Add this information to separate paper using infomation from paper I up- loaded. ( Make refernce to Mentor
Allocate at least 2 hours in the field to support this field experience.
Talk with your mentor teacher about the use of self-determination inventories and using these types of assessments with students with moderate to severe disabilities by discussing the following:
- The importance of self-determination for students with moderate to severe disabilities. Discuss how these types of activities can be used in the formulation of the transition plans required for all students 16 years of age and older.
- Ask your mentor teacher to share and review the self-determination inventories that they prefer to use. If the teacher does not typically use self-determination inventories, discuss why.
- Work with your mentor teacher to research, identify, and review the pros and cons of three potential self-determination inventories that could be used in the classroom where you are completing your field experience. Ensure that the inventories you consider include content related to students’ future ambitions.
- How the assessment data from a self-determination inventory can allow the student to provide information about their learning style preferences, activities they are and are not interested in, and their future ambitions.
- How the results of the self-determination assessment allow teachers to identify and teach specific self-determination skills that a student will need to achieve their personal goals.
- With permission and oversight from your classroom teacher, select one of the three inventories that were reviewed and complete it with a student in your field experience classroom.
Use any remaining time to observe and/or assist your mentor teacher or another teacher and work with an individual or a small group of students on instruction in the classroom.