Plan

July 4, 2010

**Devise a Plan**
//**1.How will you include Mayer’s principle of active processing in your authentic assessment activity? What kind of product will your participants create to demonstrate their learning using multimedia technology?**//

As an end of the unit assessment, participants will be creating a portfolio to take with them back to their classrooms. This portfolio will contain sections including information such as eligibility definitions, strategies for working with this population as well as online resources. Throughout the workshop, participants will create their own online bookmarks (diigo, delicious) as well as utilize a wiki with their collaborative group//.//


 * //2. What kind of multimedia presentation must you create to effectively present key concepts and skills to your participants (video, PowerPoint, podcast, screencast, interactive tutorial, or other)? How will you include Mayer’s principles of dual coding and limited capacity in your presentation?//**

- video interviews of existing inclusion teachers (including text, audio and appropriate graphics). - PowerPoint presentations of necessary information presented to participants. - Podcasts

Integration of audio and visual elements will provide participants with opportunities to be actively engaged in the information presented to them. To avoid over-stimulation, presentations will include segments of text with audio and audio with graphics to also keep the attention of participants. Throughout presentations, short quizzes will be included, using student response systems.


 * //3. What kind of graphic organizer would be best to give your participants to help facilitate learning in your workshop?//**

Traditional webs, venn diagrams, and charts to compare and contrast eligibility information will be integrated into presentations and activities.


 * //4. What concepts in your presentation will require pre-training before you begin the workshop? How will you use multimedia to engage your learners during the pre-training phase?//**

Termanology and information such as IEP, eligibility report, and eligibility categories should be presented at the beginning of the workshop for everyone to understand. The following are just a few examples:

a. **Autism Spectrum Disorder:** A developmental disability that can affect the verbal and nonverbal communication, social interaction, and can have a negative affect on the child's education. The prevalence of autism is 1 in 150 as determined by the CDC or Center for Disease Control. b. **Other Health Impaired (OHI**): The child exhibits limited strength, alertness, due to chronic or acute health problems, including but not limited to asthma, ADD/ADHD, cancer, diabetes, which negatively affects the child's education. c. **Intellectual Disability (mild, moderate, severe, profound)**: Defined as significantly below average general functioning, with deficits in adaptive behavior, which negatively affects the child's education. d. **Emotional and Behavioral Disorder** (EBD): Exhibits one of the following conditions over an extended period of time and these conditions negatively effect a child's education. An inability to learn that cannot be explained by intellectual, sensory or health factors. For a child to be ED they are not supposed to have any other type of disability negative affecting their education. e. **Deafness**: Residual hearing is severely impaired in processing the spoken word, negatively affecting the child's education. f. **Hearing Impairment**: Exhibits a hearing loss that is permanent or fluctuating, which even with amplification negatively affects the child's education. g. **Visual Impairment**: Impairment is such that educational potential cannot be fulfilled without special services and materials. h. **Deaf-Blindness**: Child has both hearing and visual disabilities. i. **Specific Learning Disability (LD**): Exhibits a disorder in one or more of the basic psychological process (such as visual, motor, language etc) which negatively affects a child's education. j. **Multiple Disabilities**: The child exhibits two or more severe disabilities, one of which is mental retardation. k. **Orthopedic Impairment**: Displays severe impairments that are the result of congenital anomaly, developmental, or other causes (such as CP) which negatively affects the child's education. l. **Speech or Language Impairment**: Exhibits a communication disorder, such as stuttering, impaired articulation, a receptive and/or expressive language disorder, that negatively affects the child's education. m. **Significant Developmental Delay**: students ages three through nine where they exhibit delay in a child's development in adaptive behavior, cognition, communication, motor development or emotional development to the extent that, if not provided with special intervention, the delay may adversely affect a child's educational performance in age appropriate activities. m. **Traumatic Brain Injury**: The child has an injury to their brain resulting in total or partial functional disability.

//**5. What equipment will you need to conduct your workshop (projector, laptops for each pair of participants, Internet connections, other)?**//

- internet connection - LCD projector and/or interactive whiteboard - student response systems for on-going formative assessment - individual laptops

//**6. What online applications might you use?**//

- special education resources on the internet @http://seriweb.com/ - Georgia Department of Education Special Student Services site @http://www.doe.k12.ga.us/ci_exceptional.aspx - Cobb County Special Student Services site http://www.cobbk12.org/centraloffice/specialstudents/specialed/ - LD online @http://www.ldonline.org/ - Speech and Language links @http://its.leesummit.k12.mo.us/speechandlanguage.htm

additional applications will be added as the workshop is better planned!

//**7. How will your participants collaborate on their projects? How will you group them to create authentic assessment in your workshop?**//

This workshop will be taking place in a face to face setting, where collaborative groups will be developed for not only class activities, but for final assessment. Groups will collaborate and work together while using a wiki and bookmarking sites such as diigo and delicious to share with each other. Groups will be developed according to their grade level.