ILT 5003 final project

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Final project for interdisciplinary teaching class.

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ILT 5003 Final Project:

ILT 5003 Final Project University of Texas at San Antonio Brittany Martinez

Degree:

Degree Master’s degree in special education with a certificate in ABA.

Purpose:

Purpose My purpose is to learn more and to make myself more marketable.

Motivation:

Motivation To become a better special education teacher and to become a model for my own children.

Connecting themes to practice:

Connecting themes to practice Special education is a combination of effective practices and trial and error.

The evolution of education:

The evolution of education Today, thousands of children in Texas get to enjoy a free education every day that is often looked at as a right, but this was not always the case. Education has been shaped by the needs of the American culture, in its teacher practices and as a right for all students to enjoy. The shaping of the educational system of the United States occurred as the demands for technology increased. Early in the history of the United States, education became free and funded by the public.

Socio-political nature of education:

Socio-political nature of education Philosophy shifted from traditional to more progressive beliefs about education. Social learning became a concept in the United States.

Foundational Theories in Interdisciplinary Studies:

Foundational Theories in Interdisciplinary Studies Moran believed that interdisciplinary studies was a critical connection between disciplines and that interdisciplinary studies challenged the study of only one discipline. Nissani argued that interdisciplinary studies is necessary and that it is dangerous to have disciplines that are unable to communicate with one another.

Key theories with respect to diverse educational contexts:

Key theories with respect to diverse educational contexts Students in special education come from varied backgrounds, languages spoken, cultures, ethnicities, religions and family dynamics. Build on the strengths and interests of your learners so that they can make their own discoveries.

Assess how key foundational theories address diverse learn ers:

Assess how key foundational theories address diverse learn ers Behaviorism- focus on rewarding students for doing good, find what each of my students is willing to work for. Constructivism- find real world applications for my students to practice their skills in.

Assess how key foundational theories address diverse learner needs:

Assess how key foundational theories address diverse learner needs In order to reach diverse students, teachers should ensure that students feel successful in the classroom. Teach students in special education to fight their own battles. The inclusion of student culture in education benefits all involved and develops more engaged students and stronger community ties. The history of students with severe special needs has been from one of exclusion to the current debate of inclusion. Look at the individual first and what environment best fits the learner’s needs when deciding placement.

References:

References Anyon, J. (1980). Social class and the hidden curriculum of work. Journal of Education, 67-92. Dewey, J. (2007). Experience and Education. New York, NY: Simon and Schuster. Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4), 50-72. Freire, P. (2000). Pedagogy of the Oppressed. Bloomsbury Publishing. Greeno, J., Collins, A., & Resnick, L. B. (1992). Cognition and learning. In B. Berliner & R. Calfee (Eds.), Handbook of Educational Psychology (pp 15-46), New York, NY: Simon & Schuster MacMillan Goldin, C. (1999). A brief history of education in the United States. Harrower, J. K. (1999). Educational inclusion of children with severe disabilities. Journal of Positive Behavior Interventions, 1(4), 215-230. Knowles, M. (1973). The Adult Learner: A neglected species. Houston, TX: Gulf Publishing. Ladson-Billings, G. (2006). From the achievement gap to the education debt: Understanding  achievement in U.S. schools. Educational Researcher, 35(7), 3-12. Ladson-Billings, G. (1995). But that's just good teaching! The case for culturally relevant pedagogy. Theory into practice, 34(3), 159-165. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press. Lee, C. (1992). Literacy, cultural diversity, and instruction. Education and Urban Society, 24(2), 279-291. Papert, S., & Harel, I. (1991). Situating constructionism. Constructionism, 36, 1-11. Piaget, J. (1964). Development and learning. In N, Gauvain & M. Cole (Eds.), Readings on the Development of Children (pp. 19-28). New York, NY: W.H. Freeman and Company. Prensky, M. (2005). Listen to the natives. Educational Leadership, 63(4). Meyer, E. (2009). Creating schools that value sexual diversity. In S. Steinberg (Ed.), Diversity and Multiculturalism: A Reader (pp. 173 – 192). New York, NY: Peter Lang Publishing. Moran, J. (2010). Interdisciplinarity (2nd ed.). New York, NY: Routledge. Nissani, M. (1997). Ten cheers for interdisciplinarity: The case for interdisciplinary knowledge and research. The Social Science Journal, 34(2), 201-216. Skinner, B. F. (1990). Can psychology be a science of mind?. American Psychologist, 45(11), 1206-1210. Valenzuela, A. (1999). Subtractive Schooling: U.S.-Mexican Youth and the Politics of Caring. Albany, NY: SUNY Press. Read Chapter 5. Vygotsky, L. (1997). Interaction between learning and development. In N, Gauvain & M. Cole (Eds.), Readings on the Development of Children (pp. 29-36). New York, NY: W.H. Freeman and Company. .

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