Sistema Universitario Ana G. Méndez School for ... 103 DLP … · 3. Entender los distintos aspectos que afectan a esta población. 4. Reflexionar sobre el impacto de la población

Sistema Universitario Ana G. Méndez School for Professional Studies

Florida Campuses Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo

SPED 103

Learning Disabilities Discapacidades en el Aprendizaje

© Sistema Universitario Ana G. Méndez, 2009 Derechos Reservados.

© Ana G. Méndez University System, 2009. All rights reserved.

SPED 103 Learning Disabilities 2

Prep. 2009. Magaly Pacheco, Ed. D.

TABLA DE CONTENIDO/TABLE OF CONTENTS

Página/Page

Prontuario .................................................................................................................................... 3

Study Guide ............................................................................................................................... 11

Workshop One .......................................................................................................................... 18

Taller Dos ................................................................................................................................... 21

Workshop Three ....................................................................................................................... 24

Taller Cuatro .............................................................................................................................. 27

Workshop Five/Taller Cinco .................................................................................................. 30

Anejo A/Appendix A ................................................................................................................ 35

Anejo B/Appendix B ................................................................................................................ 37

Anejo C/ Appendix C ............................................................................................................... 39

Anejo D/ Appendix D ............................................................................................................... 42

Anejo E/Appendix E ................................................................................................................. 43

Anejo F/Appendix F ................................................................................................................. 44

Anejo G/Appendix G ................................................................................................................ 45

Anejo H/ Appendix H ............................................................................................................... 46

Anejo I/Appendix I .................................................................................................................... 48

Anejo J/Appendix J ................................................................................................................. 49

Anejo K/Appendix K ................................................................................................................ 50

Anejo L/Appendix L ................................................................................................................. 51

Anejo M/Appendix M ............................................................................................................... 53

Anejo N/Appendix N ................................................................................................................ 54

Anejo O/Appendix O ................................................................................................................ 55

Anejo P/Appendix P ................................................................................................................. 56

Anejo Q/Appendix Q ................................................................................................................ 57

Anejo R/Appendix R ................................................................................................................ 58

Anejo S/Appendix S ................................................................................................................. 59

Anejo T/Appendix T ................................................................................................................. 60



PRONTUARIO

Título del Curso: Discapacidades en el Aprendizaje

Codificación: SPED 103

Duración: Cinco Semanas

Prerrequisito: EDUC 106; SPED 101

Descripción:

Estudio de conceptos, teorías, estándares de la disciplina, características y

asuntos relacionados a estudiantes con limitaciones en el aprendizaje. Análisis de la

base conceptual para la comprensión de la naturaleza y las necesidades de individuos

con limitaciones en el aprendizaje, especialmente dirigido a maestros en pre y en

servicio, así como otros profesionales relacionados. Reflexión de desarrollos recientes

e investigaciones, de asuntos actualizados y la estructura general de programas

educativos de intervención para esta población. Aplicación, observaciones, análisis y

desarrollo de instrumentos de evaluación y la planificación de lecciones; además del

uso responsable de la tecnología.

Objetivos Generales

1. Conocer las discapacidades en el aprendizaje, su definición, etiología, causas y

efectos.

2. Apreciar los distintos enfoques educativos para apoyar esta población en los

ambientes educativos y de empleo.

3. Entender los distintos aspectos que afectan a esta población.

4. Reflexionar sobre el impacto de la población con discapacidades en el aprendizaje

tiene sobre la familia y las comunidades.

5. Desarrollar estrategias para ayudar con la inclusión de esta población, tanto en el

escenario educativo como ocupacional, familiar y personal.

Evaluación

Criterio De Contenido Puntuación Porciento

Participación 10 20

Asistencia 10 20

Portafolio 10 20

Observación de Clase 10 20



Diseño de un Currículo 10 20

Exámenes 10 20

Reporte escrito 20 30

Criterio De Lenguaje

Presentación Oral 10 20

Ensayo 10 20

Análisis de Película 20 30

Total 120 220

Descripción de la Evaluación

Participación en Clase – La participación en clase es de suma importancia. Se espera

que todos los estudiantes asistan a clase preparados para discutir los temas del día y

que contribuyan y participen activamente. Ver rúbrica en Anejo B.

Asistencia- La asistencia a cada taller es mandatoria y cada estudiante tiene que estar

presente durante los cinco talleres de clase. Los estudiantes van a recibir un total de 10

puntos de la nota final.

Portafolio del Curso – El portafolio incluirá todo el trabajo a completarse durante el

curso: las asignaciones, exámenes, ensayo, análisis de película, diseño de currículo

observación en clase y el reporte escrito. El portafolio debe estar dividido en secciones

por cada taller y el estudiante debe completar los siguientes Anejos : H. I, J, K, L, M, N,

y O.

Observación en Clase: Cada estudiante tiene la tarea de observar un salón de clases

donde se este llevando a cabo la instrucción a estudiantes discapacitados. La

observación tiene que ser completada durante el taller cinco en inglés y llenar la planilla

que aparecen en el Anejo C.

Diseño de Currículo: Cada estudiante va a diseñar un currículo para la enseñanza de

estudiantes discapacitados. El currículo va a ser escrito en ingles durante el taller cinco

y cada estudiante debe escoger un área en específica para diseñar su currículo de

acuerdo al Anejo D .



Exámenes: Los estudiantes van a ser evaluados por medio de dos exámenes durante

los talleres dos y cuatro. Los exámenes van a cubrir el material discutido en los talleres

uno, dos, tres y cuatro.

Análisis de Película: Los estudiantes van a escribir un análisis crítico sobre la película:

Forrest Gump por Tom Hanks. El análisis crítico debe evidenciar la discapacidad del

personaje principal. El Análisis de la película se va a llevar a cabo durante el taller cinco

en español (ver Anejo E ).

Ensayo: Los estudiantes van a escribir un ensayo en español durante el taller cuatro

sobre el reto de tener un estudiante con discapacidad que no habla ingles en el salón

regular ó inclusión. El ensayo debe ser de dos páginas y seguir las reglas de escritura

del Manual de APA.(Ver Anejo E ).

Reporte Escrito: Los estudiantes tienen la tarea de escribir un reporte escrito en

español escogiendo una de las áreas en la que los estudiantes con discapacidad

confrontan dificultad: la escritura, el habla, la lectura y las matemáticas. Los estudiantes

van a escoger el tema de su reporte durante el primer taller y van a escribir su reporte

durante el taller cinco (Ver Anejo E ).

Presentación Oral sobre el Diseño del Currículo: Cada estudiante va a llevar a cabo

una presentación oral de su diseño curricular utilizando la tecnología. La presentación

debe incluir visuales, debe ser creativa y el idioma a presentarla va a ser el español

durante el taller cinco. El currículo debe implementar el uso de la tecnología (Ver Anejo

F).

Textos y Lecturas Suplementarias

Chapman, R. (2007). Guía de la Ley de Educación Especial, Una Guía para Padres y

Maestros y otros Profesionales Académicos. Puentes Culturales.com

Deutsch, D. (2005). Introduction to Special Education, Teaching in an Age of

Opportunity. (5th edition), Pearson Education Inc. United states.

Heward, W. ((2009). Exceptional Children, An introduction to Special Education.

(9th edition), Pearson Education, United States.

Hallahan, D., Kauffman J. & Pullen Paige (2008). Exceptional Learners, An Introduction

to Special education, (11th edition), Pearson Education Inc. Boston, Ma.

Bender, W.N. (2007). Learning Disabilities: Characteristics, Identification, and Teaching



Strategies, (6th Edition), Boston: Allyn and Bacon.

Fletcher, J. (2006) [et al.]. Learning Disabilities : from identification to intervention /

New York : Guilford Press, c2007

Hallowell, E.M., & Ratey, J.J. (1995). Driven to Distraction. New York: Pantheon Books

Hallahan, D., Kauffman, J., & Lloyd, J. (1999)., Introduction to Learning Disabilities.

Needham Heights, MA.: Allyn & Bacon. Second Edition

Rief, S.(1993). How to Reach and Teach ADD/ADHD Children, New York: The Center

for Applied Research in Education.

Smith, C. R. (2004). Learning Disabilities: The interactions of Students and their

environments. Boston, MA: Allyn & Bacon

Descripción de las Normas del Curso

1. Este curso sigue el modelo “Discipline-Based Dual Language Immersion

Model®” del Sistema Universitario Ana G. Méndez, el mismo esta diseñado para

promover el desarrollo de cada estudiante como un profesional bilingüe. Cada

taller será facilitado en inglés y español, utilizando el modelo 50/50. Esto

significa que cada taller deberá ser conducido enteramente en el lenguaje

especificado. Los lenguajes serán alternados en cada taller para asegurar que

el curso se ofrece 50% en inglés y 50% en español. Para mantener un balance,

el módulo debe especificar que se utilizarán ambos idiomas en el quinto taller,

dividiendo el tiempo y las actividades equitativamente entre ambos idiomas. Si

un estudiante tiene dificultad en hacer una pregunta en el idioma especificado,

bien puede escoger el idioma de preferencia para hacer la pregunta. Sin

embargo, el facilitador deberá contestar la misma en el idioma designado para

ese taller. Esto deberá ser una excepción a las reglas pues es importante que

los estudiantes utilicen el idioma designado. Esto no aplica a los cursos de

lenguaje que deben ser desarrollados en el idioma propio todo en inglés o todo

en español según aplique.

2. El curso es conducido en formato acelerado, eso requiere que los estudiantes se

preparen antes de cada taller de acuerdo al módulo. Cada taller requiere un

promedio de diez (10) horas de preparación y en ocasiones requiere más.



3. La asistencia a todos los talleres es obligatoria. El estudiante que se ausente al

taller deberá presentar una excusa razonable al facilitador. El facilitador

evaluará si la ausencia es justificada y decidirá como el estudiante repondrá el

trabajo perdido, de ser necesario. El facilitador decidirá uno de los siguientes:

permitirle al estudiante reponer el trabajo o asignarle trabajo adicional en

adición al trabajo a ser repuesto.

Toda tarea a ser completada antes del taller deberá ser entregada en la fecha

asignada. El facilitador ajustará la nota de las tareas repuestas.

4. Si un estudiante se ausenta a más de un taller el facilitador tendrá las siguientes

opciones:

a. Si es a dos talleres, el facilitador reducirá una nota por debajo basado en

la nota existente.

b. Si el estudiante se ausenta a tres talleres, el facilitador reducirá la nota a

dos por debajo de la nota existente.

5. La asistencia y participación en clase de actividades y presentaciones orales es

extremadamente importante pues no se pueden reponer. Si el estudiante provee

una excusa válida y verificable, el facilitador determinará una actividad

equivalente a evaluar que sustituya la misma. Esta actividad deberá incluir el

mismo contenido y componentes del lenguaje como la presentación oral o

actividad a ser repuesta.

6. En actividades de grupo el grupo será evaluado por su trabajo final. Sin

embargo, cada miembro de grupo deberá participar y cooperar para lograr un

trabajo de excelencia, pero recibirán una calificación individual.

7. Se espera que todo trabajo escrito sea de la autoría de cada estudiante y no

plagiado. Se debe entender que todo trabajo sometido esta citado

apropiadamente o parafraseado y citado dando atención al autor. Todo

estudiante debe ser el autor de su propio trabajo. Todo trabajo que sea plagiado,

copiado o presente trazos de otro será calificado con cero (vea la política de

honestidad académica).

8. Si el facilitador hace cambios al módulo o guía de estudio, deberá discutirlos y

entregar copia a los estudiantes por escrito al principio del primer taller.



9. El facilitador establecerá los medios para contactar a los estudiantes proveyendo

su correo electrónico, teléfonos, y el horario disponibles.

10. EL uso de celulares esta prohibido durante las sesiones de clase; de haber una

necesidad, deberá permanecer en vibración o en silencio.

11. La visita de niños y familiares no registrados en el curso no está permitida en el

salón de clases.

12. Todo estudiante esta sujeto a las políticas y normas de conducta y

comportamiento que rigen al SUAGM y el curso.

Nota: Si por alguna razón no puede acceder las dire cciones electrónicas

ofrecidas en el módulo, no se limite a ellas. Exis ten otros motores de búsqueda y

sitios Web que podrá utilizar para la búsqueda de l a información deseada. Entre

ellas están:

• www.google.com

• www.altavista.com

• www.ask.com

• www.excite.com

• www.pregunta.com

• www.findarticles.com

• www.telemundo.yahoo.com

• www.bibliotecavirtualut.suagm.edu

• www.eric.ed.gov/

• www.flelibrary.org/

El/la facilitador(a) puede realizar cambios a las d irecciones electrónicas y/o

añadir algunas de ser necesario.



Filosofía y Metodología Educativa

Este curso está basado en la teoría educativa del Constructivismo.

Constructivismo es una filosofía de aprendizaje fundamentada en la premisa, de que,

reflexionando a través de nuestras experiencias, podemos construir nuestro propio

conocimiento sobre el mundo en el que vivimos.

Cada uno de nosotros genera nuestras propias “reglas “y “métodos mentales”

que utilizamos para darle sentido a nuestras experiencias. Aprender, por lo tanto, es

simplemente el proceso de ajustar nuestros modelos mentales para poder acomodar

nuevas experiencias. Como facilitadores, nuestro enfoque es el mantener una

conexión entre los hechos y fomentar un nuevo entendimiento en los estudiantes.

También, intentamos adaptar nuestras estrategias de enseñanza a las respuestas de

nuestros estudiantes y motivar a los mismos a analizar, interpretar y predecir

información.

Existen varios principios para el constructivismo, entre los cuales están:

1. El aprendizaje es una búsqueda de significados. Por lo tanto, el aprendizaje debe

comenzar con situaciones en las cuales los estudiantes estén buscando

activamente construir un significado.

2. Significado requiere comprender todas las partes. Y, las partes deben entenderse

en el contexto del todo. Por lo tanto, el proceso de aprendizaje se enfoca en los

conceptos primarios, no en hechos aislados.

3. Para enseñar bien, debemos entender los modelos mentales que los estudiantes

utilizan para percibir el mundo y las presunciones que ellos hacen para apoyar

dichos modelos.

4. El propósito del aprendizaje, es para un individuo, el construir su propio significado,

no sólo memorizar las contestaciones “correctas” y repetir el significado de otra

persona. Como la educación es intrínsicamente interdisciplinaria, la única forma

válida para asegurar el aprendizaje es hacer del avalúo parte esencial de dicho

proceso, asegurando que el mismo provea a los estudiantes con la información

sobre la calidad de su aprendizaje.

5. La evaluación debe servir como una herramienta de auto-análisis.



6. Proveer herramientas y ambientes que ayuden a los estudiantes a interpretar las

múltiples perspectivas que existen en el mundo.

7. El aprendizaje debe ser controlado internamente y analizado por el estudiante.



STUDY GUIDE

Course Title: Learning Disabilities

Code: SPED 103

Time Length: Five weeks

Prerequisite: EDUC 106; SPED 101

Description

Study of concepts, theories, discipline standards, characteristics and issues related to

students who display specific learning disabilities. Analysis of foundation knowledge

essential to understanding the nature and needs of individuals with learning disabilities

and contextual influences, specially for pre- and in-service classroom teachers and

related professionals. Reflection of recent developments and research findings, current

issues, and the general structure of educational intervention programs. Application,

observations, analysis and development of assessment instruments and planning

lessons; also, responsible use of technology.

General Objectives

1. Learn about learning disability, the definition and the causes and effects.

2. Understand the different educational approaches that support this population in

the educational and work environment.

3. Identify the different aspects that affect this population.

4. Reflect about the impact of the learning disability population with the family and

the community.

5. Develop strategies to assist this population to be included in the educational

scenario as the occupational, family and personal.

Evaluation Content Criteria Puntuation Percentage

Participation 10 20

Attendance 10 20

Portfolio 10 20

Class Observation 10 20

Curriculum Design 10 20



Tests 10 20

Written Report 20 30

Language Criteria

Oral Presentation 10 20

Essay 10 20

Movie Analysis 20 30

Total 120 220

Evaluation’s description

Class Participation – The class participation is very important and is expected that all

students come to class prepare. Additionally, the students must be prepare to discuss

the class topics and become engage in the activities. (See Appendix B).

Attendance – The attendance is mandatory in each Workshops and is recommended

that the students be present during the five workshops. The students will receive a total

of 10points from their final grade.

Portfolio – The portfolio will include all the work done during the course: homework,

tests, essay, movie analysis, curriculum design, class observation and the written

report. The portfolio must be divided in section for each workshop and also must include

the following: H. I, J, K, L, M, N, and O.

Class Observation: Each student has the task of observing a class session in which

disable students are being taught. The observation will be done by workshop five and

complete the form that is located on Appendix C .

Curriculum Design: Each student will have to design a curriculum to teach students

with learning disabilities. The curriculum must be written in English during workshop five

and each student must select the topic or area of the curriculum according to the

Appendix D .

Tests: The students are going to be evaluated with two tests during workshop two and

four. The tests will be covering the material discuss during Workshops one, two, three

and four.

Movie Analysis: The students are going to be writing a movie analysis about the

Forrest Gump movie. The critical anaisis must evidence the character disability and how



it is overcome. The movie analysis will be done in Spanish by workshop five (See

Appendix P ).

Essay: the students are going to be writing an essay during workshop four about the

challenge of teaching a disable student that doesn’t speak English in the inclusion

classroom. The essay will be two pages and must follow the guidelines of the APA

Manual (See Appendix E ).

Written Report: The students are going to write a report in Spanish about the areas in

which disable students confront difficulties such as: writing, speech, reading and math.

The students must choose the area of the report during the first workshop and it will

done during workshop five (See Appendix E ).

Oral Presentation: The students are going to present the curriculum design orally and

must include technology in their presentation. It must be in Spanish, creative and with

visuals during workshop five (Appendix F).

Texts and Supplemental Reading

Chapman, R. (2007). Guía de la Ley de Educación Especial, Una Guía para Padres y

Maestros y otros Profesionales Académicos. Puentes Culturales.com

Deutsch, D. (2005). Introduction to Special Education, Teaching in an Age of

Opportunity. (5th edition), Pearson Education Inc. United states.

Heward, W. ((2009). Exceptional Children, An introduction to Special Education.

(9th edition), Pearson Education, United States.

Hallahan, D., Kauffman J. & Pullen Paige (2008). Exceptional Learners, An Introduction

to Special education, (11th edition), Pearson Education Inc. Boston, Ma.

Bender, W.N. (2007). Learning Disabilities: Characteristics, Identification, and Teaching

Strategies, (6th Edition), Boston: Allyn and Bacon.

Fletcher, J. (2006) [et al.]. Learning Disabilities : from identification to intervention /

New York : Guilford Press, c2007

Hallowell, E.M., & Ratey, J.J. (1995). Driven to Distraction. New York: Pantheon Books

Hallahan, D., Kauffman, J., & Lloyd, J. (1999)., Introduction to Learning Disabilities.

Needham Heights, MA.: Allyn & Bacon. Second Edition

Rief, S.(1993). How to Reach and Teach ADD/ADHD Children, New York: The Center



for Applied Research in Education.

Smith, C. R. (2004). Learning Disabilities: The interactions of Students and their

environments. Boston, MA: Allyn & Bacon

Description of Course Policies

1. This course follows the Sistema Universitario Ana G. Méndez Discipline-Based Dual

Language Immersion Model® designed to promote each student’s development as a

Dual Language Professional. Workshops will be facilitated in English and Spanish,

strictly using the 50/50 model. This means that each workshop will be conducted

entirely in the language specified. The language used in the workshops will

alternate to insure that 50% of the course will be conducted in English and 50% in

Spanish. To maintain this balance, the course module may specify that both

languages will be used during the fifth workshop, dividing that workshop’s time and

activities between the two languages. If students have difficulty with asking a

question in the target language in which the activity is being conducted, students

may choose to use their preferred language for that particular question. However,

the facilitator must answer in the language assigned for that particular day. This

should only be an exception as it is important for students to use the assigned

language. The 50/50 model does not apply to language courses where the delivery

of instruction must be conducted in the language taught (Spanish or English only).

2. The course is conducted in an accelerated format and requires that students prepare

in advance for each workshop according to the course module. Each workshop

requires an average ten hours of preparation but could require more.

3. Attendance at all class sessions is mandatory. A student that is absent to a

workshop must present the facilitator a reasonable excuse. The facilitator will

evaluate if the absence is justified and decide how the student will make up the

missing work, if applicable. The facilitator will decide on the following: allow the

student to make up the work, or allow the student to make up the work and assign

extra work to compensate for the missing class time.



Assignments required prior to the workshop must be completed and turned in on the

assigned date. The facilitator may decide to adjust the grade given for late

assignments and make-up work.

4. If a student is absent to more than one workshop the facilitator will have the

following options:

a. If a student misses two workshops, the facilitator may lower one grade based

on the students existing grade.

b. If the student misses three workshops, the facilitator may lower two grades

based on the students existing grade.

5. Student attendance and participation in oral presentations and special class

activities are extremely important as it is not possible to assure that they can be

made up. If the student provides a valid and verifiable excuse, the facilitator may

determine a substitute evaluation activity if he/she understands that an equivalent

activity is possible. This activity must include the same content and language

components as the oral presentation or special activity that was missed.

6. In cooperative activities the group will be assessed for their final work. However,

each member will have to collaborate to assure the success of the group and the

assessment will be done collectively as well as individually.

7. It is expected that all written work will be solely that of the student and should not be

plagiarized. That is, the student must be the author of all work submitted. All quoted

or paraphrased material must be properly cited, with credit given to its author or

publisher. It should be noted that plagiarized writings are easily detectable and

students should not risk losing credit for material that is clearly not their own (see

Academic Honesty Policy).

8. If the Facilitator makes changes to the study guide, such changes should be

discussed with and given to students in writing at the beginning of the first workshop.

9. The facilitator will establish a means of contacting students by providing an email

address, phone number, hours to be contacted and days.

10. The use of cellular phones is prohibited during sessions; if there is a need to have

one, it must be on vibrate or silent mode during class session.



11. Children or family members that are not registered in the course are not allowed to

the classrooms.

12. All students are subject to the policies regarding behavior in the university

community established by the institution and in this course.

Note: If for any reason you cannot access the URL’s presented in the module, do

not stop your investigation. There are many search engines and other links you

can use to search for information. These are some examples:

• www.google.com

• www.altavista.com

• www.ask.com

• www.excite.com

• www.pregunta.com

• www.findarticles.com

• www.telemundo.yahoo.com

• www.bibliotecavirtualut.suagm.edu

• www.eric.ed.gov/

• www.flelibrary.org/

The facilitator may make changes or add additional web resources if deemed

necessary.



Teaching Philosophy and Methodology

This course is grounded in the learning theory of Constructivism. Constructivism

is a philosophy of learning founded on the premise that, by reflecting on our

experiences, we construct our own understanding of the world in which we live.

Each of us generates our own “rules” and “mental models,” which we use to make

sense of our experiences. Learning, therefore, is simply the process of adjusting our

mental models to accommodate new experiences. As teachers, our focus is on making

connections between facts and fostering new understanding in students. We will also

attempt to tailor our teaching strategies to student responses and encourage students to

analyze, interpret and predict information.

There are several guiding principles of constructivism:

1. Learning is a search for meaning. Therefore, learning must start with the issues

around which students are actively trying to construct meaning.

2. Meaning requires understanding wholes as well as parts. And parts must be

understood in the context of wholes. Therefore, the learning process focuses on

primary concepts, not isolated facts.

3. In order to teach well, we must understand the mental models that students use to

perceive the world and the assumptions they make to support those models.

4. The purpose of learning is for an individual to construct his or her own meaning, not

just memorize the "right" answers and regurgitate someone else's meaning. Since

education is inherently interdisciplinary, the only valuable way to measure learning is

to make the assessment part of the learning process, ensuring it provides students

with information on the quality of their learning.

5. Evaluation should serve as a self-analysis tool.

6. Provide tools and environments that help learners interpret the multiple perspectives

of the world.

7. Learning should be internally controlled and mediated by the learner.



Workshop One

Specific Objectives:

1. Learn the definition of learning disability and it causes and effects.

2. Mention the historical antecedents of learning disability.

3. Identify the characteristics of a learner with learning disabilities.

4. Medical and psychological issues with learning disable students.

5. Identify the inclusion controversy and teacher role with learning disable students.

Language Objectives:

1. Read and analyze various types of information to determine reading comprehension.

2. Determine the main idea and identify relevant details in a variety of types of written

materials.

3. Express themselves orally using English as the language of communication with

correct pronunciation, grammar, syntax, verb usage and vocabulary.

Electronic Links (URLs):

Learning Disability

http://www.childdevelopmentinfo.com/learning/learning_disabilities.shtml

http://www.ldonline.org/ldbasics/whatisld

http://www.washington.edu/doit/Faculty/Strategies/Disability/LD/

http://kidshealth.org/teen/diseases_conditions/learning/learning_disabilities.html

Dysgraphia

http://codi.buffalo.edu/graph_based/.colleges/.ub/ldbro.html

Attention Deficit Disorder

http://www.additudemag.com/

Dyslexia

http://en.wikipedia.org/wiki/Dyslexia

Inclusion

http://www.weac.org/resource/june96/speced.htm

http://www.newhorizons.org/spneeds/inclusion/teaching/front_teaching.html#strategies

http://special.edschool.virginia.edu/information/uvald/inclusion.html



Assignments before Workshop One:

1. Using a time line mention the historical antecedents of learning disability.

2. Define learning disability using a drawing.

3. Using a circle map Identify the characteristics of a learner with learning

disabilities.

4. Define: hyperactivity, dyslexia, disgraphia, attention deficit, dyscalculia and SLD.

5. Write a paragraph describing the behavior of a learning disable student in an

inclusion classroom.

6. Using a graph describe the accomplishments of Helen Keller’s life.

7. Identify the medical issues, causes and effects of learning disable students.

8. Describe the inclusion controversy with learning disable students and the teacher

role using a circle map.

9. Identify the eligibility criteria to receive the services for special education.

Activities :

1. Introduction Activity: The facilitator will blind the eyes of the students with a piece

of clothe. The students will be pair for ten minutes with another student not blind

during the exercise. Each pair will mention their reactions to the exercise.

2. The facilitator will provide each student a KWL graph (Appendix P ) to complete

what I know about students with leaning disabilities and what I want to know.

Each student will present their answers to the class.

3. The students are going to choose the area of the written report during and it will

be done during workshop five.

4. The students will present the definitions using mimics.

5. The class will be divided in two groups and each group will present the

characteristics of disable students using a visual.

6. Each student will present their time line about the historical antecedents of

learning disable.

7. The students will be divided in groups and each group will present the eligibility

criteria for disable students using a song.

8. The class will be divided in groups of four and each group will present the

teacher role with disable students using a dramatization.



9. The class will read the article: http://www.edutopia.org/disabled-teachers

The Advantage of Disadvantage: Teachers with Disabilities Are Not a Handicap

and summarize it using text mapping.

10. Video: What are learning disabilities?

http://www.youtube.com/watch?v=wCqeFxDgacQ

11. The students are going to be divided in pairs to draw the medical and

psychological issues confronted by learning disable students.

12. The students are going to debate the advantages and disadvantages of the

inclusion model with disable students.

13. Each student will make a drawing about an accomplishment done by Helen

Keller.

Assessment:

1. Learning diary: Explain how the inclusion model will benefit the education of

learning disable students.

2. Design a news capsule informing the people about learning disability today.

3. Written report rubric.

4. Class participation rubric.



Taller Dos

Objetivos Específicos:

1. Identificar las leyes y derechos que gobiernan a estudiantes con discapacidad.

2. Conocer los tipos de instrumentos utilizados en el proceso de evaluación para los

estudiantes con discapacidad.

3. Entender el aspecto positivo y negativo de la normalización en la educación

especial.

4. Conocer cómo se desarrolla el plan educativo individual.

5. Discutir los mitos relacionados con los estudiantes con discapacidad.

Objetivos de Lenguaje:

1. Los estudiantes podrán expresarse de forma escrita utilizando el español como el

lenguaje de comunicación haciendo el uso correcto del vocabulario, la gramática y

los verbos.

2. Los estudiantes van a leer diversos textos en español para llevar a cabo el proceso

de análisis y comprensión de la lectura.

3. Los estudiantes son capaces de expresarse de forma oral utilizando la sintaxis

correcta y el uso correcto de los verbos.

Enlaces Electrónicos:

Mitos

http://www.campkirk.com/myths-facts.php

http://www.adnetonline.org/.cWtools/download.php/mnF=LD%20Myths%20Facts.pdf,m

nOD=LD%20Resources,mnOD=Learning%20Disabilities,mnOD=Topics,mnOD=Informa

tion,mnOD=HTML,mnOD=My%20Documents,dc=adnet,dc=mennonite,dc=net

Derechos

http://www.ed.gov/about/offices/list/ocr/transition-sp.html

Ley

http://www.help4adhd.org/es/education/rights/idea

http://www.greatschools.net/cgi-bin/showarticle/2786

Plan Educativo Individual

http://www.pecentral.org/adapted/adaptediep.html

http://www.vesid.nysed.gov/specialed/publications/policy/iep/home.html



http://www.circleofinclusion.org/english/formsarticles/forms/6developIEP/form6index.ht

ml

Casos de Corte

http://www.allbusiness.com/legal/trial-procedure-decisions-rulings/11473008-1.html

(Hendrick Hudson contra Rowley)

http://jan.ucc.nau.edu/~jde7/ese504/class/advanced/courtcases.html

Evaluación de Estudiantes con Discapacidad

http://www.ericdigests.org/1996-4/testing.htm

Asignaciones antes del Taller Dos:

1. Definir las siguientes leyes: IDEA, ADA y NCLB y sus provisiones para el estudiante

con discapacidad.

2. Identificar la influencia de la reforma NCLB en la educación de estudiantes

discapacitados.

3. Usando un diagrama escribir la información requerida en el plan educativo individual

de un estudiante con discapacidad.

4. Explicar el caso de Hendrick Hudson contra Rowley (1982).

5. Comparar y contrastar el aspecto positivo y negativo de la normalización en la

educación especial.

6. Mencionar los mitos relacionados con los estudiantes con discapacidad.

7. Escribir un plan educativo incluyendo dos metas y dos objetivos para un estudiante

de escuela intermedia de sexto grado que confronta discapacidad en artes del

lenguaje.

8. Mencionar las personas que integran el plan educativo individual.

Actividades:

1. Actividad de Introducción: los estudiantes van a escribir en una tarjeta una palabra

relacionada con educación especial y luego buscar a otro estudiante y escribir su

palabra hasta que se complete una oración. Cada estudiante tiene que leer la

oración que formen.

2. Los estudiantes van a presentar las leyes que gobiernan a los estudiantes con

discapacidad utilizando dibujos.



3. Los estudiantes van a trabajar en parejas para escribir un poema que explique

como la reforma educativa de NCLB influye en la educación de los estudiantes

discapacitados. Cada pareja va a leer su poema a la clase.

4. Los estudiantes van a dramatizar el caso de Hendrick Hudson contra Rowley

(1982).

5. Leer: Derechos Educativos: http://www.autism-

society.org/site/PageServer?pagename=espanol_derechos_educativos y presentar

la información con un mapa conceptual.

6. Usando un diagrama de Venn los estudiantes van a comparar y contrastar el

aspecto positivo y negativo de la normalización en la educación especial.

7. El facilitador le provee a los estudiantes una lista de los mitos hacia los estudiantes

con discapacidad. Los estudiantes tienen que identificar si estos son ciertos ó

falsos.

8. Video: http://www.youtube.com/watch?v=d7UqsUFFu1s ¿Porque Educación

Especial?

9. La clase se divide en grupos de cuatro y cada grupo va a desarrollar un plan

educativo individual para un estudiante de escuela superior de grado once con

discapacidad en las matemáticas. Cada grupo tiene que presentar de forma visual

su plan educativo individual.

10. Los estudiantes tienen la tarea de diseñar un monólogo que presente los derechos

de los estudiantes con discapacidad. Para el diseño del monólogo tienen que

completar el Anejo Q .

Avalúo

1. Examen corto de pareo sobre los conceptos aprendidos en clase.

2. Diario reflexivo: explicar la importancia de desarrollar un plan educativo individual

para los estudiantes con discapacidad.

3. Matriz valorativa de trabajos escritos.

4. Matriz valorativa de participación en clase.



Workshop Three


1. Identify the curriculum for learning disable students.

2. Describe the modification and strategies use with learning disable students.

3. Describe the cognitive functioning of disable students.

4. Learn the IQ achievement discrepancy and the Responsiveness to Intervention

Model.

5. Identify the causes and prevention of mental retardation.


1. Read and analyze various types of information to determine reading comprehension.


materials.

3. Express themselves orally using English as the language of communication with no

grammatical errors.

Electronic Links (URL’s)

Mental Retardation

http://www.mentalhelp.net/poc/view_doc.php?type=doc&id=10365&cn=208

http://www.disabilityworld.org/01_07/integration.shtml

http://www.pbrooks.com/store/books/wehmeyer-5281/index.htm

Strategies

http://www.prufrock.com/client/client_pages/GCT_Readers/Disabilities/Ch._11/Gifted_St

udents_Who_Are_Learning_Disabled.cfm

http://www.pdx.edu/media/s/c/sca_point_jac3.pdf

Cognitive Function

http://www.marin.cc.ca.us/disabled/neuro.html

Functional and Academic Curriculum

http://www.pasaassessment.org/standardbased/balancing.do;jsessionid=B4CA99486A2

DFD96AB298EE4F9142BBB

http://www.ihdi.uky.edu/ILSSA/products/presentations/071206TASH.pdf

Curriculum

http://www.nathhan.com/artmore.htm



http://www.csun.edu/cod/conf/1997/proceedings/005.htm

Assignments before Workshop Three:

1. Define: self determination, task analysis, active student response, adaptive

behavior, memory, learning rate, Down syndrome, fragile x syndrome, functional

curriculum, norm reference test, normal curve and standard deviation.

2. Design a functional curriculum for students with learning disability.

3. Compare and contrast an academic curriculum with a functional curriculum for

disable students using a Venn diagram.

4. Describe the RTI Model.

5. Design a bell shape curve or normal curve.

6. Make a list of the modifications and strategies use with learning disable students.

7. Describe the characteristics of mental retardation.

8. Identify IQ achievement discrepancy and the Responsiveness to Intervention

Model.

9. Design a time line with the history of mental retardation.

10. Make a list of some prenatal conditions associated with mental retardation.

Activities :

1. Introduction Activity: The students will make a drawing about mental retardation.

Each student will describe their drawing in a separate paper. The facilitator will

collect the drawings without name and place them in the board. Also, identify

each drawing with a number. The students are going to read their descriptions

and the class will have to guess the drawing by the number.

2. The students will define the following concepts using a diagram: self

determination, task analysis, active student response, adaptive behavior,

memory, learning rate, Down syndrome, fragile x syndrome, functional

curriculum, norm reference test, normal curve and standard deviation.

3. The facilitator will present the cognitive model for disable students using

electronic resources.

4. The students will describe mental retardation using a conceptual map.

5. The students will present a time line with the history of mental retardation.



6. The students will create a table to identify some prenatal conditions associated

with mental retardation.

7. The facilitator will provide each student a strategy or modification use with

retarded students. The task of the students is to present the strategy or

modification with a mimic.

8. The class will be divided in two groups and one group will have to present a

functional curriculum and the other group will have to present an academic

curriculum for mental retardation students.

9. The facilitator will describe the RTI Model and the students will be divided in

groups of three. Each group will present one of the tiers of the model.

10. Using a Venn diagram the students will compare and contrast an academic

curriculum with a functional curriculum for disable students.

11. The students will read:

http://specialneedseducation.suite101.com/article.cfm/response_to_intervention_

and present the RTI Model using a circle map.

12. The students will read: http://www.apa.org/monitor/sep03/disabled.html

Who is learning disable? and summarize it using a text mapping.

13. Video: Mental retardation http://www.youtube.com/watch?v=x9cKYVt6olE

Assessment:

1. Learning diary: Explain the importance of using a functional curriculum for mental

retarded students.

2. Design a brochure stating how to prevent mental retardation.


4. Oral presentation rubric.



Taller Cuatro

Objetivos Específicos:

1. Describir los roles del padre de estudiantes con discapacidad.

2. Aprender a trabajar con familias de culturas y lenguas diferentes.

3. Identificar como los padres, maestros y la comunidad pueden participar en la

educación de estudiantes con discapacidad.

4. Conocer cómo llevar acabo conferencias con los maestros de estudiantes con

discapacidad.

Objetivos del Lenguaje:

1. Los estudiantes podrán expresarse de forma escrita utilizando el español como el

lenguaje de comunicación sin errores gramaticales.

2. Los estudiantes van a leer diversos textos en español para llevar a cabo el proceso

de análisis y comprensión de la lectura.

3. Los estudiantes son capaces de expresarse de forma oral utilizando la creatividad.

Enlaces Electrónicos:

Diversidad cultural

http://www.ericdigests.org/2002-4/diversity.html

http://www.hiceducation.org/edu_proceedings/Patricia%20J.%20Peterson.pdf

http://www.newhorizons.org/strategies/fit/rdickinson2.htm

Participación de Padres

http://www.cde.ca.gov/sp/se/qa/documents/pseng.doc

http://www.hfrp.org/publications-resources/browse-our-publications/family-involvement-

in-the-education-of-secondary-school-age-students-with-disabilities

http://www.ncela.gwu.edu/pubs/jeilms/vol16/jeilms1603.htm

http://eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=tru

e&_&ERICExtSearch_SearchValue_0=ED381956&ERICExtSearch_SearchType_0=no

&accno=ED381956

Derechos y Responsabilidad de Familias

http://math-and-reading-help-for-

kids.org/articles/Rights_and_responsibilities_of_families_with_learning_disabled_childre

n.html



Padres, Familia y la Comunidad

http://www2.edc.org/FSC/

Asignaciones antes del Taller Cuatro:

1. Escribir un ensayo de dos páginas sobre el reto de enseñar a estudiantes con

discapacidad que no hablan inglés.

2. Diseñar un bosquejo para una conferencia de padres y maestros con estudiantes

con discapacidad.

3. Identificar los roles del padre de estudiantes con discapacidad por medio de un

mapa circular.

4. Traer tirillas cómicas de un periódico en español.

5. Definir: subcultura, multiculturalismo, desagregación, degeneración y subcultura.

6. Mencionar las acomodaciones que se le proveen a estudiantes discapacitados que

no hablan inglés durante los exámenes del estado o estandarizados.

7. Identificar las legislaciones o grupos a favor de los padres con hijos con

discapacidad.

Actividades:

1. Actividad de Introducción: Los estudiantes van a completar el diagrama que aparece

en el Anejo R . Los estudiantes van a identificar los diferentes grupos ó subculturas

a que pertenece el estudiante discapacitado y no habla ingles. Cada estudiante va a

compartir su diagrama con otro estudiante.

2. Los estudiantes van a dibujar una familia con un estudiante con discapacidad.

3. Los estudiantes van a presentar las definiciones por medio de mímicas.

4. Los estudiantes van a presentar los roles de los padres de estudiantes con

discapacidad por medio de un mapa circular.

5. Los estudiantes se van a dividir en grupos de cuatro y cada grupo va a dramatizar

una conferencia de padres y maestros.

6. Los estudiantes van a mencionar las acomodaciones durante los exámenes del

estado que se le proveen a los estudiantes discapacitados que no hablan ingles y

presentarlas por medio de una canción.

7. La clase se divide en dos grupos y cada grupo va a diseñar un póster con los

grupos a favor de los padres con hijos con discapacidad.



8. Cada estudiante tiene que completar la tabla sobre las controversias que confrontan

los familiares de estudiantes discapacitados durante las etapas del ciclo de vida que

aparece en el Anejo S.

9. Video: http://www.youtube.com/watch?v=K_iTn-F-nD4

Padres con hijos con Discapacidad

10. Utilizando las tirillas cómicas los estudiantes van a escribir un dialogo sobre como la

comunidad puede participar en la educación de estudiantes discapacitados.

11. Los estudiantes se van a dividir en grupos de tres y cada grupo va a completar la

hoja que aparece en el Anejo T sobre una conferencia de padres y maestros.

Avalúo

1. Diario de Aprendizaje: Explicar la importancia de que los padres, maestros y la

comunidad puedan participar en la educación de estudiantes con discapacidad.

2. Examen corto sobre los conceptos aprendidos durante los talleres tres y cuatro.

3. Matriz valorativa de trabajos escritos.

4. Matriz valorativa de participación en clase.



Workshop Five/Taller Cinco

NOTA: Este taller es bilingüe. Tanto,

el Facilitador como los estudiantes,

deberán utilizar el idioma asignado

para cada tarea y actividad.

NOTE: This is a bilingual workshop.

Both the facilitator and student

should use the language assigned

for each homework and activity.


1. Describe the learning disable student with difficulties in speech, math, reading and

writing.

2. Identify the methods to modify the tests and assignment of learning disable students.

3. Analyze the emotional and physical considerations in the classroom.

4. The influences of the technology in teaching learning disable students.

5. Describe the transition to adulthood of learning disable students.


1. Read and analyze various types of information to determine reading comprehension

and language proficiency.


materials.

3. Express themselves orally using English or Spanish as the language of

communication without errors.

Electronic Links (URLs):

Assistive Technology

http://www.pluk.org/AT1.html#19

Speech Difficulties

http://www.speechtechmag.com/Articles/Editorial/Deployments/Recognizing-Each-

Student's-Potential-36874.aspx

Math Difficulties

http://findarticles.com/p/articles/mi_hb3130/is_/ai_n28601663

http://eprints.qut.edu.au/1855/



Reading difficulties

http://www.readingrockets.org/article/639

http://www.ednews.org/articles/6014/1/Reading-Disabilities-Why-Do-Some-Children-

Have-Difficulty-Learning-to-Read-What-Can-Be-Done-About-It/Page1.html

http://www.kidsource.com/kidsource/content2/help.overcome.html

Strategies

http://www.as.wvu.edu/~scidis/learning.html

Transition to Adulthood

http://findarticles.com/p/articles/mi_go2827/is_/ai_n29439559

http://www.broward.k12.fl.us/studentsupport/ese/html/transition.htm

http://news.education.ufl.edu/node/188

Assignments before Workshop Five:

1. Bring a magazine in Spanish.

2. Completion of portfolio including Appendixes : H. I, J, K, L, M, N, and O.

3. The students will complete the class observation in English and complete Appendix

C.

4. The students will design a curriculum in English according to Appendix D .

5. Prepare a movie analysis in Spanish about the Forrest Gump movie.

6. Complete the written report in Spanish (See Appendix E ).

7. Prepare for the oral presentation about the curriculum design ( see Appendix F ).

8. Describe the difficulties in speech, math, reading and writing that disable students

confront during learning.

9. Compare and contrast the physical with the emotional considerations in the

classroom.

10. Describe the influence of the technology in teaching learning disable students.

11. State the factors related to a successful transition to adulthood with learning disable

students.

12. Explain how the tests and assignment of learning disable students can be modify.



Activities :

1. Introduction Activity: The students will be designing a collage in Spanish that include

10 concepts learned in class. The students will present the collage to the class.

2. The students will discuss the class observation in English and present it writing a

poem.

3. The students will divide in pairs and each pair will present in Spanish their movie

analysis using a circle map.

4. Using a Venn diagram in English the students will compare and contrast the physical

and the emotional considerations of disable students in the classroom.

5. Using technology the students will do their oral presentation in Spanish about the

curriculum design.

6. The class will be divided in four groups and each group will present in English using

visuals one area of difficulty: speech, math, reading and writing that disable students

confront during learning.

7. Each student will present using a conceptual map in Spanish how the tests and

assignments of learning disable students are modify

8. The students will make a circle and each student will write in an index card in

English one word that describes how technology can influence the learning of

disable students. The students cannot repeat the words.

9. Watch the Video: http://www.youtube.com/watch?v=56RDRQqR7Pc

Transition to adult life. Open class discussion.

10. The students are going to be divided in two groups and each group will design a

game that promotes learning among disable students in the language of their

preference.

Assessment:

1. Learning Diary: Explain the importance of providing proper accommodation and

strategies to disable students during standardized testing.

2. Brochure: the students will design a brochure that presents the characteristics of

learners with learning disabilities.

3. Written report rubric.




5. Portfolio rubrics.



Anejos/Appendixes



Anejo A/Appendix A

MATRIZ VALORATIVA PARA EVALUACIÓN DE ASISTENCIA Y P UNTUALIDAD

NOMBRE: __________________________ NOTA FINAL _____________

FECHA: ____________________________

a.

La asistencia a cada taller es compulsoria y la puntualidad representa ética profesional.

El facilitador llevará un registro de las mismas para cada taller y, al finalizar el curso,

utilizará este anejo para evaluar a cada estudiante.

b.

c. Asistencia y puntualidad: ______ x 2= _____%

_____ 0= Faltó a 4 o más talleres o faltó a 3 talleres y llegó tarde a 2 talleres

_____ 1= Faltó a 3 talleres o faltó a 2 talleres pero llegó tarde a tres talleres

_____ 2= Faltó a 2 talleres o faltó a 1 taller pero llego tarde a tres o más talleres

_____ 3= Faltó a 1 taller o no faltó pero llegó tarde a tres talleres

_____ 4= No faltó a los talleres pero llegó tarde a uno o dos talleres

_____ 5= Asistencia perfecta

Comentarios :

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________



RUBRIC TO EVALUATE ATTENDANCE AND PUNCTUALITY

NAME: _______________________________ FINAL GRADE ____________

DATE: _______________________________

Attendance is mandatory, and being punctual reflects a professional ethic. The

facilitator will register the student’s performance for both in every workshop. At the end

of the course, the Facilitator will evaluate each student with this rubric.

d. Attendance and Punctuality: ______ x 2= _____%

_____ 0= Absent in 4 or more workshops or absent in 3 workshops and was late in 2

workshops

_____ 1= Absent in 3 workshops or absent in 2 workshops and was late in 3 or more

workshops

_____ 2= Absent in 2 workshops or absent in 1 workshops and was late in 3 or more

workshops

_____ 3= Absent in 1 workshop or attended all workshops but was late in 3 workshops

_____ 4= Attended all workshops but was late in 1 or 2 workshops

_____ 5= Perfect attendance

e.

Comments :

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________



Anejo B/Appendix B

MATRIZ VALORATIVA EVALUACIÓN DE PARTICIPACIÓN EN CL ASE

NOMBRE: _________________________ FECHA:___________________

0-No Cumplió 1-Deficiente 2-Regular 3-Bueno 4- Muy Bueno 5 -Excelente N/A-No Aplica

CRITERIOS 0 1 2 3 4 5 N/A

1. Participa activamente de todas las actividades de la clase.

2. Demuestra iniciativa y creatividad en las actividades de clase.

3. Demuestra interés en las discusiones presentadas en la clase.

4. Viene preparado/a a clase. 5. Contribuye a la clase con material e

información adicional.

6. Demuestra atención y apertura a los puntos y argumentos de sus compañeros.

7. Respeta las preguntas y planteamientos de sus compañeros.

LENGUAJE 8. Contribuye frecuentemente a las

discusiones en clase utilizando el idioma del taller.

9. Contesta preguntas del facilitador y sus compañeros utilizando el idioma del taller.

10. Formula preguntas pertinentes al tema de la clase utilizando el idioma del taller.

Comentarios :

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

__________________________________________________________

Firma Facilitador:_________________________________



RUBRIC TO EVALUATE CLASS PARTICIPATION

NAME: _______________________________ FINAL GRADE ____________

DATE: _______________________________

Class Participation: ______ x 2 =_____% 0-NOT OBSERVED 1-DEFICIENT 2-AVERAGE 3-GOOD 4-VERY GOOD 5-EXCELLENT N/A- NOT APPLY

CRITERIA 0 1 2 3 4 5 N/A

1. Active participation in class.

2. Demonstrates initiative and creativity in class activities.

3. Demonstrates interest in class discussion.

4. Arrives prepared to class.

5. Contributes to class with additional material and information.

6. Demonstrates attention and opening towards arguments from classmates.

7. Respects questions and expositions from classmates.

LANGUAGE

8. Contributes frequently to class discussion in the workshop’s language.

9. Answers questions made by the facilitators and classmates in the workshop’s language.

10. Formulates questions pertinent to the class subject in the workshop’s language.

Comments :

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________



Anejo C/ Appendix C Class Observation

School Name: Date of Observation:

Daily Assignments

_____ 1. Highlighted textbook _____ 2. Adapted/modified worksheets/assignments _____ 3. Adjustment of time for assignments/tests _____ 4. Framing for written assignments, reports, essay questions _____5. Pre-teaching: vocabulary or concepts _____6. Assignment presented orally _____7. Student dictates responses from tests/assignments _____8. Adjustment of length of assignments _____9. Calculators or tables used for math computation ____10. Alternate assignments ____11. Teacher-directed drill/practice/review ____12. Giving option to give reports orally rather than written ____13. Taping lecture for student to listen to again ____14. Using choral response drill with small group at end of hour ____15. Video taping lab tests, demonstrations, etc. for students to view again in LD room ____16. Other Note taking ____17. Giving student a lecture outline to complete during lecture ____18. Copy of notes provided ____19. Giving student a copy of teachers notes with key words left out for student to fill in during the lecture ____20. Other

Tests ____21. Adjustment of time for assignments/tests ____22. Re-test option ____23. Test presented orally ____24. Student dictates responses from tests/assignments ____25. Reducing number of responses required on essay questions

____ 26. Giving a word bank for completion and short answer questions ____27. Eliminating 1 or 2 choices in multiple choice questions ____28. Breaking matching down into shorter sections of 5-10 ____29. Other Other ____30. Placement in room ____31. Peer-tutoring



____32. Modified tests ____33. Use of Technology

Explanations of above checked items: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ _____________________________________________________________________ ______________________________________________________________________ Review of Progress # of modification(s) checked Progress noted _____ _____ ____________________________________________ _____ _____ ____________________________________________ _____ _____ ____________________________________________ _____ _____ ____________________________________________ _____ _____ ____________________________________________ ---------------------------------------------------------------------------------------------------------------------



Suggestions for Home/Parents --------------------------------------------------------------------------------------------------------------------- ____________________________________________ CLASSROOM TEACHER SIGNATURE ____________________________________________ DATE



Anejo D/ Appendix D

Curriculum Categories

Choose One of the following areas and design a curriculum for special education students

Area

1. Basic skills 2. The life skills curriculum 3. Becoming a Better Student 4. Character Education and Life Skills 5. Getting Alone for Success 6. Getting and Keeping a Job 7. Personal Life Skills’ 8. Vocational and academic Curriculum 9. Transition to Adulthood



Anejo E/Appendix E

MATRIZ VALORATIVA PARA TRABAJOS ESCRITOS

Nombre del Estudiante: ______________________ Fecha: _______________

Criteri o Puntos Puntuación

Contenido

Este trabajo esta claro, enfocado e interesante. Identifica el propósito, objetivos e ideas principales del documento o actividad.

10

La presentación de ideas es coherente y puede ser seguida fácilmente.

10

El documento explica propiamente el contenido.

10

La presentación de ideas y argumentos esta basada en recursos presentados, consultados o discutidos en clase.

10

El documento demuestra substancia, lógica y originalidad.

10

El autor presenta su punto de vista en una manera clara, convincente y bien estructurada.

10

Contiene oraciones bien estructuradas y párrafos que facilitan la lectura y comprensión del documento.

10

Lenguaje Demuestra un conocimiento del español (vocabulario, sintaxis y flujo de ideas).

10

Usa gramática apropiada y correctamente.

10

Maneja verbos y acentuación apropiada y correctamente.

10

Total P untos 100 (70% conten ido y 30% lenguaje)

Puntuación Total : _______

Student’s Signature: ____________________Facilitator’s Signature:___________________



Anejo F/Appendix F

MATRIZ VALORATIVA EVALUACIÓN DE PRESENTACIONES ORA LES

NOMBRE:___________________________ NOTA FINAL:____________ FECHA:______________________ TITULO:__________________________

0-No Cumplió 1-Deficiente 2-Regular 3-Bueno 4-Muy Bueno 5-Excelente N/A-No Aplica

CRITERIOS 0 1 2 3 4 5 N/A 1. Realiza una introducción efectiva del tema. 2. Identifica el propósito, los objetivos e ideas

principales que se incluyen en la presentación.

3. Proyección efectiva, postura corporal adecuada, y manejo de la audiencia.

4. Las ideas y argumentos de la presentación están bien fundamentados en los recursos presentados, consultados o discutidos en clase.

5. Capta la atención e interés de la audiencia y/o promueve su participación, según aplique.

6. El resumen de los puntos principales y/o la presentación de las conclusiones es claro y apropiado.

7. Uso efectivo de la tecnología, ayudas visuales, drama o ejercicios de acuerdo al ejercicio y el tema presentado, según aplique

LENGUAJE 8. Se utiliza un lenguaje apropiado con corrección

sintáctica y gramatical.

9. Dicción clara, sin muletillas o barbarismos y tono adecuado.

10. La presentación es organizada y coherente y puede seguirse con facilidad.

Comentarios : __________________________________________________________________________________________________________________________________________________________________________________________________________________



Anejo G/Appendix G

MATRIZ VALORATIVA PARA ENSAYOS

NOMBRE: ____________________________________NOTA FINAL _________

TITULO________________________________________FECHA _______________

0-No Cumplió

1-Deficiente

2-Regular

3-Bueno

4-Muy Bueno

5-Excelente

N/A-No Aplica

CRITERIOS 0 1 2 3 4 5 N/A

1. El escrito es claro, enfocado e interesante, identifica el propósito, los objetivos e ideas principales que se incluyen en el escrito.

2. Se cumplieron los objetivos o propósitos anunciados en la introducción.

3. La presentación de las ideas es organizada y coherente y puede seguirse con facilidad.

4. El escrito incluye todas las partes o elementos del tema o tarea asignada de manera directa y apropiada.

5. El autor demuestra dominio del tema o materia de la presentación al explicar con propiedad el contenido y no incurrir en errores.

6. Las ideas y argumentos de la presentación están bien fundamentadas en los recursos presentados, consultados o discutidos en clase.

7. El resumen de los puntos principales y/o la presentación de las conclusiones es claro y apropiado.

Criterios de Lenguaje

8. Se utiliza un lenguaje apropiado con corrección sintáctica y gramatical.

9. Utiliza vocabulario preciso, correcto y apropiado, contiene oraciones y párrafos bien construidos que facilitan la lectura y comprensión del escrito.

10. El escrito está bien editado y presentado.

Comentarios : _______________________________________________________



Anejo H/ Appendix H PORTFOLIO

Guidelines to prepare the portfolio

1. Determination of sources of content

2. The following, but not limited to, documentation will be included:

a. Projects, surveys, and reports.

b. Oral presentations

c. Essays: dated writing samples to show progress

d. Research papers: dated unedited and edited first drafts to show progress

e. Written pieces that illustrate critical thinking about readings: response or

reaction papers.

f. Class notes, interesting thoughts to remember, etc.

g. Learning journals, reflexive diaries.

h. Self assessments, peer assessments, facilitator assessments.

i. Notes from student-facilitator conferences.

3. Organization of documentation

Documentation will be organized by workshop, and by type of assignment within

workshops. Workshops will be separated from one another using construction paper

or paper of different colors, with tabs indicating the workshop number.

4. Presentation of the portfolio

• Documentation will be posted in a binder or in a digital version (e-portfolio).

• The cover page will follow exactly APA guidelines applied to a cover page of

research papers submitted at Metro Orlando Campus. This cover page will be

placed at the beginning of the portfolio.

• The entire portfolio will follow APA style: Courier or Times New Roman font,

size 12, double space, and 1-inch margins. See a “Publication Manual of the

APA, Fifth Edition”

• A log of entries that can be expanded with each new entry properly

numbered. The table, which should be located at the beginning, should

include a brief description, date produced, date submitted, and date evaluated

(Appendix J ).

• Introduction and conclusion of the income and outcome of the portfolio.



• A list of references and appendixes of all assignments included will be added

to the end of the portfolio.

• The Portfolio Informational Sheet will be placed in the transparent front pocket

of the binder for identification purposes (Appendix I ).

5. Student-Facilitator Feedback Template: Progression follow-up

The final step in implementing portfolios, before returning them to the student or

school life, is sharing feedback with each student to review the contents, student

reflections, and your evaluations of individual items and all of the work together as

related to learning targets (Banks, 2005).

Facilitators will e-mail a feedback template to all students. This template will contain

information pertaining to weaknesses and strengths found in students’ portfolios

(Appendix M ). Facilitators will focus their attention on showing students what is

possible and their progress rather than what is wrong; however, this does not mean

that facilitators will not cover weaknesses and areas for improvement during the

conference. Facilitators will send this feedback template upon completion of

workshop one.

Students will also have the opportunity to respond to the facilitator’s feedback and

write their own comments and/or ideas of how to improve the quality of their

portfolios, and how to become better meta cognitive learners on the feedback

template. Students will e-mail the template with their comments back to the facilitator

after every workshop.

6. Portfolio storage:

• Portfolio samples will be safely stored for a six-month term on campus.

• Students will sign an official document empowering Ana G. Mendez

University System with rights to use their portfolios with educational or

accreditation purposes during this term (Appendix N ).

• After this term, and if their authors authorize Ana G. Mendez University

System to discard their portfolios by signing an official document, portfolio

samples will be destroyed; otherwise, they will be returned to their original

authors (Appendix O ).



Anejo I/Appendix I PORTFOLIO INFORMATIONAL SHEET

Sistema Universitario Ana G. Méndez Florida Campuses

Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo Check one: � Universidad del Este � Universidad Metropolitana � Universidad del Turabo Check one: � Undergraduate

� Graduate

Concentration

Student’s Name

Facilitator’s Name

Course:

Portfolio rated as

Reason of this rate



Anejo J/Appendix J

Log of Entries

Entry Description

Date of Entry

Date

Submitted

Date

Evaluated

Page #

1

2

3

4

5

6

7

8

9

10



Anejo K/Appendix K

Checklist for Portfolio Assessment

Has the student set academic goals?

Does the portfolio include enough entries in each area to make

valid judgments?

Does the portfolio include evidence of complex learning in realistic

setting?

Does the portfolio provide evidence of various types of student

learning?

Does the portfolio include students’ self-evaluations and

reflections on what was learned?

Does the portfolio enable one to determine learning progress and

current level of learning?

Does the portfolio provide clear evidence of learning to users of

the portfolio?

Does the portfolio provide for student participation and

responsibility?

Does the portfolio present entries in a well-organized and useful

manner?

Does the portfolio include assessments based on clearly stated

criteria of successful performance?

Does the portfolio provide for greater interaction between

instruction and assessment?

Adapted from: Gronlund, N. E. (2003). Assessment of student achievement. 7th ed. Boston: Pearson

Education, Inc.



Anejo L/Appendix L

Portfolio Rubric

4 3 2 1

PORTFOLIO APPEARANCE

� Readable: Are entries typed in an appropriate font and size? Are

entries free of errors? Do ideas expressed in entries follow a logical sequence with appropriate transitions among paragraphs and topics?

� Professionalism: Is the appearance of the portfolio

professional? Are graphics, colors and portfolio language consistent with professional workplace expectations? Is the portfolio presented in a neat and orderly manner?

� Organization: Is the portfolio organized in a manner that makes

it easy to follow and easy to quickly locate information?

PORTFOLIO CONTENT AND FUNCTION

� Content: Are all required entries included in the portfolio? Are

entries relevant to the content of the portfolio? Do all entries contain the student’s reaction or reflection on the selected topics? Do entries provide thorough understanding of content? Resume, Activities List, Varied Samples of Written Work, Evidence of Problem Solving, and Evidence of Decision Making.

� Authenticity: Are the samples and illustrations a true reflection

of the student’s efforts and abilities?

� Growth/Development: Do samples provide thorough

understanding of growth and development related to their field of concentration? Do items show what the student has learned?

� Collaboration: Do items show examples of both individual and

group work? Does the student provide clear understanding of collaboration, and use collaboration to support his/her learning?



� Reflection and Personal growth: Do items show exceptional

understanding of how to be a reflective thinker and how to seek opportunities for professional growth? Does the student include self-reflective comments? Does the student reflect enthusiasm for learning?

� Professional Conduct: Do items show clear understanding of

ethical behavior and professional conduct? Do items display the pride the student has in his or her work?

Overall Portfolio Impact

� Is this portfolio an asset in demonstrating the student’s value

(skills, abilities, knowledge) to a potential employer or college representative?

Rating Scale 4 = Outstanding 3 = Very good 2 = Good 1 = Need s improvement Source: Retrieved from www.lcusd.net/lchs/portfolio/rubric.htm on February 10th, 2007. Adapted 02/10/2007 by Fidel R. Távara, M.Ed. Coordinator of Assessment and Placement – Metro Orlando Campus



Anejo M/Appendix M

Portfolio Assessment Feedback Template Strengths Weaknesses Improvement Ideas Facilitat or’s comments

Student’s response and comments

Learning Disabilities 54

Prep. December, 2008 Magaly Pacheco Ed. D.

Anejo N/Appendix N

Use and Return of Portfolio

Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo

I, ____________________________________, grant permission to the office of

Assessment and Placement of the Ana G. Méndez University System, to keep in

their records a copy of my portfolio. I understand that the portfolio is going to be

used for accreditation or educational purposes only, and that is not going to be

disclosed without my consent.

By signing this document I authorize the office of Assessment and Placement to

keep a copy of my portfolio for six months and return it to me at the end of this

period of time.

_______________________________ ___________

Student’s Name (print) Date

_______________________________ ___________

Student’s Signature Date



Anejo O/Appendix O

Use and Discard of Portfolio

Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo

I, ____________________________________, grant permission to the office of

Assessment and Placement of the Ana G. Méndez University System to keep in

their records a copy of my portfolio. I understand that the portfolio is going to be

used for accreditation or educational purposes only, and that is not going to be

disclosed without my consent.

By signing this document I authorize the Office of Placement and Assessment to

keep a copy of my portfolio for six months and discard it at the end of this period

of time.

_______________________________ ___________

Student’s Name (print) Date

_______________________________ ___________

Student’s Signature Date



Anejo P/Appendix P

KWL Chart

K What I KNOW

W What I WANT to Know

L What I LEARNED



Anejo Q/Appendix Q

RED CONCEPTUAL

La Red Conceptual consta de tres elementos básicos:

1. El tema central

2. Los sub-temas

3. Preguntas o situaciones esenciales para analizar la situación

Red Conceptual

Seleccione un tema de su área de estudio.



Anejo R/Appendix R

Diferentes grupos ó subculturas a que pertenece el estudiante discapacitado.

Estudiante discapacitado



Anejo S/Appendix S

Controversias confrontadas por miembros de la familia de una persona con discapacidad durante las etapas del ciclo de vida.

Nacimiento y

niñez temprana Niñez Adolescencia Adultez

Student Name: _________________________________



Anejo T/Appendix T

Ejemplo de Hoja para llevar a cabo una Conferencia de Padres y Maestros

Fecha: Hora: Nombre Del estudiante: Nombre de Padres: Nombre del Maestro: Personal Escolar presente: Objetivos de la Conferencia: Fortalezas del Estudiante: Áreas donde Necesita Mejorar: Preguntas a Padres: Respuestas de los Padres: Ejemplo del trabajo del estudiante: Programas y estrategias usadas por el Maestro: Sugerencias a padres: Sugerencias ofrecidas por los padres: Actividades a seguir: Padres: Maestros: Día de llamar para dar seguimiento: Firma de padres; Firma de Maestros: