Discussion 1: Teachers Collaborating: Improving Practice Through Reflective Dialogue

  

For this Discussion, you will assume the role of a special education leader in charge of facilitating a meeting between two teachers sharing communication interventions used with students with language delays in their classrooms. You will critique and evaluate evidence-based interventions presented by both teachers. Review the case study scenario and evaluate which interventions presented are the most relevant to improving Jane’s communication delays.
To prepare:
· Review the module’s Learning Resources. Focus on the interventions used with students with communication delays to enhance both verbal and nonverbal communication skills. Take note of interventions effective with both receptive and expressive communication difficulties.
· Review the communication goals and objectives on Jane’s IEP. Consider Jane’s needs and abilities as you analyze the interventions shared by both teachers. As you conduct your own research, identify two evidence-based communication interventions.
· Enter the Grand City interactive community and locate West Ridge Middle School. View the case study video titled “Evidence Based Practices.”
· Review the case study video, “Evidence Based Practices,” from this module’s Learning Resources and do the following:
o Analyze the interventions that were discussed in the case study. What are the differences in the interventions being used? Discuss whether they are evidence-based and whether they are measurable to show an effect on student outcomes.
o Consider what approach you would take to assist the general education teacher to reflect on whether she is using evidence-based practices and meeting the needs of Jane.
o Using Jane’s communication goals and objectives document, share at least two evidence-based communication interventions from your resource list that would support Jane’s needs in communication.
o Review the Appendix B Checklist from the U.S. Department of Education’s Identifying and Implementing Educational Practices Supported by Rigorous Evidence article and the CEC Evidence-Based Practice Standards from the Module 1 Learning Resources. Reflect on the requirements and guidelines of whether an instructional practice is evidence-based.
A critique of the communication interventions used by both teachers in the media that:
· Explains whether each teacher’s communication interventions have had a measurable and meaningful effect on student outcomes.
· Based on the student’s present levels of academic achievement, functional performance, and IEP goals and objectives, shares at least two evidence-based communication interventions and describes how you demonstrate the importance of using evidence-based practices instead of non-evidence-based practices to meet the student’s needs.
· Explains how you would get both teachers to understand the value of evidence-based practice.

Support your responses with specific references to the Learning Resources, outside resources, as well as personal experience.
                                              Learning Resources
Note: To access this week‘s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.
                                                 Required Readings
Hartley, C. & Allen, M. (2015). Symbolic understanding of pictures in low-functioning children with autism: The effects of iconicity and naming. Journal of Autism and Development Disorders, 45(1), 15-30.
Law, J., Roulstone, S., & Lindsay, G. (2015). Integrating external evidence of intervention effectiveness with both practice and the parent perspective: development of ‘What Works’ for speech, language, and communication needs. Developmental Medicine & Child Neurology, 57(3), 223-228 (3), 223-228.
Lerna, A., Esposito, D., Conson, M., & Massagli, A. (2014). Long-term effects of PECS on social-communicative skills of children with autism spectrum disorders: A follow-up study. International Journal of Language and Communication Disorders, 49(4), 478-485.
Lubas, M., Mitchell, J., & DeLeo, G. (2015). Evidence-based practice for teachers of children with autism: A dynamic approach. Intervention in School and Clinic, 51(3), 188-193.
Schneider, N. & Goldstein, H. (2009). Social stories improve the on-task behavior of children with language impairment. Journal of Early Intervention, 31(3), 250-264.
Document: Jane Communication Goals (PDF)
Required Media
Laureate Education (Producer). (2012a). Communication and language [Video file]. Baltimore, MD: Author.
Note: The approximate length of this media piece is 9 minutes.
Accessible player  –Downloads– Download Video w/CC Download Audio Download Transcript 
Laureate  Education (Producer). (2016a). Case Study  Video: Evidence-based practices—Differing perceptions between special education  and general education teachers [Video file]. Baltimore, MD: Author.
Note:  The approximate length of this media piece is 2 minutes.
Accessible player  –Downloads– Download Video w/CC Download Audio Download Transcript 
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Laureate Education (Producer). (2016a). Evidence based      practices [Video file]. Baltimore, MD: Author.

Go to the Grand City Community and click into West Ridge Middle School. Review the following scenario: Evidence Based Practices.

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