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DPE Goal Instruction
DPE Goal Instruction
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DPE Goal Instruction
Introduction:
Intellectual disability is the developmental disability that affects an individual’s aptitude to learn and use information. It may occur during childhood and continue through adulthood. Students who have an intellectual disability may find it difficult to learn new skills and acquire fresh information. Much of the discussion in this paper points out on the results of the interview with Mrs. Brown upon visiting his classroom at wonderland special school. The discussion focuses on the DPE process, goal instruction analysis, development and implementation as well as goal setting, attainment and methods of goal setting and instruction planning.
IEP review, DPE process, goal instruction analysis, development and implementation:
The DEP instructional education process helps in assisting students with intellectual disabilities to achieve their individual goals. I reviewed two IEPS for one student with ID in Mrs. Brown’s classroom. The intellectual disability identified was Down syndrome. According to Mrs. Brown, intellectual disability is determined through 1Q and behavior. The children with Down syndrome were visual learners, had high distractibility and short memory spans (Sands & Doll, 2005). IEPS reviewed were speech and language and activities of daily living. The student exhibited improved self-help knowledge and desire to be independent and also had understanding of articles and plurals. Upon discussion with the teacher about the diagnosis/prescription/evaluation process, she said that the DPE process is a detailed process compared to IEP. The DEP process can be applied during lesson planning where the general curriculum has a minute by minute procedure. According to Sands & Doll (2005), the DPE process aids students with intellectual disabilities (ID) to attain the opportunity of independence and success especially when integrated with goal instructional analysis and life goal planning which are important parts of the DPE instruction. The diagnostic/prescriptive/evaluative process takes lesson planning, breaks down instruction into segments which are manageable and specialized for an individual student (Sands & Doll, 2005). This provides an important educational flexibility towards ensuring successful outcomes. Firstly in this process, the student is diagnosed in terms of skill level paralleled with his/her strengths and weaknesses. Then, a lesson path is devised and prescribed in that the progress of the student can be closely and progressively monitored for success.
Students with intellectual disabilities portray different abilities and skill restrictions that require instruction to be strictly specialized for every individual student. This is where the DPE process gives teachers, students and parents the ability to make good decisions that are made to meet the needs of students as well as create an accurate IEP, assessment program and curriculum. This process involves the diagnosis and determination of the learner’s potency and weaknesses followed by a prescription. This improves the student’s achievement. In addition, DPE process gives the individualized program team the ability to observe each student with an intellectual disability. The team is, therefore, able to put in place a system where life skill achievements and academic goals are realized and evaluated or adjusted to fit the pace of the student and the learning style. According to Wehmeyer, Agran, Hughes, Martin, Mithaug & Palmer (2007), the prescribed curriculum incorporates different areas which are combined for example communication, family living and social skills. A large study area benefits the student in transitional situations that occur from one grade to another or when the curriculum includes field study where the students gain knowledge of what they are expected of during employment. On the other hand, another student’s area of concentration may be solely based on independent skills while less focusing in academic goals. Since the individualized education program is responsible for implementing the goals, the achievement of the student can be evaluated daily, weekly or on a monthly basis. This is done in either independent or group settings until IEP is mastered. Such experiences encourage opportunities to practice new skills and knowledge where there is availability if student and teacher directed feedback and also where student expectations and instructional practice can be adjusted when necessary.In regard to goal instruction for students with intellectual disabilities, the school-based team must stipulate individual goals. This is one of the most important steps of the IEP process. For many ID students, such goals are usually broad and are related to social and behavioral areas. According to an interview with Mrs. Brown, teachers require to set high and attainable goals for students with ID so that they can be able to learn the important skills which would help them to meet their adulthood demands. Such demands, though expressed in different ways, include safety maintenance, personal health, independent living skills, self-management achievement, decision-making and personal relationship skills among others. In teaching students with intellectual disabilities, teaching involves modifying and regulation the student’s behavior. This promotes and enhances the self-determination, which according to Mrs. Brown, have become an international recognized outcome. Furthermore, according to Wehmeyer, Hughes, Agran, Garner & Yeager (2003), the strategies of individualized education program have proved to be significant in including ID students in general education classrooms in order to reduce the reliance of the students on others in the classroom.
Importance of such procedures in daily class
DEP process, analysis of goal instruction and the development and implementation of goal instruction for students is important in daily class. The DEP process enables students with disabilities to obtain knowledge in small bits since the curriculum is broken down into segments and also a lesson plan is planned, in a way, that is appropriate for such students. This aids them in succeeding in their academics. In goal instruction analysis, development and implementation, students are able to set priorities and understand what they need to achieve, strive to achieve within a stipulated period. By developing goals, students concentrate on how to attain such goals and, therefore, make use of the appropriate materials and acquire the necessary skills towards achieving such goals (Wehmeyer, Hughes, Agran, Garner & Yeager, 2003).
Goal attainment, methods, used for goal setting and instructional planning
After observing a student in an instructional setting, there was an evidence of goal attainment. The child possessed somewhat less than expected. The student also had dreams to achieve and expected the right motivation towards achieving those dreams. This meant that the instructor was using the right mechanisms towards achieving the expected level of outcome. Upon interviewing Mrs. Brown, she said that the child, though had an intellectual disability, was able to succeed in academics since the appropriate methods of instruction were available. She said that there was effective instructional planning and goal setting which enabled the intellectually disabled student succeed in their concentration areas. The following are the method(s) used for goal setting and instructional planning by Mrs. Brown. In respect to instructional planning, content is delivered into three knowledge domains which are attitudes, skills and values. In teaching knowledge, a variety of methods can be used with the aim of getting the learner to be active in learning the material. In teaching skills, important aspects are demonstrated and pointed out and he student doing the skills is supervised. In respect to teaching attitude, the methods used require the application of attitude in specific situations. Students are also given the opportunities to practice what they have learnt. In respect to goal setting method, students in Mrs. Brown’ class use the Zig Ziglar goal setting formula, where the students state their goals and the benefits of achieving them, set a deadline for achieving them, identify the obstacles, resources needed, and skills needed to help in achieving the goals. After, students create an action plan. In respect to the teacher, she ensures than she expresses the students goals positively, ensures that they set accurate goals and put priorities first. She urges them to keep goals small as well as ensure that their goals are measurable. For students with severe disabilities, the teacher can adjust the goal setting steps for example she may start explaining to them what the goal is, listen to the student’s views and give them time to express their opinions. Furthermore, the instructional planning methods used in Mrs. Brown class include grouping strategies, whole group methods, small group variations and independent work and class colleagues (Wehmeyer, Hughes, Agran, Garner & Yeager, 2003).
Conclusion
Though students with intellectual disability have difficulties in learning, through the DPE process, effective methods of instruction and instruction planning as well as using the appropriate teaching strategies can help them achieve their academic dreams.
References
Wehmeyer, M.L., Agran, M., Hughes, C., Martin, J., Mithaug, D.E., & Palmer, S. (2007). Promoting self-determination in students with intellectual and developmental disabilities. New York: Guilford Press.
Sands, D., & Doll, B. (2005). Teaching goal setting and decision making to students with developmental disabilities. In M. L. Wehmeyer & M. Agran (Eds.), Mental retardation and intellectual disabilities (pp. 273-296). Boston: Pearson.
Wehmeyer, M. L., Hughes, C., Agran, M., Garner, N., & Yeager, D. (2003). Student-directed learning strategies to promote the progress of students with intellectual disability in inclusive classrooms. International Journal of Inclusive Education, 7, 415-428.
DPE and Goal Instruction
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DPE and Goal Instruction
The development of impairment which affects the ability of a person to effectively learn and make good use of information is known as intellectual disability. Some intellectual abilities begin at an early stage and go ahead into adulthood. Some children with intellectual disabilities end up carrying it into their late stages of life. people with intellectual disabilities can take part in almost every aspect of life, but sometimes need help when learning tasks, adapting to changes and routines, and overcome other barriers that arise in his daily life. Those hindrances faced by people with intellectual disability usually come as a result of their slow process of understanding and hence the body functioning is slowed or affected in another way. Young people and children have different forms and rates of development. Therefore, some children may find learning easy and enjoyable while others may find it difficult and discouraging. Most of those who have problems with learning have intellectual disabilities. This document discusses the diagnosis, prescription, evaluation and analyses goal instruction, as well as implementation and development of goal (Licia).
Learning for people with intellectual disabilities
When one has an IQ level that is less than 70, the probability of having development disability is so high. People with development disabilities have problems in their daily life skills such as interaction with other people, communication, and caring for themselves, especially before they attain 18 years of age. Every person has distinct character traits. These unique traits come as a result of differences in areas of difficulty and ability, personality, and much more. From a general point of view, people with intellectual impairments are slower in learning than people with normal intellectual capacities. This makes them have difficulties when working on normal concepts like money and time, understanding ways of relating with people, conducting themselves well and much more. Needs for people with intellectual impairments depend on the level and type of impairment. Intellectual impairments take n different classes. They include mild, moderate, severe, and profound intellectual disability levels. The various levels of disabilities get classified according to the IQ scores. Researches in intellectual behavior propose that people must know the IQ score of person with intellectual impairment for easier identification of requisite needs and attention that such level calls for.
Diagnosis and prescription of children with intellectual disability
Identification of intellectual impairments in children takes many forms, but the most common way is checking the level of IQ. The boundary between intellectual ability and disability is a score of 70 on the IQ. One below this level is taken as intellectually disabled and needs training that will help him adapt to his environment. Intellectual disabilities get categorized according to a person physical and social development. The upper range score category falls between 53 and 57. Majority of people with intellectual impairment fall in this category. They have the ability of learning academic and prevocational skills through training. The other group is moderate category. It is composed of people with IQs between 36 and 52. Persons in this category are capable of learning basic educational skills and do semi-skilled job under control. The other category comprises those with scores of between 21 and 25. They care for themselves under constant control, but their communications skills are limited by their disability. The last category is that of those with profound levels of impairments. It is composed of people with IQ scores that range between 0 and 25. Small number of people falls within this category. They show very little responses and their institutionalization is inevitable. IQ scores for people with impairments are further categorized according to the learning abilities. These are: educable, which lie between 50 and 75, trainable, which lie between 25 and 50, and custodial, which lie between 0 and 25 (Maria and Bruner).
Before one is pronounced as having intellectual impairment, one has must pass through a formal assessment. The form assessment is usually administered by a psychologist or a counselor. Formal assessment involve collection of data about the individual from various stakeholders; doctors, teachers, therapists, child center, school, as well as personal observation and interaction with the child. Intellectual testing includes taking the child through many tasks such as naming pictures, answering questions, and solving problems and puzzles.
Disabled children learn and develop skills, though at a rate different from that of normal children. Often, children with intellectual disabilities need more time and dedication for practice than normal children of their age group. Once a child is deemed disable by a psychologist or counselor, more support is thrown towards the child not only at school, but also at home so as to enhance her life. For education, there are various options for more help. This includes use of assistive technology in mainstream classes. Moreover, speech therapists, occupational therapists, and psychotherapists offer a lot of help to the child.
Goal instruction for students with intellectual impairments
Teaching children ways of regulating or modifying their behaviors is one of the strategies used for student learning. Self-regulation of behavior is one means of enhancing and promoting self-determination. This is an internationally valued outcome. Moreover, social inclusion of students in many sectors and inclusive education is very important strategy for child growth. Mixing disabled children with those without problems is a common practice today. This gives the disabled children a sense of self-esteem and belonging as they fell that they get judged by the same yardstick with their peers.
Teams concerned with Individualized Education Program (IEP) must set goals for students diagnosed as disabled. Students with intellectual problems normally have broad goals, which relate to social and behavioral areas. Special education teachers should set goals for their students and make sure that the goals get attained within a certain period. This will help the student in meeting their adulthood demands. The various adulthood demands may include personal interaction skill development, self-care, personal safety and maintenance, participation in community projects, decision making, independence in life, and much more.
Conclusion
From the foregoing discussion, it is clear that disability is inevitable. People are born with different forms of disabilities. The document has analyzed intellectual disability, which is impairment in understanding. Intellectual impairment gets detected when one has an IQ score of less than 70. People with disability have roles in society. These roles are achievable, but only through help. Children with disability need assistance both at home and school so that they can attain their ambitions in life. Educational institutions get charged with responsibility of ensuring that students with difficulties get a fare share in education. Today, inclusive education is on the rise. Students with disabilities get mixed with normal students so that they can enhance each other.
Works Cited
Tatto, Maria T, and Justin Bruner. Learning and Doing Policy Analysis in Education: Examining Diverse Approaches to Increasing Educational Access. Rotterdam: SensePublishers, 2012. Internet resource.
Carlson, Licia. The Faces of Intellectual Disability: Philosophical Reflections. Bloomington: Indiana University Press, 2010. Print.
Faith, Religion, Belief
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Faith, Religion, Belief, and Spirituality
Introduction
There have been persistent failures among many Catholics to understand and discern the main differences between religious faith, theology, faith, and belief. The main responsibility of religious educators is to teach the faith and not the latest views of modern theologians. Beneath this assertion is the assumption that faith exists in a non-theological state; however, this is not always the case. In this text, the ground rules for speaking, writing, teaching and preaching about God are explored. In general, the text explores supernatural order and Jesus Christ. Worth noting, there are communication and interpretations that govern the knowledge we have about this religion as a whole. This text aims to explore facets of religious faith, theology, belief, and spirituality. It is about the doctrines, dogmas, liturgy, and sacred scripture. The text further examines how beliefs are transmitted and transmitted to others including teachings of theology, Christian praxis, and catechesis.
Religious faith
Ever wondered where our knowledge of Jesus Christ’s salvation, God and the Holy Spirit or any other superstition comes from? Noteworthy, there are scientifically verifiable methods that are used to derive this knowledge. The knowledge that we possess about salvation, God, Christ, or any other topics can be knowledge of a person who is committed and believes in God, a committed believer, an anthropologist, psychologist, committed, or a dispassionate observer. It should be noted that an atheistic sociologist can spend their lifetime looking at the effects theism has on institutions and the cultural expressions of a given ethnic or national group. These individuals might produce many articles and books that examine their belief system. Atheist sociologists spend most of their life assessing the effects of theism on cultural expressions and institutions of a given ethnic group and national group (Guinan, 15). They indeed become experts with regard to God’s meaning as perceived by believers in the community. However, this has nothing to do with the knowledge sociologist have of God but rather the knowledge of other people about God. This shows that knowing about Christ, God, grace, the Holy Spirit and redemption is possible without necessarily believing in these realities. In contrast, some individuals claim to know something regarding God because of God’s self-disclosure through Apostles, prophets, Christ, the Church and mystical experience. Worth noting this knowledge is at the heart of our problem and nobody has ever experienced God. The knowledge of a believer is much different than that of an uncommitted observer. The knowledge of the believer does not originate in computer technology, laboratory tests or scientific observation; neither does it come from everyday human experiences and common sense. In essence, believers insist that the knowledge they possess regarding God is attributed to faith in one way or another. Faith has to do with the personal knowledge of God. In this context, there is more emphasis on personal knowledge rather than propositional or cognitive. In short, faith is about how we came about the knowledge of God to be God. Faith has nothing to do with our beliefs about truth as revealed by the Church or Bible. Our object about faith is not a sacred text or doctrine, but rather it is in our God, Creator, Savior, and Judge.
Theology
According to St. Anselm of Canterbury, theology is faith looking for understanding. How we view God in the middle of life is faith. Faith is one’s knowledge about God. It is important to note that unalloyed faith is non-existent and as such, it is harder to isolate and discover pure faith. This has to do with the fact that real and living faith exists only in a reflective and cognitive state. Thoughts about the meaning of faith are nothing but thoughts, and words of interpretation were meant to illuminate and articulate faith’s implications. In theology, there is the notion among Catholics that contamination of faith brings to light the confusion that exists between theology and faith. Worth noting, faith has no link with theology and it exists independent of theology. Theology only comes into play when a person who has faith becomes intellectually conscious about their faith. From the onset, faith exists in a state that is interpreted theologically. This is because theology is how a person interprets their faith. More precisely, theology is a process through which we bring our understanding and God’s knowledge to the point of expression. Theology is about expression in a less and more systematic manner God’s experiences within the human experience. Theology emerges within various forms, including dance, paintings, pieces of music, a bodily structure, or a cathedral in a way that is written in words or spoken. Notably, these forms might never achieve justice to the intended perception. Theology is no always good theology. We can always have a wrong interpretation of the knowledge and experiences about God. In the first place, people will have a distorted experience about God that cannot be redeemed whatsoever. Religious educators, parents, bishops, and the Church do not convey faith except theology. They hand on faith through theology being employed. In other words, these individuals pass particular understandings and interpretations of faith in their multiple forms and variations. As such, warning religious educators against teaching about theology is beside the point. Faith will always exist in a theological form. The most unacceptable appeal to faith over the private view of theologians is that theology is equated to faith as it undermines faith.
Belief
Belief is theology existing in a unwavering state. Theology is more of a process, while belief is one among the many products. In essence, a belief is something seen as the truth despite the clear absence of convincing and clear evidence. Theologically beliefs are formulation of the knowledge that people have obtained about God through the avenue of faith. Beliefs take many forms. On the one hand, beliefs are officially approved and shared as dogmas and doctrines while on the other hand, they are held by individuals and a selected group of individuals (McBrien, 24). Beliefs have not been universally and officially selected, for instance, the presumes appearances of the Holy Mother at Lourdes. Despite there being only one Christian faith, there are several beliefs existent within the Christian beliefs. Throughout the history of Christianity, there have been thousands of beliefs transmitted and held at a specific time. The beliefs interpret and articulate knowledge. While some beliefs have stood the test of time, others have receded beyond collective memory. Further, while some beliefs are deeply rooted in church traditions, others have more tender and shorter roots: examples are Christ’s real presence in the Eucharist and the belief about the popes infallibility respectively.
Spirituality
All religions, whether Buddhism, Christianity, Native American or Islam share one thing in common; the thirst of the human spirit to find something deeper, bigger, and ordinary than the reality of life at the surface level. Christianity maintains that spirituality emanates from the spirit of God. Christian and Hebrew scriptures have a concrete meaning of spirit. Whether Greek or Hebrew, spirit basically translates to breath and width. In the Bible, particularly the Old Testament, some texts refer to God’s spirit in the story of creation. Notably, in most cases, the spirit is seen to be empowering God’s people to carry out his work. For instance, Moses was a servant of God who was always led by the spirit. In numbers 11, the scriptures note that God would share the spirit and bestow it on his people so that the people could share the burden with them. In the New Testament, we witness the spirit at work in Paul and Acts. Christians receive the spirit of Jesus Christ, making them one and this enables the Christians to continue doing God’s work in the world after the death of the son. In essence, spirituality concerns a person completely, including their soul, body, feelings, thoughts, passions, emotions, fears, hopes, dreams because people live in power and with the Holy Spirit.
Conclusion
Faith is about how we came about the knowledge of God to be God. Faith has nothing to do with our beliefs about truth as revealed by the Church or Bible. Theology is about articulation in a less and more systematic manner God’s experiences within the human experience. Theology emerges within various forms, including dance, paintings, pieces of music, a bodily structure, or a cathedral in a way that is written in words or spoken. The beliefs interpret and articulate knowledge. Christianity maintains that spirituality emanates from the spirit of God.
Works Cited
Guinan, Michael D. “Christian spirituality: Many styles, one spirit.” Catholic Update C 598 (1998).
McBrien, Richard P. Catholicism. G. Chapman, 1980.