
Work is well organized; ideas are
presented in a structured manner.
Consistent use of correct grammar.
2 marks
Work is organized; Ideas are
presented in a fairly structured
manner. Less than five (5)
grammatical errors.
1 mark
Work is not well organized;
ideas are not presented in a
structured manner. Grammatical
errors are between five (5) and
ten (10).
.5 marks
3-4 references are correctly cited
according to the APA style
2 marks
Two (2) references are correctly
cited according to the APA style. .
1 mark
One (1) reference is correctly
cited according to the APA
style.
.5marks
Rationale for the
Exceptionality
Causes of the
Exceptionality
Additional Characteristics
of the Identified
Exceptionality
8 marks
Language/Organization
2 marks
References
2 marks
Score
Part B (40 marks)
Differentiation Strategies
(4x 4)
16 marks
Strategies
( 2 X 6)
12 marks
Use of knowledge
6 marks
Overall lesson plan
Lesson plan adequately addresses
the needs of the student using the
four components for differentiating,
ensuring that relevant components of
the differentiated lesson plan based
on the Learner Profile are used
12-16 marks
Strategies used were practical to the
student in the Jamaican context;
properly developed and in keeping
with the current trends and
developments
9-12 marks
Skill demonstrated in using the
components; demonstrating
knowledge regarding differentiation
according to the components
5-6 marks
Objectives are well written;
Lesson appropriately sequenced
Evidence of practical transitioning
6 marks
5-6 marks
Lesson plan addresses the needs
of the student but missed
opportunity to further
differentiate according to the
needs of student based on the
components of the differentiated
lesson plan.
8-11 marks
Strategies used were useful to the
student but not properly
developed; practical to the
Jamaican context
6-8 marks
Student missed opportunities to
address the specific needs of the
student and to engender
opportunities for learning and
growth in the student
Demonstrate some knowledge of
the components
Show very little knowledge of
the components; missed
opportunities to incorporate
knowledge.
1-2 marks
3-4 marks
Objectives do not meet required
standards
Lacks one of the elements of the
lesson plan
Sequencing does not provide
smooth transitioning from one
activity to the next. 3-4 marks
Total
Out of 60 marks
1-7 marks
Strategies reflected little thought
to the needs of the students;
impractical to the Jamaican
context
1-5 marks
Objectives are inappropriate.
written
Lacks 2 or more elements of the
lesson plan
Lesson disjointed and lacks
evidence of….
1-2 marks
Assignment 2– Group 40%
Choose one category from the four broad headings of exceptionalities and plan and implement a symposium for a group of teachers and parents who
are faced with these exceptionalities in their classrooms and homes:
1.
2.
3.
4.
Cognitive
Behavioral
Sensory
Physical
In planning and implementing this symposium, the following should be evident:





Definition and identification of two exceptionalities that fall under the category chosen
Identification of the characteristics of the two chosen exceptionalities
Descriptions of accommodations and modifications that can be used to facilitate the learners with these two exceptionalities in the classroom
Suggestions of different ways of collaborating with parents/guardians with learners with the two exceptionalities chosen
Highlight agencies in Jamaica which provide services to children with these two chosen exceptionalities where teachers and parents can get
assistance.
Rubric
Criteria
Good
Satisfactory
Poor
Definitions and
Identifications (2+2 x 1)
Detailed definition of the
chosen category; identification
and detailed definition of the
two chosen exceptionalities
4 marks
Detailed description of 3
characteristics for each
exceptionality including details
that are specific/unique to that
exceptionality
5 -6 marks
Definition of the chosen
category; identification and
definition of the two chosen
exceptionalities
2-3 marks
Descriptions lack some details
but is sufficient to provide
meaningful information about
each exceptionality
Unclear/ no definition of the
chosen category; unclear
identification and definition of the
two chosen exceptionalities
0-1 mark
A general description of
characteristics without reference to
specifics related to the
exceptionalities being considered.
1-2 marks
3 detailed
accommodations/modifications
that appropriately address each
exceptionality within the
classroom
9 -12 marks
3 ways that effectively
demonstrate parents/teachers
collaboration, and are
associated with the
exceptionalities chosen
accommodations/modifications
adequately address each
exceptionality within the
classroom
5-6 marks
3-4 marks
1-2 marks
3 Institutions/Organizations for
each exceptionality with correct
address, contact person, phone
number, website/email address
and brief description of service
provided
5-6 marks
3 Institutions/Organizations or
less for each exceptionality with
limited contact information and
brief description of service
provided
Institutions/Organizations for each
exceptionality with limited contact
information
and no description of service
provided
3-4 marks
1-2 marks
4 marks
Identification of the
characteristics (3+3 x 1)
6 marks
Descriptions of the
accommodations and
modifications (3+3 x 2)
12 marks
Different ways of
Teachers collaborating
with parents/guardians
(3x2 x 1)
6 marks
Agencies in Jamaica
which provide services
(3+3 x 1)
6 marks
3-4 marks
accommodations/modifications are
not specific to the exceptionality
stated
1-4 marks
5-8 marks
Less than 3 ways that
adequately demonstrate
parents/teachers collaboration
and are associated with the
exceptionalities chosen
Ways demonstrate parents/teachers
collaboration but are not
associated with the
exceptionalities chosen
Marks
Awarded
Organization &
Time Management
4 marks
Collaboration and
Originality
2 marks
Students present information
in logical, interesting
sequence which audience can
follow; students maintain the
allotted time.
4 marks
Students present information in
mostly logical sequence which
audience can follow; students
nearly maintain the allotted
time.
2-3 marks
Audience has difficulty following
presentation because students
jump around; students have
some trouble managing time .
0-1 mark
Students engage the audience in
the subject with originality,
creativity, and intuition;
students appear in synch with
the panel, well prepared, and
balanced in a collaborative
effort.
Students mostly engage the
audience in the subject with
originality, creativity, and
intuition; students appear
mostly in synch with the panel,
prepared and balanced in a
collaborative effort.
Students attempt to engage the
audience in the subject, but may
lack creativity or originality;
students attempt to work within
the panel, but may demonstrate a
lack of preparation and balance
2 marks
Total
1 mark
Out of 40 marks
.5 mark