MY NOTEBOOK
TED 524
Guillermo Campos
Spring 2021
This notebook is part of a blog post from
Ditch That Textbook.
Feel free to copy it (File > Make a copy
…). Use it with your students. Modify it to
fit your needs. Delete unneeded activities
and duplicate those you’ll use often.
If you share it, please give credit where
credit is due (Matt Miller @jmattmiller from
DitchThatTextbook.com).
Please don’t pass it off as your own. If you
like it and want to share it, give credit -- or
create something yourself and share that
instead.
Interactive notebook instructions
for TED 523
1. Click “file” then make a copy.
2. Rename your copy with your first
and last name.
3. Share your slideshow with me so
that I have edit permission.
4. You will need to add slides to
complete your interactive notebook
this term.
5. The first 10 slides will be utilized in
this assignment.
6. The remaining slides are for your
reference, you may use them to
respond to weekly questions if you
like.
7. You will need to add slides for
-Responding to weekly questions
- Service provider interview write
up.
Caption This!
I love my kids and want them
to be safe so I would rather
I wish my Kids wait and send them back to
were back at school when it is safe
school I need
some peace!!
ne in this building is experiencing
same but we act as if everyone is I wish my school had
e boat and try to make decisions decisive plan about
rk for some but not others. reopening instead of
making quick
decisions
I
e in
ch
k to
s
Thank goodness
Trump is out of
office and now we
can listen to
science
ng my kid to I wish the distric
e a job about their teach
enough and wou
to their needs be
some of us are r
susceptible to th
disease and it w
a shame if i got
because I had to
back to work
Sticky note brainstorming &
Text Connections
I have never
heard of the
“Capitol Crawl”
before this film
CRIP CAMP WRITE UP
During the summer we created a timeline showing that the civil rights
movement and the disability rights movement were occuring during
the same time. This shows how equality did not always apply to
everyone and that we can never forget to include all people when
fighting for equality.
Week 1 INCQ
Reflect on your own experiences with individuals with disabilities.
1. What have been your experiences with people with disabilities when you were in school?
2. Does someone in your family have a disability?
3. How have your experiences with people with disabilities influenced your understanding of
them and your expectations for working with students with disabilities in your classroom?
4. How is the topic of individuals with disabilities related to larger issues of diversity in schools
and society?
1. I remember when i was in high school people were a lot less
sensitive of people with disabilities. More so towards mental
disabilities. My high school had some specialization for blind
students and you would occasionally see students staring at the
blind students even if they did not say something about them.
2. I had an older cousin who had autism and i remember growing
up I did not understand what that meant. I could see the disability
but it wasn’t until I was older that i was able to understand that
there were different types of mental disabilities.
3. I was fortunate enough to work as a para for a year during my
undergrad and it gave me a completely different understanding
about people with disabilities. I use to see it as a sad thing as if
these kids were almost helpless and we should help them.
However now i see it different and believe that with the right help
they can have options later in life. It also helped me solidify my
belief that all people given the appropriate resources can do so
much more than what is expected of them.
4. I think the connection that is apparent for me is in the terms of
help. How do we help such diverse populations to meet the
needs of all students. My answer for now is we need to take
Week 2 INCQ
A common complaint among general education teachers is that the process of identifying a student with a
disability can feel like a hurdle to slow down the process of getting assistance for that student.1. How
do YOU respond to that complaint? Create a pros and cons list of the process.
PROS of the Process Cons of the Process
● The data collection
● Give students the takes time
appropriate support ● Involving all of the
● Making sure all of the educators is a long
needs of all involved process
are understood.
● Get as much of a
complete picture of
the environment
before making a
decision
You’re Response to the
parent:
● The data collection
takes time
● Involving all of the
educators and getting
the proper feedback
also takes time to get
● It will be better in the
long term if we can
have a plan that will
meet the needs of the
student without
missing any of there
needs
Week 3 INCQ
Which model of co-teaching is most appealing to you and why? Describe the type of model you would use
and include an image to illustrate it!
The model of co-teaching i liked the I think being able to bring two topics
most was the idea of station teaching. together could help students see how
Working with smaller groups of the concepts can be applied to different
students makes it easier to correct any areas in their life. Instead of keeping
misconceptions as well as meeting the that knowledge specifically for math or
needs of different students. The science when in fact these ares work
stations can include students with extremely well. If only schools had the
varying abilities this way students can resources to do things like this. :(
help each other in areas that they
might be stronger in as well as getting
support in the areas they are not as
proficient in. The image i found added
a different dynamic because i did not
think about station teaching in that type
of setting.
Week 4 INCQ
Preferential seating is a common accommodation for students.
1. Speak to your cooperating teacher or a colleague and discuss the testing accommodations
that you have seen implemented.
Some of the testing accommodations my CT has implemented have been to send the student to a
different classroom, start the test earlier in a different class, allow them to use their study guide on
the test, modified grade. The modified grade are for students in special day and they are graded
for attempting the test regardless of how much they get done.
2. Would you require documentation such as an IEP or a 504 plan to implement any and/or all of
these accommodations for students? Why or why not?
For the majority of those accommodations they are included in their IEP or 504 plans. Their are
accommodations she has been able to make for students who ask. The accommodations she did
not need documentation was giving the students extra time either staying longer in the class or
coming back after school to finish the test. She mentioned that the accommodations she has
made without documentation are when she believes the student needed the time and she would
do what she could to help them.
Week 5 INCQ
Respond to this statement:
“When inclusive classrooms are well structured, the needs of students with diverse needs can be met,
often without individualize accommodations.”
Inclusive classrooms with the proper structure make it easier to give
all of the students the proper supports to help them succeed. This
weeks readings included multiple steps to create a more inclusive
classroom that can meet the needs of diverse classrooms. Inclusive
classrooms give the students additional supports however, I would
not go as far as saying that you would be able to go without
individualized accommodations. The reading did bring up the fact that
students who may share similar disabilities can have diverse needs. I
do think that you can make the classroom as inclusive as you can but
their may be students that does not work for. As a teacher you will
incorporate what you can to meet the changing needs of the students.
When you are including more supports for the students whose needs
you haven’t met i think it would be better to give them individual
accommodations. Mainly because you can get additional support
from all the staff who are involved with IEPs & 504 plans. As teachers
I think we only have part of the answer and what we might think is
best for the student but it might not be. It would be more beneficial to
get a clearer image of what is going on and then make
accommodations for them.
Week 6 INCQ
Create a hand out of 3-5 local agencies for students with low incidence disabilities and their families. Use
this template or create your own.
1. Butterfly Effects 2. YIkes Tikes 3. DCARA (BLOOM)
https://butterflyeffects.com/about-ab https://cslot.com/our-services/yikes- https://dcara.org/youth-and-family-s
a-therapy/ tikes-inclusive-preschool/ ervices/
This resource offers in home Yikes Tikes offers a preschool Bloom is the name for the family
ABA therapy. I worked there service for children who have services they offer. The service
for a year and the people I special needs. It is offered by is for children between the ages
have met have a genuine the Center of Speech, of 0-8 who are Deaf, DeafBlind,
Hard of Hearing, DeafDisabled,
passion to help children with Language, Occupational, and
and Late Deafened children.
Autism become more Behavior Therapy. The Some of the services they
independent. This is a great preschool uses small group provide are mentoring programs,
resource for families who feel settings to meet the varied home visit, IEP/IFSP support,
like their child will benefit from needs of the children. They and informational & referral
1 on 1 and small group get a chance to engage with services.
settings. the world with so much
support that helps them be
successful.
Service Provider Q&A
Questions: Answers:
What advice do you have
for a first year teacher?
Week 7 INCQ
Review the assistive technology products for reading identified in the Technology Notes 7.1. Select
an item to review and label its features.
an
be
ety used ReadPlease
o a
ay f prog cross
tex ram a
t s th
at
Allows user to c
speed at which
read
y Gives the option
e
rfac change the size
text
Readplease is a text to speech
program that can read large portions
of text.
Week 8 INCQ
The issue of medication and ADHD often raises serious ethical issues for educators.
1. How might you respond appropriately t parent questions about the pros and cons of using
prescription medication for their child’s ADHD?
I think the best option would be to give the parents as much information to help them make an
informed decision. I know it is a controversial may to treat/ help these students but their are
improvements in their performance. I would recommend the parents try as many alternatives as
they can then once they have gotten to this point without seeing much improvement than I would
suggest to take this route. The only reason I would suggest holding off is that medication is not the
solution to the problem it should help them but they need to develop ways to manage some of
those deficits. I would completely support the parents decision and I would make them feel like it
was the right choice because I also feel like some parents might be hesitant to medicate their child
because of their ethical beliefs. I would not want parents to feel like they failed their child because
they have no other options. I would support the parents decision because ultimately they know
their child better than I do.
2. What might you do if you believe the child would benefit from assessment of ADHD?
I would start by documenting and collecting some material before moving forward with any steps. I
would meet with other teachers and bring this up to discuss if they have noticed a patterns of
behaviors. Then if it is something that other teachers have noticed I would move forward and bring
it up with the parents because it is ultimately their decision. I would strongly recommend to the
parents but I would not guilt trip them into taking the assessment because I understand that they
might be afraid that something is wrong with their child. With my recommendation I would include
how their child would benefit from the testing to give them the supports they might need.
3. What is the process for assessing and diagnosing a student’s ADHD?
Documentation is the first step to get the assessment going that way you can bring some of these
things up with other teachers and the parents. The next step would be a team evaluation with
other teachers and the school psychologist to start the process of getting a 504 plan or IEP. The
next step would be to bring this to the parents and recommend that the parents take their child to
get assessed. Ultimately if they do get their child assessed and they are diagnosed then we would
plan for implementing supports/ modifications that will help their child succeed.
Week 9 INCQ
Chapter 9 presents specific steps for developing a study guide for a content area textbook (Professional
Edge 9.1).
Develop a study guide for an upcoming assessment that you will be giving. Or Locate a study guide for
your content area, rewrite the study guide suing information in Chapter 9. You can use a hyperlink, if that
is easier.
https://docs.google.com/document/d/1Y2FfRNXiyF_PuCSPGVpKM-DpmJ3q2PlJ6gn7VbHmMHg/edit?u
sp=sharing
Week 10 INCQ
Review the website:4 Ways Kids Use Self Monitoring to Learn List strategies that you will use to teach
students the skill of self-monitoring in your classrooms.
Organization Reading
Creating to do lists Decoding when
introducing new vocab
Using Calendars/ Schedules terms
Assign Class notebooks Make connections with
what they read and
Create Daily Routine what is being done in
Teach multiple note class
taking strategies Asking questions about
what they are reading
Social Emotional
Science
Use behavior plan(504
Use of different graphic
/IEP)
organizers like
Students without 504/
sequence chart
IEP create behavior
plan with student when
Breakdown activities
anxious/ stressed
into smaller chunks
The use of nonverbal
signals when needing
break
Week 11 INCQ
It is important to understand your own beliefs and biases concerning discipline and classroom
management. Consider the following questions to help you understand your own philosophy. Then…
write about it!
1. What is discipline?
A means of correcting problem behaviors. I do not think discipline necessarily should be
punishment of problem behaviors but it should be a means for students to reflect on those
behaviors.
2. How is discipline affected by teacher tolerance for student activity level?
I think discipline is directly connected to what the teacher is willing to tolerate. If a teacher is strict
and does not tolerate any discussion or believes in a zero tolerance policy than discipline has to
occur more often. Conversely if a teacher has a higher tolerance for different behaviors than the
discipline occurs less often. Great teachers exist within both ends of this spectrum. It really
depends on how the discipline is used; If it is a means of learning and improving behavior than
regardless of the environment the teacher can maintain learning for the rest of the class. However
if the discipline is just different forms of punishment and no learning is occuring around them it just
becomes a distraction that will more than likely constantly occur.
3. How do teachers contribute to or detract from student discipline through their instructional
approaches, choice of materials, and classroom organization?
Teachers can have a huge impact on discipline without having to directly address each student. I
think it starts with creating a positive classroom environment. This starts with clearly defining
classroom expectations and creating a positive atmosphere that the students feel important and
safe. Materials and classroom organization both influence the amount of discipline that needs to
be used. With the proper supports incorporated into the activities that make the material more
accessible to students they are less likely to get frustrated. As well as material that is engaging
because nothing leads to more problem behaviors than a bored unengaged student. Classroom
organization plays its role because if students have to walk around to get materials and do not
have clear instructions as to what they are supposed to be doing then they will get distracted by
being up and around to talk with other students.
Week 12 INCQ
Watch for a Padlet to be sent out over spring break. You will be asked to add any outstanding
questions that you have. DO NOTHING WITH THIS SLIDE
Vocabulary Template
Write the vocabulary word, definition, and search for a picture example of the word and
paste into the appropriate box. You should define a minimum of 40 words and acronyms.
You will need to copy this slide multiple times.
Vocab Word Definition Picture Example
(Optional)
1) Assistive Technology An assistive-technology device is
any piece of equipment that is used
(AT) to increase, maintain, or improve
the functional capabilities of a child
with a disability.
2) Multidisciplinary
team (MDT)
3)
Vocabulary Template
(Continued)
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Labeling an image
Insert an image of the perfect educator and label the image.
Insert an image on this slide. Then
drag arrows on the image to identify
parts and the text box built into the
arrows to label. But that’s just the
beginning! Add any other elements
to annotate this image, too!
Least Restrictive Environment
Most Restrictive
Least Restrictive
Comic strips
Lab report / Series of pictures
Here is a text box
where you can add
your description of
what’s happening in
Insert your image the image!
here. To take a
picture with your
webcam, go to Insert
> Image > Camera.
Here is a text box
where you can add
your description of
what’s happening in
the image! Insert your image
here. To take a
picture with your
webcam, go to Insert
> Image > Camera.
