Discussion: Course Reflection and Self-Assessment
As this course draws to a close and the rest of your advanced graduate program lies ahead, take this opportunity to reflect on what you have discovered and where your journey now leads you. Consider the concept map you created, beginning with the end in mind, and write a course reflection.
To prepare:
Reflect on the course experience and what you have learned from the resources, discussions, and assignments.
Revisit the Disposition: Self-Assessment document you completed in Module 1 and complete column C.
Review your short- and long-term professional goals.
Consider how you would like to continue to build relationships within your community of practice.
As you reflect on what you have learned throughout the course, provide a summary sharing the following:
Progress you have made towards your short- and long-term goals and/or any changes/enhancements you would like to make. How have your short- and long-term goals evolved throughout the course?
Any changes in your positions/attitudes related to the field of special education?
Any changes in your thinking about the issue you chose to focus on throughout this course as a result of newly acquired course concepts and skills?
Explain why special education leaders must be concerned with issues in the field, ethical implications and issues of integrity, and driving research in the field to affect positive social change.
How you hope to foster a community of practice with your colleagues in the program and your colleagues in the field of special education.
By Day 3 of Week 11
Post your reflection and self-assessment.
If you can look at the work I posted from the beginning of the term and transfer the items from that PDF disposition into the word disposition. I have to finish the column 3 up. Just only go up to the next number ( 2s go to 3s). I also posted my initial reflection so youcan look at that and elaboorate on this assignments adding in some citing from the resources.
By Day 5 of Week 11
Read a selection of your colleagues’ postings. As you read their responses, make notes to whom you would like to offer advice, questions, comments, and/or encouragement.
Respond to at least two peers.
Submission and Grading Information
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Learning Resources
Required Readings
Florian, L. (Ed.). (2014). The SAGE handbook of special education (2nd ed.). London, England: Sage Publications Ltd.
Chapter 49, “What Do Classroom Teachers Need to Know About Meeting Special Educational Needs?” (pp. 841–858)
Focus on teachers’ individual and collective knowledge building and incorporating new knowledge.
Chapter 54, “Special Education and Its Contribution to the Broader Discourse of Education” (pp. 931–944)
Focus on the various models of improving special education.
Bettini, E.A., Cheyney, K., Wang, J., Leko, C. (2015). Job design: An administrator’s guide to supporting and retaining special educators. Intervention in School and Clinic, 50(4), 221-225.
Practical suggestions for administrators are provided to support and retain special educators.
Sterrett, W. & Irizarry, E. (2015). Beyond “autopsy data”: Bolstering teacher leadership, morale and school improvement. Journal in Cases of Educational Leadership, 18(1), 3-
