art 2: Reflection
In a 500-750 word reflection, address the following:
Explain how diversity is a part of families, cultures, and schools, and describe how complex human issues can interact with the delivery of special education services. Provide real-world examples to support your ideas.
Describe how understanding the development and differences of each individual student can promote the concepts of human value and dignity and enable teachers to meet the diverse needs of students with exceptionalities. Consider and reference the Christian worldview perspective and the “Statement on the Integration of Faith and Work” in your discussion.
Explain the importance of collaborating with other members of the IEP team and parents/guardians. Include discussion regarding how this collaboration across settings and with many different collaborators promotes the well-being of students with disabilities.
Explain the various types of data and information that are collected about students and how it is used in the development of the student’s IEP.
Discuss how participating in professional development and learning activities can demonstrate commitment to lifelong learning and support teachers in growing personally and professionally, so they can better meet the individual needs of students.
Support your responses with a minimum of three scholarly resources.
Submit the completed “New Student Template” and reflection to the LMS.
Prepare this assignment according to the guidelines found in the APA Guide located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
This benchmark assignment assesses the following programmatic competencies [and professional standards]:
BS in Elementary Education and Special Education 1.5; BS in Educational Studies 3.1
Explain how diversity is a part of families, cultures, and schools, and that complex human issues can interact with the delivery of special education services.
[CEC 6.3, ICSI.6.K2, ICSI.6.K5, ICSI.6.K6, ICSI.6.K7, ICSI.6.K10, ICSI.6.S3, ICSI.6.S3, IGC.6.K5; InTASC 2(d); GCU Mission Critical 1, 3, 4, 5]
BS in Elementary Education and Special Education 1.6; BS in Educational Studies 3.2
Explain how language, culture, and family background can influence the learning of individuals with disabilities. [CEC 1.1, ICSI.1.K4, ICSI.1.K5, ICSI.1.K6, ICSI.1.K7, ICSI.1.K12, ICSI.1.K13, ICSI.2.K8, ICSI.4.S6, ICSI.5.S6, ICSI.6.S6; InTASC 1(e), 2(d), 2(j), 2(k), 2(m); GCU Mission Critical 3,5]
BS in Elementary Education and Special Education 1.7; BS in Educational Studies 2.5
Use understanding of development and individual differences to respond to the needs of individuals with exceptionalities. [CEC 1.2, ICSI.1.K3, ICSI.1.K4, ICSI.1.K7, ICSI.1.K12, ICSI.1.K13, IGC.1.K4, IGC.1.S1; InTASC 1(a), 1(b), 1(d), 1(e), 1(f), 1(h), 1(j), 2(a), 2(b), 2(g), 2(h), 2(l); GCU Mission Critical 1, 2, 3, 5]
BS in Elementary Education and Special Education 5.5; BS in Educational Studies 5.4
Demonstrate the significance of lifelong learning by participating in professional activities and learning services. [CEC 6.4, ICSI.6.K2, ICSI.6.K5, ICSI.6.K6, ICSI.6.K7, ICSI.6.K10, ICSI.6.S3, ICSI.6.S3, IGC.6.K5; InTASC 9(a), 9(g), 10(f); GCU Mission Critical 2, 4, 5]
BS in Elementary Education and Special Education 6.3; BS in Educational Studies 4.1
Use collaboration to promote the well-being of individuals with exceptionalities across a wide range of settings and collaborators. [CEC 7.3, ICSI.7.K1, ICSI.7.S3, ICSI.7.S6, IGC.7.K4; InTASC 10(b), 10(j); ISTE-E 4a; GCU Mission Critical 1, 2, 3, 4, 5]