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Grand Canyon University Creating a Plan with A Co Teacher Homework

Question Description

I need help with a Subject Major question. All explanations and answers will be used to help me learn.

Collaborating with another teacher or a paraprofessional to co-teach helps to meet the unique needs of all students in an integrated setting. Learning how to develop positive relationships, share responsibilities, plan, and implement instructional delivery together can be challenging, but has a multitude of benefits. How teachers make decisions about behavior management, classroom routines, and delivery of instruction can directly affect the learning of the students as well as the overall classroom climate.

Imagine you have a fifth grade student, Joel, in an inclusive class. Joel is 11-years-old and has autism, and he is struggling with working in groups, getting along with other students, and interacting at age-appropriate levels within groups. Group work is used regularly for assignments. You find that Joel has meltdowns during every group work session. Sometimes he even has these meltdowns before students are put in groups, as he anticipates the overstimulation before it even occurs. Other students have expressed concerns and have asked to not be in his group. When meltdowns occur, they affect the entire classroom for several minutes. The outbursts range from mild to moderate, from tantrums to crying or shutting down.

Create a plan, in a 500-750 word narrative, to share with the co-teacher. Explain the following in your plan:

Intervention:

  • How you would intervene and de-escalate Joel when he has an outburst.
  • How you would collaborate with the co-teacher to intervene and debrief the other students in the class after one of Joel’s episodes.
  • Proactive ways to soothe Joel and prevent such episodes in the future.

Collaboration:

  • How you would collaborate with the co-teacher to continue support for Joel and his peers in the classroom.
  • What you and the co-teacher could do to support peer interactions for Joel.

Ethical and Legal Concerns:

  • Ethical and legal concerns related to sharing Joel’s personal information with the class and other professionals, including guidelines on how to handle students' personal information.

Support your findings with a minimum of two scholarly resources.

Attached is the rubric.

Unformatted Attachment Preview

Course Code SPD-200 Class Code SPD-200-O501 Criteria Criteria Percentage 100.0% Intervention 25.0% Collaboration 25.0% Ethical and Legal Concerns 25.0% Research 5.0% Organization 10.0% Mechanics of Writing (includes spelling, punctuation, grammar, language use) 5.0% Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 5.0% Total Weightage 100% Assignment Title Co-Teaching Interventions No Submission (0.00%) Not addressed. Not addressed. Not addressed. Not addressed. Not addressed. Not addressed. Not addressed. Total Points 55.0 Insufficient (65.00%) Inadequately explains a plan of intervention and deescalation of the student with autism, intervention, and debriefing of other students, and proactive ways to prevent future outbursts. Poorly explains how you would collaborate with a co-teacher to continue support for Joel and his peers and support peer interactions between Joel and other students. Ineffectively explains ethical and legal concerns with sharing information with the class and other professionals. Sources provided do not support the claims of the submission or are not credible. An attempt is made to organize the content, but the sequence is indiscernible. The ideas presented are compartmentalized; may not relate to each other. Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction are used. Documentation of sources is inconsistent and/or incorrect, as appropriate to assignment and style, with numerous formatting errors. Approaching (75.00%) Sufficiently explains a plan of intervention and de-escalation of the student with autism, intervention, and debriefing of other students, and proactive ways to prevent future outbursts. Attempts to explain how you would collaborate with a coteacher to continue support for Joel and his peers and support peer interactions between Joel and other students. Broadly explains ethical and legal concerns with sharing information with the class and other professionals. Submission includes only 1-2 sources, sources broadly support claims, or some sources are not credible. The content is adequately organized, generally providing the audience with a sense of the main idea. Submission includes mechanical errors, but they do not hinder comprehension. Effective sentence structures are used, as well as some practice and content-related language. Sources are documented, as appropriate to assignment and style, although some formatting errors are present. Acceptable (85.00%) Provides a clear explanation of a plan of intervention and deescalation of the student with autism, intervention, and debriefing of other students, and proactive ways to prevent future outbursts. Soundly explains how you would collaborate with a coteacher to continue support for Joel and his peers and support peer interactions between Joel and other students. Effectively explains ethical and legal concerns with sharing information with the class and other professionals. Research is relevant and supports the information presented. All of the criteria stated in the assignment are addressed. The content is logically organized. The ideas presented relate to each other. The content provides the audience with a clear sense of the main idea. Submission is largely free of mechanical errors, although a few are present. A variety of effective sentence structures and figures of speech are used, as well as appropriate practice and content-related language. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Target (100.00%) Comprehensively explains a plan of intervention and deescalation of the student with autism, intervention, and debriefing of other students, and proactive ways to prevent future outbursts. Thoroughly explains how you would collaborate with a coteacher to continue support for Joel and his peers and support peer interactions between Joel and other students. Extensively explains ethical and legal concerns with sharing information with the class and other professionals. Research strongly supports the information presented. Sources are timely, distinctive and clearly address all of the criteria stated in the assignment. The content is well organized and logical. There is a sequential progression of ideas related to each other. The content is presented as a cohesive unit and provided the audience with a clear sense of the main idea. Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging. Comments Sources are documented completely and correctly, as appropriate to assignment and style, and format is free of error. Points Earned ...
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Final Answer

Attached.

Running head: CREATING A PLAN WITH A CO-TEACHER

Creating a Plan with a Co-Teacher
Name:
Institutional affiliation

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CREATING A PLAN WITH A CO-TEACHER

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Creating a Plan with a Co-Teacher
Autism spectrum disorder (ASD) encompasses compound terminal neurodevelopmental
ailments that make it hard for patients to communicate as well as engage others necessarily. It
would be necessary to suggest that one is vulnerable to this disorder if he or she experiences
various symptoms. They include not to mention irritability, hyperactivity, as well as anxiety. In
the case study, the 11-year old student identified as Joel suffered the disorder, and the symptoms
suggested that he was vulnerable to the disorder. For instance, when working in groups, none of
his classmates would wish to be engaged in the same group with Joel and this indicates the
symptom of irritability (Muskat et al., 2015). Engaging the right intervention will be meaningful
in managing the condition Joel was experiencing. It is ...

Chancellor_Ivy (21921)
New York University

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