cep900 10.18.11
• Faculty visit. Dr. Cindy Okolo, Special
Education
• Assignments
• Public Intellectual 3
• Discussion
• RPD working groups
assignments
Faculty visit – Dr. Rand Spiro, EPET
Read & Annotate
Spiro, R. J., & DeSchryver (2009). Constructivism: When it’s the wrong idea and when
it’s the only idea
Read both - Annotate one
Spiro, R. J. (2006). The new Gutenberg revolution. What does it mean o be "postGutenbergian" and why doesn't Wikipedia qualify?
Spiro, R. J. (2011). The new Gutenberg revolution. Google is going to make us
smarter...but first we have a job to do.
faculty visit
Dr. Cindy Okolo, Special Education
public intellectual 3
In 30 seconds, describe an interesting connection between
your “home” experience and something discussed by Dr.
Okolo?
discussion
What are interesting connections between your “home”
experience and the Special Education topics discussed by Dr.
Okolo?
rdp working groups
Autism
MQM – seeing MQM issues
Motivation
okolo notes
Qualities
- ideographic approach – focus on individuals
- clinical – informed, human centered
- serving
okolo notes
Intellectual roots of SpEd
- behaviorism
- Direct Instruction – explicit, small steps, reduce errors,
emphasis on generalization, scaffolding
- Precision Teaching – carefully measure Ss performance,
fluency (less cognitive load)
- Cognitive Development – cog devel not qualitatively
different, strategies can improve performance
- Learning modalities & styles, but ATI are rare
- Dan Willingham – learning styles don’t exist (video), most
learning is meaning based
okolo notes
Intellectual roots of SpEd
- Learning Strategies, self-regulation, strategy
Universal Design for Learning (UDL)
- design enables all learners (visitors)
- roots in architecture
okolo notes
Practices and Beliefs about Disabilities
-Medical model (diagnosis, focus on deficiency within
person, fix)
- Social construction (no such thing as a disability separable
from social context). Sarason – 6 hour retarded child (only
while in school. Modify the context, disability disappears.)
- Dispedagogia (victim of bad teaching)
- No Child Left Behind (every child will meet high standards,
change distribution on a measure, but not really possible with
a sound measure)
-
okolo notes
Prevalence
- SpEd Ss has stayed consistent for decades
- but shift in categories – ASD up; LD, CD, & LD down
okolo notes
Where are we now?
- LD overidentification
- NICHD studies (early reading research,
phonemic/phonological awareness is foundational, teaching
these skills can keep Ss out of SpEd)
- Curriculum-based measurement
- Universal screening
- Assessment rooted curriculum
- Standard tasks for assessment (e.g., reading fluency,
DIBELS)
-Evidence based Practice
-Response to Intervention
okolo notes
Response To Intervention
-mostly literacy, elementary Ss, LD
-but has taken over SpEd discussion
- intervene early, don’t wait to fail
- Discrepancy models don’t work (IQ and achievement
difference)
- RTI is better approach
- Multi-tiered
- continuous assessment & monitoring
okolo notes
Unresolved Issues
- RTI not focused on individuals, one-size fits all, lost touch
with the clinical, ideographic roots (IDEA group)
- What’s so special about Special Ed. No clear evidence that
SpEd works. Instead, SpEd and GenEd need to be combined
(NCLB group)
- RTI is a diversion of funds. RTI takes funding away from
individuals and schools
- Not clear that RTI works