SPD 300 Topic 7 DQ 1 & 2

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.

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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?

SPD 300 Topic 7 Benchmark – Case Study: PLAAFP and Annual Goals

The IEP is an essential part of each student’s special education program and plays a large part in the role of special education teacher responsibilities. Special education teachers must include all of the information needed to describe the student’s strengths, needs, background information, etc. All of this information is used to develop an effective program for the student.

By the age of 16, students with special education services must have an additional transition plan that addresses current functioning based on observations, student surveys, and other age appropriate transition services. Goals must be developed for further education and training as well as employment after high school. Aligned transition activities for each goal must be realistically developed to assist students in achieving their goals. Teams must also consider the need for goals associated with independent living. These goals could address community access and participation, adult living and post‐school options, as well as daily living skills to support independence in adult settings.

Review the “Alicia Case Study” to inform the assignment that follows.

Use the “Case Study: PLAAFP and Annual Goals Template” to complete this assignment. The template includes:

Part 1: Present Level of Academic Achievement and Functional Performance (PLAAFP)
Part 2: Post‐Secondary Transition – including student interests and transition plan with measureable goals.
Part 3: Rationale and Reflection

Support your rational with 1‐2 scholarly resources, in addition to the CEC Code of Ethics.

While APA format is not required for the body of this assignment, solid academic writing is expected, and in‐text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

College of Education (COE) program competencies and national standards assessed in the benchmark assignment:

COE 3.8: Consider individual abilities, interests, learning environments, and cultural and linguistic factors in the selection, development, and adaptation of learning experiences for individual with exceptionalities.

[CEC 5.1, ICSI.5.S8, ICSI.5.S15, IGC.5.K1, IGC.5.S7, IGC.5.S23, IGC.5.S24; InTASC 1(b), 2(d), 5(f), 6(v), 8(s), 9(h); Mission Critical 2, 3, 4, 5]

COE 3.10: Develop and implement a variety of education and transition plans for individuals with exceptionalities across a wide range of settings and different learning experiences in collaboration with individuals, families, and teams.

[CEC 5.5, ICSI.5.S8, ICSI.5.S8, ICSI.5.S15, ICSI.5.S17, ICSI.5.S19, IGC.5.K1, IGC.5.K3, IGC.5.K8, IGC.5.S1, IGC.5.S2, IGC.5.S11 IGC.5.S23, IGC.5.S24; InTASC 7(b), 7(e); Mission Critical 1, 2, 4, 5]

COE 5.1: Reflect on practice in light of research on teaching, professional ethics, and resources available for professional learning in order to improve student learning. [ACEI 5.0; CEC 6.1, ICSI.6.K2, ICSI.6.K4 ICSI.6.S1, ICSI.6.S2, ICSI.6.S3, ICSI.6.S4, ICSI.6.S5, ICSI.6.S7, IGC.6.K4, IGC.6.K6, IGC.6.S2; InTASC 9(l), 9(o); Mission Critical 2, 3, 4]

COE 5.4: Integrate foundational knowledge and current issues to inform professional practice.

[CEC 6.2, ICSI.6.S1, ICSI.6.S2, ICSI.6.S4, IGC.6.K1, IGC.6.K2, IGC.6.K3; InTASC 10(h); Mission Critical 1, 2, 4]

COE 5.8: Demonstrate legal, ethical, and quality requirements related to the management of confidential student information.

[CEC 6.1, ICSI.6.S1, ICSI.6.S2, ICSI.6.S4, ICSI.7.S1, IGC.6.K1, IGC.6.K6; InTASC 5(k); Mission Critical 1, 2, 4, 5]