CURRICULUM GUIDE FOR S.C. TEACHER CADET COURSE | EXPERIENCING EDUCATION, TENTH EDITION
Special Education / Barriers Book Assignment
Topics: The book may address any of the special education categories or barriers to
learning.
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Death of a loved one (including that of a pet)
Different culture, nationality, language, or religion
Prejudice (e.g. racial, ethnic)
Children with prolonged illness (e.g. leukemia, cancer, sickle cell anemia)
Child abuse (physical, sexual, emotional, verbal, and mental)
Lacking a skill (e.g. athletic skill, artistic skill)
Exceptional abilities
Barriers facing individual, families, society (e.g. latchkey children, eating
disorders, substance abuse, depression, divorce)
Poverty (i.e. homelessness)
Social ostracism, isolation, or rejection
Feelings of inferiority
Physical issues (e.g. wearing hearing aids, being wheel-chair bound)
Some Goals:
1. To tell a story of what the person's life is like dealing with special
education and barrier issues
2. To provide information about the area of special education or the barrier
3. To prevent problems associated with special needs and/or barriers
4. To accurately portray the perspective of one of the characters involved
5. To provide positive reassurance for dealing with barriers
(Note: Write with one of the above goals in mind, or you may write using a
combination of two or more.)
Some Guidelines:
• Your book must include illustrations that are appropriate for the content
and age level of the intended reader. The art may be original,
computer-generated, or photographed.
• The script should be non-sexist and non-racist.
• The vocabulary and sentence structure must meet the age level of the
intended audience. The font should also be appropriate in size for the
intended reader.
• The book format may be a pop-up, three-dimensional, or
sensory-appealing book design (i.e. different textures to touch).
• The book should be suitable for publication. Include a title, name of author,
name of illustrator, and, if you so choose, dedication, sources and/or “Note
to parents” section.
• The book should be constructed and assembled in an attractive,
user-friendly manner. Its structure must be durable to sustain handling and
reading.
• A rubric will be used to evaluate the book.
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Theme I: Experiencing Learning
Unit 2: Styles and Needs
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