EDSP521 2021 July Community Engagement Project Part 1 – Plan Assignment Latest

EDSP521 Foundations of Exceptionality

Community Engagement Project Part 1 – Plan Assignment

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Community Engagement Project Assignment Instructions Download Community Engagement Project Assignment Instructions

Community Engagement Project: Part 1 – Plan Grading Rubric Download Community Engagement Project: Part 1 – Plan Grading Rubric

Community Engagement Project: Part 1 – Plan Template Download Community Engagement Project: Part 1 – Plan Template

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LUO Submission Policy

The first submission of this assignment will be used for grading.  If you need an exception to this policy, please contact your faculty member.

COMMUNITY ENGAGEMENT PROJECT ASSIGNMENT INSTRUCTIONS

OVERVIEW         

Part 1 – Plan

1.            Candidates will submit a paragraph informing the instructor of the plan for the required 10-hour volunteer service in an educational/community setting, including the supervising organization’s name and other pertinent information.

2.            Candidates who are unable to complete the 10 observation hours within an educational/community setting may read the Feeling Excluded: An Inclusion Teacher’s Guide located in the Kirk, Gallagher, and Coleman text in MindTap as an alternative. If this option is selected, the candidate will complete the Community Engagement Project: Part 1 – Plan Template and note on the template that this is the plan to satisfy the 10-hour observation requirement.

Part 2 - Community Engagement Log, Reflective Journal, Engagement Assessment OR Alternative Assignment

1.            If the candidate completes the 10 observation hours in a community or school setting, he/she will follow the instructions for Community Engagement Project: Part 2.

2.            If the candidate completes the 10 observation hours by reading the Feeling Excluded: An Inclusion Teacher’s Guide, he/she will follow the instructions for the Community Engagement Project: Part 2 – Alternative Assignment.

 COMMUNITY ENGAGEMENT PROJECT: PART 1 – PLANASSIGNMENT

Candidates whoare able to do so should complete at least 10 hours of observations for this Community Engagement Project.Observations can be in a community setting or a school setting, if employed in a school system. Candidates may observe in any community setting that has students (ages 3-21) with disabilities. This could be in a church, daycare, YMCA, community center, youth facility, group home, or even in a personal residence. Candidates should consider that there are families of foster children with a variety of backgrounds who may need help with tutoring or households who homeschool, if there is a need to be creative getting the 10 observation hours. Aim to observe at least two different students with disabilities.

Candidates whoare unable to complete the 10 observation hours within a classroom or community setting may read the Feeling Excluded: An Inclusion Teacher’s Guidelocated in your Kirk, Gallagher, and Coleman text in MindTap. Candidates who choose this route will mark this on the Community Engagement Project: Part 1 – Plan Template.

All candidatesmust use the Community Engagement Project: Part 1 – Plan Templatethat outlines their plan for this assignment.

•             If completing observations in a community or school setting, the candidate must explain:

o             Thevolunteer location,

o             The hours/dates planned for the observation,

o             Include enough hours/dates cover the required 10 hours

o             The students observed, and

o             Supervisor information.

Note: If the candidate is employed in a school, he/shemay complete hours in a different classroom with students who have disabilities.

•             If completing observations by reading the Feeling Excluded: An Inclusion Teacher’s Guide,the candidate will still complete the Community Engagement Project: Part 1 – Plan Template and note on the template that this is the plan to satisfy the 10-hour observation requirement.

In order to complete this assignment, the candidate will download the Community Engagement Project: Part 1 – Plan Template. On the template, the candidate will locate the chart that best describes how the 10 observation hours will be completed.

If the candidate completes the 10 observation hours in a community or school setting, he/she will complete the first chart on the template describing:

1.            Where he/she will complete the observation hours,

2.            The supervisor’s contact information,

3.            When he/she plans to complete the hours

4.            The anticipated disabilities he/she will observe

In addition, the candidate will acknowledge on the chart that he/she understands that a Log of all hours will need to be kept using the Community Engagement Log (CEL) document, a Reflective Journal entry for each day observed will need to be created, and having a supervisor evaluate the candidate’s professional dispositions will be required on the Community Engagement Assessment (CEA).

If the candidate completes the 10 observation hours by readingFeeling Excluded: An Inclusion Teacher’s Guide, he/she will complete the second chart on the template:

1.            The candidate will acknowledge that he/she will read Feeling Excluded: An Inclusion Teacher’s Guide to fulfill the observation hours.

2.            The candidate will detail the plan to complete the reading.

3.            The candidate will acknowledge that he/she must write a summary, select and respond to a Case Study, and create and respond to a personal case study.

COMMUNITY ENGAGEMENT PROJECT: PART 2

If the candidate completesthe10 observation hours in a community or school setting, he/she will follow the instructions below for the Community Engagement Project: Part 2 – Log, Reflective Journal, and Assessment Assignment.

If the candidate completes the 10 observation hours by reading the Feeling Excluded: An Inclusion Teacher’s Guide, he/she will follow the instructions below for the Community Engagement Project: Part 2 – Alternative Assignment.

COMMUNITY ENGAGEMENT PROJECT: PART 2 – LOG, REFLECTIVE JOURNAL, AND ASSESSMENT ASSIGNMENT

During the10 observation hours, the candidate will keep a detailed log that specifies the dates and times of the observation, complete a reflective journal entry after each observation, and submit the supervisor’s assessment of his/her professionalism during the observations.

•             Log: The candidate will use the Community Engagement Log(CEL) document located on the Community Engagement Project: Part 2 – Log, Reflective Journal, and Assessment page under the Community Engagement Project Resources to log the observation hours. The candidate must specify the dates and times of your observations, as well as the disability category observed (e.g., LD, ED, ID, etc.). This log must be signed by the supervisor by the end of the observations.

•             Reflective Journal: The candidate will complete a reflective journal entry following each of your observations. Journal entries should include direct observations of children (ages 3-21) who have a labeled disability. Entries should include summaries and reflections as they relate to individuals with exceptionalities and culturally responsive practices for meeting the needs (academic, social, emotional, behavioral) of diverse populations. Each journal entry should be at least 150 words in length and separated by APA formatted headings. There should be an introduction, conclusion, and at least one citation from the text and at least one citation from a current scholarly journal article.

•             Assessment: Use the Community Engagement Assessment (CEA) documentlocated on the Community Engagement Project: Part 2 – Log, Reflective Journal, and Assessment page under the Community Engagement Project Resources. Candidates will provide this document to the supervisor and request the supervisor to evaluate the professional dispositions during the observations. Candidates are highly encouraged to review the professional dispositions they will be evaluated on prior to starting the observations.

COMMUNITY ENGAGEMENT PROJECT: PART 2 – ALTERNATIVE ASSIGNMENT

After reading the Feeling Excluded: An Inclusion Teacher’s Guidelocated in theKirk, Gallagher, and Coleman text in MindTap, the candidate willcomplete a summary of the text, a Case Study Response, and a Personal Case Study.

After completing all three tasks, the candidate will submit three separate documents – one document for the Summary, one document for the Case Study Response, and one document for the Personal Case Study – in Canvas.

•             Summary:The candidate will create a one-page synopsis ofFeeling Excluded: An Inclusion Teacher’s Guide.This synopsis should include what was helpful in the text and strategies that could be implemented in the candidate’s own classroom. The candidate must include an introduction, conclusion, and at least two citations from the text to support the summary.

•             Case Study Response: The candidate will create a one-page detailed answer to one of the 10 provided Case Studies located in the textbook,Feeling Excluded: An Inclusion Teacher’s Guide. The response must include:

1.            Strategies to be used,

2.            Connections to a similar situation, and

3.            A plan to best meet the needs of the Case Study student.

The response must include an introduction, conclusion, and at least two citations from the text to support the response.

•             Personal Case Study: Using the 10 detailed Case Studies provided in the text, the candidate will create a one-page detailed personal case study from his/her own experience and detail a plan using strategies he/she learned from Feeling Excluded: An Inclusion Teacher’s Guide. The case study can be a student, teacher, parent, or administrator, but must focus on meeting the needs of diverse learners. The personal case study must include:

1.            Background of the situation

2.            Full details

3.            Maintain confidentiality by changing all names (people, schools, and location)

Then, using the personal case study as the launching point, minimally the candidate must:

1.            Detail the plan to meet the needs of the student, teacher, parent, or administrator you mentioned

2.            Include strategies from the text, and

3.            At least two citations to support the detailed plan. Additional resources and research may be used.