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) Contact a school, identify yourself as a GCU student, and request an opportunity to observe and instruct a student in the classroom who has a current Individualized Education Plan (IEP). Legally, you may not ask what the student’s disability is and you may not look at the IEP without parental permission. Schedule to spend a minimum of 15 hours with the student during this practicum experience. ii) During your initial observations of the student, take note of which modalities are strongest for the student (auditory, visual, kinesthetic, etc.). Also, note the curricular areas in which the student exhibits strengths and weaknesses. iii) Obtain a lesson plan that has been written by the teacher in a curricular area that is a challenge for the student (math, writing, reading, science, etc.). Make a copy of this lesson to submit with the Benchmark Assessment. Review the learning objective, activity/assignment description, and assessment (where applicable). iv) Write an Accommodation/Lesson Plan based on your observations and inclusive of the following. Ensure that you review the plan with the mentor teacher(s). (1) A brief description of the targeted student with a disability: (a) Age and grade level of student, (b) Areas of academic strength/weaknesses, (c) Student’s preferred modalities of learning. (2) A learning objective that would be more appropriate for the targeted student with disabilities. (3) An activity/assignment that would match this objective and that would be appropriate for the student based on his/her cognitive level. (4) An assessment for this activity that would be appropriate for the targeted student; consider and describe technologies and other instructional supports that would enhance the learning for this student. v) Implement the modified lesson with the targeted student. Seek the mentor teacher’s feedback on your teaching. vi) Write a 1000-1250 word Reflective Analysis. (1) Consider the following. Ensure your responses are inherent in the essay, not simply short answers to these questions: (a) Which accommodations and modifications were successful? (b) If you taught this lesson again, would you do it the same/different? Explain. (c) What other accommodations/modifications might the student’s regular education classroom teacher make? (d) What other accommodations/modifications might the student’s special education classroom teacher make? (e) What other accommodations/modifications might related service specialists make (where applicable)? (2) Use standard essay format in APA style, including an introduction, conclusion, and title page. An abstract is not required. Cite in-text and in the References section.

) Contact a school, identify yourself as a GCU student, and request an opportunity to observe and instruct a student in the classroom who has a current Individualized Education Plan (IEP). Legally, you may not ask what the student’s disability is and you may not look at the IEP without parental permission. Schedule to spend a minimum of 15 hours with the student during this practicum experience.

ii) During your initial observations of the student, take note of which modalities are strongest for the student (auditory, visual, kinesthetic, etc.). Also, note the curricular areas in which the student exhibits strengths and weaknesses.

iii) Obtain a lesson plan that has been written by the teacher in a curricular area that is a challenge for the student (math, writing, reading, science, etc.). Make a copy of this lesson to submit with the Benchmark Assessment. Review the learning objective, activity/assignment description, and assessment (where applicable).

iv) Write an Accommodation/Lesson Plan based on your observations and inclusive of the following. Ensure that you review the plan with the mentor teacher(s).

(1) A brief description of the targeted student with a disability: (a) Age and grade level of student, (b) Areas of academic strength/weaknesses, (c) Student’s preferred modalities of learning.

(2) A learning objective that would be more appropriate for the targeted student with disabilities.

(3) An activity/assignment that would match this objective and that would be appropriate for the student based on his/her cognitive level.

(4) An assessment for this activity that would be appropriate for the targeted student; consider and describe technologies and other instructional supports that would enhance the learning for this student.

v) Implement the modified lesson with the targeted student. Seek the mentor teacher’s feedback on your teaching.

vi) Write a 1000-1250 word Reflective Analysis.

(1) Consider the following. Ensure your responses are inherent in the essay, not simply short answers to these questions:

(a) Which accommodations and modifications were successful?

(b) If you taught this lesson again, would you do it the same/different? Explain.

(c) What other accommodations/modifications might the student’s regular education classroom teacher make?

(d) What other accommodations/modifications might the student’s special education classroom teacher make?

(e) What other accommodations/modifications might related service specialists make (where applicable)?

(2) Use standard essay format in APA style, including an introduction, conclusion, and title page. An abstract is not required. Cite in-text and in the References section.

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