Cep900 10.18.11 Faculty visit. Dr. Cindy Okolo, Special Education Assignments Public Intellectual 3...
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Transcript of Cep900 10.18.11 Faculty visit. Dr. Cindy Okolo, Special Education Assignments Public Intellectual 3...
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cep900 10.18.11
• Faculty visit. Dr. Cindy Okolo, Special Education
• Assignments
• Public Intellectual 3
• Discussion
• RPD working groups
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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 "post-Gutenbergian" 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.
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faculty visit
Dr. Cindy Okolo, Special Education
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public intellectual 3
In 30 seconds, describe an interesting connection between your “home” experience and something discussed by Dr. Okolo?
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discussion
What are interesting connections between your “home” experience and the Special Education topics discussed by Dr. Okolo?
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rdp working groups
Autism
MQM – seeing MQM issues
Motivation
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okolo notes
Qualities- ideographic approach – focus on individuals- clinical – informed, human centered- serving
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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
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okolo notes
Intellectual roots of SpEd- Learning Strategies, self-regulation, strategy
Universal Design for Learning (UDL)- design enables all learners (visitors)- roots in architecture
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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)-
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okolo notes
Prevalence- SpEd Ss has stayed consistent for decades- but shift in categories – ASD up; LD, CD, & LD down
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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
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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
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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
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