SPD 300 Full Course Discussions GCU
SPD 300 Full Course Discussions GCU
Topic 1 DQ 1
IDEA emphasizes the value of inclusion for students with disabilities in the general education classroom. What are some positive effects of inclusion for both students with and without disabilities?
Topic 1 DQ 2
Review your state’s department of education website. Identify and describe three resources from the website that are available to schools and teachers in your state regarding compliance with IDEA. How do these resources specifically support students with disabilities and their families? What is your opinion of the site? Was it easy to find? Is it easy to navigate? Do you think families will find it helpful? Why or why not?
Topic 2 DQ 1
Under IDEA, consider the rights afforded to students with disabilities who attend private schools and who are eligible for special education services. How do they compare to those who attend public schools? Describe the related obstacles for students who receive services in private school settings.
Topic 2 DQ 2
The special education referral process involves a variety of stakeholders. Who are the stakeholders, and what unique information should be offered to each during the process? Sometimes it can be overwhelming for parents to go through the special education process and attend meetings with multiple professionals. How can a teacher help to alleviate this?
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Topic 3 DQ 1
When conflicts relating to special education services lead to due process hearings or go to court, teachers may be asked to submit data regarding the student involved. What types of data should you, as the teacher, be collecting continuously on all students? What are some ways to organize that data so that it can quickly be submitted when requested?
SPD 300 Full Course Discussions GCU
Topic 3 DQ 2
Consider the following scenario:
Francisco is a fifth grade student who meets the eligibility requirements for emotional behavioral disorder. While his testing indicates no cognitive deficiencies, he consistently performs in the average to below average range in most subjects. He has current IEP goals to work on requesting assistance, anger and stress management, and completing requested tasks.
In the past two weeks, Francisco has had five referrals for behaviors such as yelling at the teacher, tossing paper and books on the floor, refusing to comply with requested tasks, and pushing another student while on the way to the office.
The IEP team has been working with Francisco on his goals and an FBA has already been completed. The function of the behavior has been determined as task avoidance. His work has already been reduced and modified to make sure it is at the correct level of difficulty and prompts and frequent breaks have been offered.
Positive behavior supports have also been put in place to help Francisco in meeting his goals (i.e., cue card to remind him of his options when he is frustrated, praise reinforcement, and earned breaks to work or play on the computer before returning to work when a task is finished).
Despite the interventions, the team feels Francisco’s disruptive behavior is escalating. On two recent occasions, the class had to be moved away from him because of his outbursts when he refused to go to the office.
What additional steps might the team take to assist Francisco? How should they determine whether a different placement is needed? How might FAPE and LRE affect this decision-making? Rationalize your choices.
Topic 4 DQ 1
Why is it important to relate student goals and services to the information in the student’s PLAAFP? What are possible ramifications of goals and services not being aligned to the PLAAFP?
Topic 4 DQ 2
Why do you think families of students with disabilities hire advocates? What is the role of an educational advocate in the school setting? Describe a scenario when an advocate can be a useful member of the IEP team during a meeting.
Topic 5 DQ 1
SPD 300 Full Course Discussions GCU
Topic 5 DQ 2
Compare the changing roles of the parent and their child with disabilities between elementary school and high school. How are these changing roles reflected on the IEP and in the IEP development process? What can you conclude about these changing roles as a young person with disabilities prepares to transition from high school to adult services?
Topic 6 DQ 1
What can educators do to be proactive in avoiding conflicts with families that may lead to due process issues? Describe two strategies to proactively resolve or prevent conflicts and thereby avoid formal due process steps when families and a school do not agree. Rationalize your choices.
Topic 6 DQ 2
Provisions for special education services can be expensive and each state government is tasked with the responsibility for funding all schools. Examine how IDEA supports your state regarding special education funding. Are there situations in which a school district can refuse services or accommodations due to expense? Provide examples.
Topic 7 DQ 1
As a teacher, you will have students with a variety of religious and cultural backgrounds. How would you ensure that a family’s specific religious beliefs are respected in the IEP process? Support your response, citing the “Statement on the Integration of Faith and Work.”
Topic 7 DQ 2
Read the scenario below:
Mrs. Peterman serves as the intervention specialist in autism spectrum disorder for a K-8 school. Mrs. Peterman was asked to focus on traveling to classrooms to provide support for her students and to work with students in her own classroom when deemed necessary.
Kris is one of Mrs. Peterman’s students this year and spends his day in Mr. Lujano’s classroom, the only general education teacher in the sixth grade.
Recently Mrs. Peterman made the decision to keep Kris with her for reading and math. Performance reports for Kris indicate he has average to low-average skills in both areas. Mrs. Peterman wants to keep Kris for these two core subjects because she does not approve of Mr. Lujano’s teaching techniques.
What is the ethical dilemma presented? How should this dilemma be dealt with in order to promote respect and success for Kris as well as the teachers involved?
Topic 8 DQ 1
What is a manifestation determination? Provide an example of a situation that requires a manifestation hearing. What must a team do when the results of the hearing determine the student’s disability may be contributing to the behavior in question?
Topic 8 DQ 2
It can be difficult to determine if a behavior is the result of a child’s disability in a manifestation determination. What type of data could be analyzed to support making this decision?