Benchmark – Case Study: Ethical and Collaborative
Details:
Read the following case study to inform the assignment that follows.
Case Study: Sloane
Grade: 3rd
Age: 8
Sloane is a female third grade student with a specific learning disability in written expression. She is originally from Mexico and moved to the U.S. with her mother, father, older sister, and newborn brother when she was 14 months old. In first grade she was assessed for special education services and was found eligible in the area of written expression.
Recently, her mother and father separated. Her mom has since moved the children out of their home and in with family friends. The family friends have three children and two adults living in the home already, so thethree-bedroom, one-bath home is very crowded. Their new home is within walking distance of Rosewood Elementary, where Sloane has recently transferred.
Sloane’s mother has a job in which she works long hours and is currently struggling to establish her own line of credit. At home, Sloane’s family speaks both English and Spanish. Sloane’s mother considers English her primary language; however, Spanish is her first language and she sometimes has difficulty understanding written English despite speaking it well.
At a recent parent-teacher conference, Sloane’s mother opened up about the recent separation and stated there was an order of protection against her husband. Because the order of protection extends to the children, Mr. Fleming, one of Sloane’s teachers, notified the office and provided documentation in the event that Sloane’s father should come to theschool. While providing this documentation, office staff and other teachers pressed Mr. Fleming to divulge the details of why the order of protection was issued.
Part 1
In 100-250 word responses for each of the following five bullets, evaluate and answer the following questions:
What are three ways in which cultural, language, and family background influence Sloane’s learning?
How will knowledge of Sloane’s home environment assist her teachers in providing educational services and support?
What are three steps a teacher could take with Sloane and her mother to build a collaborative relationship that takes into account their unique circumstances?
What are three strategies that a teacher could use to encourage Sloane’s mother to actively participate in Sloane’s education process?
How would you respond to the office staff and teachers wanting information regarding the order of protection, referencing the CEC Code of Ethics or other appropriate professional dispositions of learners?
Support your responses with a minimum of three scholarly resources.
Part 2
Write a 250-500 word rationale that:
Analyzes the ethical principles you used to respond to the above questions, and how those principles align to a Christian worldview.
Provides specific examples of how your proposed actions support the common good in the educational setting, and explains how these examples can be considered applications of the Christian worldview.
Prepare this assignment according to the guidelines found in the GCU Style Guide located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
1
1: No Submission
0.00%
2
2: Insufficient
65.00%
3
3: Approaching
75.00%
4
4: Acceptable
85.00%
5
5: Target
100.00%
100.0 %Criteria
15.0 %Part 1: Language, Culture, and Family Background COE: 1.2 CEC 1.1 InTASC 2(m)
Not addressed.
Weakly describes three or fewer ways in which language, culture, and/or family background influence the learning of the individual with exceptionalities.
Identifies three generic ways that language, culture, and/or family background influence the learning of the individual with exceptionalities.
Describes three realistic, appropriate ways in which language, culture, and family background influence the learning of the individual with exceptionalities.
Short answer comprehensively describes three ways in which language, culture, and family background influence the learning of the individual with exceptionalities. Details are insightful and student-centered.
15.0 %Part 1: Educational Services and Support COE: 1.3 CEC 1.2 InTASC 1(b)
Not addressed.
Demonstrates an inadequate knowledge of individual differences and development, including home environment and providing appropriate educational services and support to the individual with exceptionalities.
Provides a basic description of how teachers will be able to respond to the needs of the individual with exceptionalities in order to provide appropriate educational services and support.
Provides realistic, appropriate description of how teachers will be able to respond to the needs of the individual with exceptionalities in order to provide appropriate educational services and support.
Comprehensively and thoughtfully details how teachers will be able to respond to the needs of the individual with exceptionalities in order to provide student-centered, appropriate educational services and support.
15.0 %Part 1: Collaborative Relationships COE 6.3 CEC 7.3 InTASC 1(c), 10(b), 10(d), 10(e), 10(j)
Not addressed.
Fails to detail appropriate steps a teacher could take with the individual with exceptionalities and her family to build a collaborative relationship, taking into account unique family circumstances.
Broadly details steps a teacher could take with the individual with exceptionalities and her family to build a collaborative relationship, taking into account unique family circumstances.
Adequately details appropriate steps a teacher could take with the individual with exceptionalities and her family to build a collaborative relationship, taking into account unique family circumstances.
Comprehensively details appropriate, insightful steps a teacher could take with the individual with exceptionalities and her family, to build a collaborative relationship, taking into account unique family circumstances.
15.0 %Part 1: Working with Families – Strategies COE 1.5 CEC 6.3 InTASC 2(d)
Not addressed.
Describes under-developed or inappropriate strategies for encouraging the parent’s active involvement in her child’s education process.
Provides general strategies for encouraging the parent’s active involvement in her child’s education process.
Provides culturally appropriate, realistic strategies for encouraging the parent’s active involvement in her child’s education process.
Thoroughly describes culturally appropriate, insightful strategies for encouraging the parent’s active involvement in her child’s education process.
15.0 %Part 1: Ethical Practices COE 5.3 CEC 6.1 InTASC 9(a), 10(f)
Not addressed.
Describes an inadequate or inappropriate response to staff and teachers that nominally considers and/or addresses professional ethical principles and/or professional practice standards.
Describes a broad response to staff and teachers that generally relates to professional ethical principles and/or professional practice standards.
Describes a sound response to staff and teachers that considers and addresses professional ethical principles and professional practice standards.
Describes an appropriate, insightful response to staff and teachers that skillfully and adeptly incorporates professional ethical principles and professional practice standards.
15.0 %Part 2: Christian Worldview
Not addressed.
Rationale fails to discuss how choices made align with ethical decisions from a Christian worldview and provide examples that support the common good in the role of a teacher.
Rationale generally describes how responses align with ethical decisions from a Christian worldview. Description of specific examples demonstrates how actions described in the case study responses broadly support the common good in the role of a teacher.
Rationale soundly explains how responses align with ethical decisions from a Christian worldview. Description of specific examples demonstrate how actions described in the case study responses largely support the common good in the role of a teacher.
Rationale insightfully explains how responses align with ethical decisions from a Christian worldview. Description of specific examples thoroughly demonstrates how actions described in the case study responses clearly support the common good in the role of a teacher.
5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)
Not addressed.
Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) and/or word choice are present. Sentence structure is correct but not varied.
Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed.
Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech.
Writer is clearly in command of standard, written, academic English.
5.0 %Research Citations (in-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment)
Not addressed.
Reference page is present. Citations are inconsistently used.
Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present.
Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and appropriate style is usually correct.
In-text citations and a reference page are complete. The documentation of cited sources is free of error.
1. 8 Examples of Assistive Technology and Adaptive Tools
Read “8 Examples of Assistive Technology and Adaptive Tools,” by Morin, located on the Understood website.
https://www.understood.org/en/school-learning/assistive-technology/assistive-technologies-basics/8-examples-of-assistive-technology-and-adaptive-tools
2. Assistive Technology Devices
Read “Assistive Technology Devices” located on the PBS Parents website.
http://www.pbs.org/parents/education/learning-disabilities/strategies-for-learning-disabilities/assistive-technology-devices/
3. Assistive Technology for Kids with Learning Disabilities: An Overview
Read “Assistive Technology for Kids with Learning Disabilities: An Overview,” by Stanberry and Raskind, located on the Reading Rockets website.
http://www.readingrockets.org/article/33074
4. Assistive Technology: An Overview
Review “Assistive Technology: An Overview,” located on The IRIS Center website.
5. Grand Canyon University: Statement on the Integration of Faith and Work
Read “Grand Canyon University: Statement on the Integration of Faith and Work.”
http://www.gcu.edu/Documents/Statement-IFLW.pdf
6. Special Education Professional Ethical Principles and Practice Standards
Review the “Special Education Professional Ethical Principles and Practice Standards,” located on the Council for Exceptional Children website.
http://www.cec.sped.org/Standards/Ethical-Principles-and-Practice-Standards
Assistive Technology Device MatrixReview the “Assistive Technology Device Matrix” to inform this topic’s assignment.
T7-Assistive Technology Device Matrix.docx
Solution Preview
Culture, family background as well as language have been seen to play a huge part in children’s learning. These factors affect the experiences of a child during their development stages hence play a key role in how well they learn things at school (Quintana et.al, 2006). In the case of Slone we see that despite her being born in the USA and speaking English as her first language, she has difficulties understanding written English.
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