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2002 ISTE NETS Distinguished Achievement Award Winner
Hope College, Holland, Michigan

ISTE Nets Distinguished Achievement Award

Ed 225 - The Exceptional Child

225. The Exceptional Child - A study of the person who deviates markedly from the norm -- mentally, physically or socially -- and requires special attention in regard to his/her education, development or behavior. Special attention is directed toward the following persons: autistic, emotionally impaired, gifted, hearing impaired, learning disabled, mentally impaired, physically or otherwise health impaired, speech and language impaired, and visually impaired. Corequisite: Education 226. Three Credits.

226. The Exceptional Child Field Placement - This field placement component is corequisite with Education 225 and will provide opportunities for interaction with persons with sensory, emotional, physical and/or cognitive disabilities, or who are at-risk, as well as gifted and talented individuals. One Credit.

General Preparation Profile & Artifacts

General Preparation Performance Profile-NETS for Teachers
Upon completion of the general preparation component of their program, prospective teachers will:
Artifact/Evidence
Elementary
Secondary
Artifact/Evidence
1. Demonstrate a sound understanding of the nature and operation of technology systems. (I.)
Group and Individual presentations using a variety of technology tools.
X
X
Group and Individual presentations using a variety of technology tools.
2. Demonstrate proficiency in the use of common input and output devices; solve routine hardware and software problems; and make informed choices about technology systems, resources, and services. (I)
Field Placement: PowerPoint, Description, Requirements, Multimedia Presentation Information,
Rubric for Prof, Revised rubric for prof, Rubric for Peers
X
X
Field Placement: PowerPoint, Description, Requirements, Multimedia Presentation Information,
Rubric for Prof, Revised rubric for prof, Rubric for Peers
3. Use technology tools and information resources to increase productivity, promote creativity, and facilitate academic learning. (I,III,IV,V)
Directions for group presentations. Sign-up for presentation using DISCUS (discussion board). Using a digital camera, internet, and PowerPoint for group presentations (Example 1, Example 2). Professor's rubric for group presentation. Collection of experiences: directions, professor's rubric, sample collection entry.
X
X
Directions for group presentations. Sign-up for presentation using DISCUS (discussion board). Using a digital camera, internet, and PowerPoint for group presentations (Example 1, Example 2). Professor's rubric for group presentation.Collection of experiences: directions, professor's rubric, sample collection entry.
5. Use technology resources to facilitate higher order and complex thinking skills, including problem solving, critical thinking, informed decision-making, knowledge construction, and creativity. (I, III,V)
Group & individual presentations
X
X
Group & individual presentations
6. Collaborate in constructing technology-enhanced models, preparing publications, and producing other creative works using productivity tools. (I,V)
Microsoft Publisher Newsletter used in group presentation. Newsletter 2
X
X
Microsoft Publisher Newsletter used in group presentation. Newsletter 2
7. Use technology to locate, evaluate, and collect information from a variety of sources. (I,IV,V)
Individual & group presentations Field Placement selection
X
X
Individual & group presentations Field Placement selection
9. Use technology in the development of strategies for solving problems in the real world. (I,III,V)
Discussion on technology to facilitate the learning and living for persons with disabilities & group presentation professor modeling use. Collection of Experiences
X
X
Discussion on technology to facilitate the learning and living for persons with disabilities & group presentation professor modeling use. Collection of Experiences
15. Exhibit positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity. (V,VI)
Exit interviews and individual presentations
X
X
Exit interviews and individual presentations

Professional Preparation Profile & Artifacts

Professional Preparation Performance Profile-NETS for Teachers
Prior to the culminating student teaching or internship experience, prospective teachers will:
Artifact/Evidence
Elementary
Secondary
Artifact/Evidence
6. Identify specific technology applications and resources that maximize student learning, address learner needs, and affirm diversity. (III,VI)
Individual and Group Presentations/Collection of Experiences   Exit Interview
X
X
Individual and Group Presentations/Collection of Experiences   Exit Interview
15. Develop a portfolio of technology-based products from coursework, including the related assessment tools. (IV,V)
Technology Team video on Electronic Learning Portfolios (requires QuickTime)
Student Portfolio Sample
Sample portfolio created by professor for Level I course.
A rubric for the NETS and Entry Level Standards for Michigan Teachers (ELSMT) met in 225/226.
Elementary portfolio template
X
X
Technology Team video on Electronic Learning Portfolios (requires QuickTime)
Student Portfolio Sample
Sample portfolio created by professor for Level I course.
A rubric for the NETS and Entry Level Standards for Michigan Teachers (ELSMT) met in 225/226.
Elementary portfolio template
18. Participate in online professional collaborations with peers and experts.
Ameritech Partnership Grant
X
X
Ameritech Partnership Grant