CURRICULUM GUIDE FOR S.C. TEACHER CADET COURSE | EXPERIENCING EDUCATION, TENTH EDITION
Culminating Activity: Barriers Books -- Telling the Story
Theme I: Experiencing Learning
Unit 2: Styles and Needs
*Mandatory activity
Objective: Students will be able to present information about special education or a barrier
to an age-specific audience.
Essential Question: How might students overcome barriers to learning?
Activities:
1. Introduce this activity by explaining to the students that they are going to write a book
suitable for publication about an aspect of special education or a barrier to learning. Their
audience may be kindergarten, elementary school children, or middle school students.
The book will be an individual project. It will be due on the date you designate after the
following series of lessons on special education and barriers to learning.
2. Provide each student with a copy of the handout titled “Special Education Barriers Book
Assignment” and go over each section, responding to questions.
3. As the class approaches the halfway point in their writing, have them read their first drafts
to each other in small groups. Provide them beforehand with a copy of "PQP Method for
Peer Evaluation of Books." Make arrangements with local elementary and middle schools
to have these completed books read to the students.
4. Your district reading coordinators may be helpful with information about readability levels.
Most word processing programs also have a readability program.
Materials:
• Handout: "Special Education/Barriers Book Assignment”
• Handout: “PQP Method for Peer Evaluation of Books”
Assessment:
Instructors may use the Big Book rubic found in Unit 1.
Time:
2 hours class time (two to three weeks preparation outside of class)
Standards:
I.2.2: Students will identify the special needs and exceptionalities of learners and
determine how these needs affect the learning process.
I.2.3: Students will examine major physical, social, and personal challenges that
can impede successful learning.
I.1.3: Students will examine and appreciate others’ diversity.
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