RubyGems - qti - Versions diffs - 0.9.18 → 0.9.19 - Mend

qti 0.9.18 → 0.9.19

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-<html>
-<head>
-<meta http-equiv="Content-Type" content="text/html; charset=utf-8">
-<title>Library Services</title>
-<meta name="identifier" content="i9960d270833d177be8e248f3d9e73ab5"/>
-<meta name="editing_roles" content="teachers"/>
-<meta name="workflow_state" content="active"/>
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-<body>
-<p><img src="%24IMS-CC-FILEBASE%24/images/icon_info.jpg" alt="icon_info.jpg" data-api-endpoint="https://webcourses.ucf.edu/api/v1$IMS-CC-FILEBASE$/images/icon_info.jpg" data-api-returntype="File"></p>
-<p>When teaching online, it’s important to be aware of what the library offers – both for yourself and your students. While you’re reading this module, think of how you can adapt your classes’ library research requirements using the services and resources provided for online students and faculty.</p>
-<p>While we assume that most library users are “distant” at some point (who wouldn’t rather access that article online?), there are some services for truly distant students who never come to campus. To assist your truly remote students, you need to know where to direct them for information and assistance and how to secure remote access to library materials. The goal is to provide an equitable instructional experience for all <span style="background-color: #ffff00;">&lt;Replace - Institution Name&gt;</span><span> </span>students.</p>
-<p>Consider adding some of the following resources to your online course syllabus for students to utilize, or link to library resources in specific modules. And remember that librarians are available to help you find appropriate resources as you develop your online course.</p>
-<hr class="ucf_blue_threedot">
-<h2 style="color: #446f9a;">
-<img src="%24IMS-CC-FILEBASE%24/images/icon_strategies.jpg" alt="icon_strategies.jpg" data-api-endpoint="https://webcourses.ucf.edu/api/v1$IMS-CC-FILEBASE$/images/icon_strategies.jpg" data-api-returntype="File">Instructional Strategies &amp; Best Practices</h2>
-<h4 style="color: #333333; font-family: 'Helvetica Neue', Helvetica, Arial, sans-serif;">Become familiar with the library services available</h4>
-<p style="color: #333333; font-family: 'Helvetica Neue', Helvetica, Arial, sans-serif;">The <span style="background-color: #ffff00;">&lt;Replace - Institution Name&gt;</span> Libraries provide many services for students (and faculty), including Ask Us, Interlibrary Loan, Research Consultations, and more. Learn more about the Library services available to:</p>
-<ul>
-<li>Undergraduates</li>
-<li>Graduate Students</li>
-<li>Faculty</li>
-</ul>
-<h4 style="color: #333333; font-family: 'Helvetica Neue', Helvetica, Arial, sans-serif;">Provide students with library orientation via Streaming Videos</h4>
-<p><span style="background-color: #ffff00;">&lt;Replace with Institution Library Resources&gt;</span><span> </span></p>
-<h4 style="color: #333333; font-family: 'Helvetica Neue', Helvetica, Arial, sans-serif;">Link to online Research Guides from the library</h4>
-<p><span style="background-color: #ffff00;">&lt;Replace with Institution Library Resources&gt;</span><span> </span></p>
-<h4 style="color: #333333; font-family: 'Helvetica Neue', Helvetica, Arial, sans-serif;">Work with an “Embedded Librarian”</h4>
-<p><span style="background-color: #ffff00;">&lt;Replace with Institution Library Resources&gt;</span><span> </span></p>
-<h4 style="color: #333333; font-family: 'Helvetica Neue', Helvetica, Arial, sans-serif;">Link directly to full text articles and books from your online course</h4>
-<p><span style="background-color: #ffff00;">&lt;Replace with Institution Library Resources&gt;</span><span> </span></p>
-<h4 style="color: #333333; font-family: 'Helvetica Neue', Helvetica, Arial, sans-serif;">Include videos in your online course</h4>
-<p><span style="background-color: #ffff00;">&lt;Replace with Institution Library Resources&gt;</span><span> </span></p>
-<h4 style="color: #333333; font-family: 'Helvetica Neue', Helvetica, Arial, sans-serif;">Take advantage of e-book Collections</h4>
-<p><span style="background-color: #ffff00;">&lt;Replace with Institution Library Resources&gt;</span><span> </span></p>
-<h4 style="color: #333333; font-family: 'Helvetica Neue', Helvetica, Arial, sans-serif;">Document Delivery for Distance Learners, all Graduate Students and Faculty</h4>
-<p><span style="background-color: #ffff00;">&lt;Replace with Institution Library Resources&gt;</span><span> </span></p>
-<hr class="ucf_blue_threedot">
-<h2 style="color: #446f9a;">
-<img src="%24IMS-CC-FILEBASE%24/images/icon_readthis.jpg" alt="icon_readthis.jpg" data-api-endpoint="https://webcourses.ucf.edu/api/v1$IMS-CC-FILEBASE$/images/icon_readthis.jpg" data-api-returntype="File">Optional Further Reading</h2>
-<ul>
-<li>If you have any other questions about the library, or want more information about the options addressed here, please contact your department’s Subject Librarian.</li>
-</ul>
-<p><img style="border-width: 0px; display: block; margin-left: auto; margin-right: auto;" src="https://i.creativecommons.org/l/by-nc-sa/4.0/88x31.png" alt="Creative Commons License"></p>
-<p style="text-align: center;"><span style="font-weight: 400;">TOPKit Sample Course was prepared by the <a href="http://www.ucf.edu/" target="_blank">University of Central Florida (UCF)</a>. </span><span style="font-weight: 400;">This work is licensed under a </span><a href="http://creativecommons.org/licenses/by-nc-sa/4.0/"><span style="font-weight: 400;">Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License</span></a><span style="font-weight: 400;">.</span></p>
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-<title>Managing Academic Integrity & Honesty in the Online Environment</title>
-<meta name="identifier" content="i88ebd73728c70e572f833c547287d79e"/>
-<meta name="editing_roles" content="teachers"/>
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-<p>By moving online, a multitude of questions may arise from what can feel like the loss of a controlled environment. Some questions may race through your head such as, “Are my students going to cheat? And if so, what can I do to minimize those attempts?” Although there are many ways to combat cheating, let’s face it, some students will attempt it regardless of course mode. In the face of larger numbers of students in online courses and the challenge of designing effective assessments in an online environment, you may need to implement scalable strategies that mitigate academic integrity issues.<span style="text-align: center;"> </span></p>
-<hr class="ucf_blue_threedot">
-<h2 style="color: #446f9a;">
-<img src="%24IMS-CC-FILEBASE%24/images/icon_strategies.jpg" alt="Strategies" width="72" height="73" data-api-endpoint="https://webcourses.ucf.edu/api/v1$IMS-CC-FILEBASE$/images/icon_strategies.jpg" data-api-returntype="File">Instructional Strategies &amp; Best Practices</h2>
-<h4>Academic Integrity</h4>
-<p><em>“Do you expect technology to compensate for a lack of ethics?</em> (Dzuiban, 2010) <em>”</em></p>
-<p>In regard to academic integrity, Dr. Dzuiban, director of The Research Initiative for Teaching Effectiveness (<a id="" class="" title="" href="http://online.ucf.edu/research/" target="_blank">RITE</a>) has sometimes challenged participants in faculty development with that question. No matter how effective or advanced the assessment technology, nor how creative an instructor may be in designing assessment activities, if students are determined to cheat or shift responsibility for their own work, they will certainly find a way.</p>
-<p>This perspective is not generally popular, but its reality allows us to rethink our approach to effective assessment in all modalities, especially for online learning. While reading the module materials and keeping in mind your own instructor experiences, please consider the following focal points:</p>
-<ul>
-<li>
-<strong>There is no magic to prevent cheating.</strong> Technology and creativity assist us in creating environments that limit opportunities to cheat, but none provide a fail-safe method to prevent cheating 100% of the time.</li>
-<li>
-<strong>Cheating occurs in all educational modalities.</strong> This includes face-to-face, online, and testing or proxy centers. In fact, recent research shows that cheating occurs equally in both the face-to-face classroom and in the online environment (Eplion &amp; Keefe, 2010, April; Krovitz, 2007; Watson &amp; Sottile, 2010).</li>
-<li>
-<strong>Technically, there is no such thing as a “closed-book” assessment in online courses.</strong> Although there are ways to use assessment technology that discourages the use of available materials, (<em>e.g.</em>, time limits, date availability, question and answer randomization), there is no way for an instructor to monitor students in distant locations. And if student learning, not student control, is the major goal of an assessment; it may actually be a good practice to design assessments that will guide students to find the best answer or solution.</li>
-<li>
-<strong>Authentic assessment includes activities and assignments.</strong> Authentic assessment is not limited to the traditional quizzes or exams that are often a part of higher education. It’s time to, perhaps, “think outside the box.”</li>
-<li>
-<strong>The focus should be on student <em>learning</em>, not student <em>control</em>.</strong> Once the focus shifts away from setting precise controls, you have room to focus on creating activities and exams that rely on higher-order thinking skills.</li>
-</ul>
-<h4>Academic Honesty</h4>
-<p>Academic honesty is a point of concern for all instructors. At <span style="background-color: #ffff00;">&lt;Replace - Institution Name&gt;</span>, we have a variety of strategies that will help minimize dishonesty in their course activities.</p>
-<ul>
-<li>
-<strong>Turnitin.com.</strong> Cyber-tools like <em>Turnitin</em> identify potential plagiarism for writing assignments and act as a powerful deterrent. Such tools should not be used as a punitive approach for students who failed to uphold academic honesty standards. Ideally, these are learning tools that allow students to improve their written work before submitting it. Remember, it is important to keep in mind that the focus of any assessment should be primarily on student learning, not student control. </li>
-<li>
-<strong>Activity-based Assessments.</strong> Consider creating assessments that require the student to obtain unique resources and require analysis and synthesis. This will help minimize attempts to plagiarize. Also, using strategies, such as weekly writing submissions (<em>e.g.</em>, mini-papers, reflective thoughts on a topic, journal entries) and discussion board postings can help you recognize the student's writing style. This can help you identify possible attempts at cheating and plagiarism.</li>
-</ul>
-<h2 style="color: #446f9a;">Optional Further Reading</h2>
-<p>If you would like more information related to academic integrity and honesty, check out the following references. Each contains a wealth of information that you will find helpful now and in the future.</p>
-<ul>
-<li>Olt, M. (2002). Ethics and Distance Education: Strategies for Minimizing Academic Dishonesty in Online Assessment. Capella University. Retrieved from <a href="http://www.westga.edu/~distance/ojdla/fall53/olt53.html" target="_blank">http://www.westga.edu/~distance/ojdla/fall53/olt53.html</a>
-</li>
-<li>Levy, Y., Gelman, W. &amp; Rauseo, N. (2003). Minimizing Academic Misconduct in the Online Learning Environment. <em>WebCT 2003 Conference</em>, San-Diego, CA.</li>
-<li>Rolfe, V. (July 2011).Can Turnitin be used to provide instant formative feedback? Vol. 42 Issue 4, p701-710. (This article is availble via UCF's Library Ebscohost Service.)</li>
-<li>Dowden, L. <a id="" class=" instructure_scribd_file instructure_file_link" title="WCET_Academic Integrity Checklist 052013.pdf" href="%24IMS-CC-FILEBASE%24/weekly_content/week04/WCET_Academic%20Integrity%20Checklist%20052013.pdf?canvas_download=1&amp;canvas_qs_wrap=1" target="" data-api-endpoint="https://webcourses.ucf.edu/api/v1$IMS-CC-FILEBASE$/weekly_content/week04/WCET_Academic%20Integrity%20Checklist%20052013.pdf" data-api-returntype="File">Academic Integrity Self-Check</a>. This checklist is implemented by the University of Louisiana at Lafayette and is used with faculty to understand academic integrity at the institutional level.</li>
-</ul>
-<hr class="ucf_blue_threedot">
-<h2 style="color: #446f9a;">References</h2>
-<ul>
-<li>Dzuiban, C. (2010). Quotation used when presenting to IDL6543. Research Initiative for Teaching Effectiveness (RITE), UCF.</li>
-<li>Eplion, D. M., &amp; Keefe, T. J. (2010, April). <em>On-Line Exams: Strategies to Detect Cheating and Minimize Its Impact</em>. Paper presented at the Instructional Technology Conference, Murfreesboro, Texas.</li>
-<li>Krovitz, G. E. (2007). Ways to prevent cheating on online exams. <em>eNewsletter: Editor's voice, 8</em> (6), Retrieved from http://www.ecollege.com/Newsletter/EducatorsVoice/EducatorsVoice-Vol8Iss6.learn.</li>
-<li>Watson, G., &amp; Sottile, J. (2010). Cheating in the digital age: Do students cheat more in online courses? <em>Online Journal of Distance Learning Administration, 13</em> (1), Retrieved from <a href="http://www.westga.edu/~distance/ojdla/spring131/watson131.html">http://www.westga.edu/~distance/ojdla/spring131/watson131.html</a>
-</li>
-</ul>
-<p> </p>
-<p><img style="border-width: 0px; display: block; margin-left: auto; margin-right: auto;" src="https://i.creativecommons.org/l/by-nc-sa/4.0/88x31.png" alt="Creative Commons License"></p>
-<p style="text-align: center;"><span style="font-weight: 400;">TOPKit Sample Course was prepared by the <a href="http://www.ucf.edu/" target="_blank">University of Central Florida (UCF)</a>. </span><span style="font-weight: 400;">This work is licensed under a </span><a href="http://creativecommons.org/licenses/by-nc-sa/4.0/"><span style="font-weight: 400;">Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License</span></a><span style="font-weight: 400;">.</span></p>
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-<title>Managing Grades</title>
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-<meta name="editing_roles" content="teachers"/>
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-<body>
-<p style="text-align: left;">1. Grading</p>
-<ul>
-<li>speedgrader</li>
-<li>comments go to inbox</li>
-<li>Entering manual grades</li>
-</ul>
-<p>2.  Organizing</p>
-<ul>
-<li><span>Adding Columns to the gradebook</span></li>
-<li>Arrange manually or by due dates</li>
-<li>"muting" assignment</li>
-<li>Handling multiple sections</li>
-</ul>
-<p style="text-align: left;">3. Settings your grading scheme</p>
-<ul>
-<li>weighted</li>
-<li>points</li>
-<li>setting letter grade</li>
-</ul>
-<p style="text-align: left;">5. Advanced Features</p>
-<ul>
-<li>Exporting</li>
-<li>Curving</li>
-<li>Extra Credit</li>
-<li>Turning off Total Column</li>
-</ul><p><img style="border-width: 0px; display: block; margin-left: auto; margin-right: auto;" src="https://i.creativecommons.org/l/by-nc-sa/4.0/88x31.png" alt="Creative Commons License"></p>
-<p style="text-align: center;"><span style="font-weight: 400;">TOPKit Sample Course created by Sue Bauer, John Raible, and Jessica Tojo. </span><span style="font-weight: 400;">This work is licensed under a </span><a href="http://creativecommons.org/licenses/by-nc-sa/4.0/"><span style="font-weight: 400;">Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License</span></a><span style="font-weight: 400;">.</span></p>
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-<head>
-<meta http-equiv="Content-Type" content="text/html; charset=utf-8">
-<title>Mixed Mode Schedule Example 1</title>
-<meta name="identifier" content="i5dee1ae17fe21e52626697fe18e36a3b"/>
-<meta name="editing_roles" content="teachers"/>
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-<body>
-<h2 style="text-align: center;"> </h2>
-<div class="m2x">
-<table class="tborder" border="1">
-<tbody>
-<tr>
-<th scope="col">Week/Date</th>
-<th scope="col">Topic</th>
-<th scope="col">Assignments</th>
-<th scope="col">Due Dates</th>
-</tr>
-<tr>
-<td>
-<dl class="normal">
-<dt>Week 1</dt>
-<dd><strong>F2F</strong></dd>
-<dd>1/12-1/18</dd>
-</dl>
-</td>
-<td>Introduction: Meeting the needs of all children</td>
-<td>Complete Orientation Quiz</td>
-<td>1/18</td>
-</tr>
-<tr>
-<td>
-<dl class="normal">
-<dt>Week 2</dt>
-<dd>1/19-1/25</dd>
-</dl>
-</td>
-<td>Providing for young children with special needs</td>
-<td>
-<ul class="nobullet">
-<li>Read Chapter: 1</li>
-<li>View Power Point Advocacy Organization Discussion: Search the web for an organization that advocates for young children with disabilities and post 1-2 paragraphs about your choice. Respond to a classmate’s post.</li>
-<li>Target Child Assignment (TC-1): Locate a child/center/school and speak with teacher, document. Complete an observation of your TC and submit with TC-1.</li>
-<li>Quiz 1</li>
-</ul>
-</td>
-<td>1/25</td>
-</tr>
-<tr>
-<td>
-<dl class="normal">
-<dt>Week 3</dt>
-<dd>1/26-2/1</dd>
-<dd><strong>F2F</strong></dd>
-</dl>
-</td>
-<td>Partners/ Families</td>
-<td>
-<ul class="nobullet">
-<li>Read Chapter: 2</li>
-<li>Discussion: Visit TATS Website and choose a Family Involvement resource to read and post a short summary of the information. Respond to a classmate’s posting.</li>
-<li>Quiz 2</li>
-</ul>
-</td>
-<td>2/1</td>
-</tr>
-<tr>
-<td>
-<dl class="normal">
-<dt>Week 4</dt>
-<dd>2/2-2/8</dd>
-</dl>
-</td>
-<td>
-<ul class="nobullet">
-<li>Progress Monitoring</li>
-<li>Red Flags and Introduction to IEP/IFSP</li>
-</ul>
-</td>
-<td>
-<ul class="nobullet">
-<li>Read Chapter: 3</li>
-<li>Discussion: TATS Evaluation and Assessment: choose resource to read and post short summary of information and respond to classmate’s posting.</li>
-<li>TC-2: Reflect on TC child’s strengths and areas of need.</li>
-<li>Quiz 3</li>
-</ul>
-</td>
-<td>2/8</td>
-</tr>
-<tr>
-<td>
-<dl class="normal">
-<dt>Week 5</dt>
-<dd>2/9-2/15</dd>
-<dd><strong>F2F</strong></dd>
-</dl>
-</td>
-<td>IEP/IFSP</td>
-<td>
-<ul class="nobullet">
-<li>Read Chapter 4</li>
-<li>View Power Point</li>
-<li>Work on IEP Form and Role Play</li>
-<li>Quiz 4</li>
-</ul>
-</td>
-<td>2/15</td>
-</tr>
-<tr>
-<td>
-<dl class="normal">
-<dt>Week 6</dt>
-<dd>2/16-2/22</dd>
-</dl>
-</td>
-<td>Intervention and Instructional Strategies</td>
-<td>
-<ul class="nobullet">
-<li>Read Chapter: 5</li>
-<li>View Power Point</li>
-<li>Discussion TATS Curriculum and Instruction: Choose a resource and post a short summary of the information and respond to a classmate’s posting.</li>
-<li>Quiz 5</li>
-</ul>
-</td>
-<td>2/22</td>
-</tr>
-<tr>
-<td>
-<dl class="normal">
-<dt>Week 7</dt>
-<dd>2/23-3/1</dd>
-</dl>
-</td>
-<td>
-<ul class="nobullet">
-<li>IEP Case Study Role Play</li>
-<li>Inclusion</li>
-</ul>
-</td>
-<td>
-<ul class="nobullet">
-<li>Read Chapter: 10</li>
-<li>View Power Point</li>
-<li>TC-3: Inclusion Support: Visit TATS and use Inclusion supports to reflect on your TC this week.</li>
-<li>IEP Form</li>
-<li>Quiz 10</li>
-</ul>
-</td>
-<td>
-<ul class="nobullet">
-<li>IEP Form due on 3/2</li>
-<li>TC3 due 3/1</li>
-<li>Quiz 10 due 3/1</li>
-</ul>
-</td>
-</tr>
-<tr>
-<td>
-<dl class="normal">
-<dt>Week 8</dt>
-<dd>3/2-3/8</dd>
-<dd><strong>F2F</strong></dd>
-</dl>
-</td>
-<td>Exceptionality Research</td>
-<td>
-<ul class="nobullet">
-<li>View Power Point</li>
-<li>TC-4: Choose a schedule/daily lesson plan and modify for your TC (attached to assignment)</li>
-<li>Discussion: Sign up for Exceptionality Paper Choice.</li>
-</ul>
-</td>
-<td>
-<ul class="nobullet">
-<li>Role Play due 3/2</li>
-<li>TC4 and discussion due 3/8</li>
-</ul>
-</td>
-</tr>
-<tr>
-<td>Week 9</td>
-<td><strong>Spring Break</strong></td>
-</tr>
-<tr>
-<td>
-<dl class="normal">
-<dt>Week 10</dt>
-<dd>3/16-3/22</dd>
-</dl>
-</td>
-<td>
-<ul class="nobullet">
-<li>Social/Emotional Development</li>
-<li>Inclusion Video</li>
-</ul>
-</td>
-<td>
-<ul class="nobullet">
-<li>Read Chapter: 6</li>
-<li>View Power Point</li>
-<li>TC-5: Social/Emotional Strategies</li>
-<li>Quiz 6</li>
-</ul>
-</td>
-<td>3/22</td>
-</tr>
-<tr>
-<td>
-<dl class="normal">
-<dt>Week 11</dt>
-<dd>3/23-3/29</dd>
-</dl>
-</td>
-<td>Read 4 Journal Articles (Peer Reviewed) (Motor skills, Communication/Language, Social/Emotional, and Emergent Literacy)</td>
-<td>
-<ul class="nobullet">
-<li>Create Resource File Assignment: Summarize each article (see assignment for format)…you will use the articles in your final paper as well.</li>
-<li>TC-6: Peer/adult relations</li>
-</ul>
-</td>
-<td>3/29</td>
-</tr>
-<tr>
-<td>
-<dl class="normal">
-<dt>Week 12</dt>
-<dd>3/30-4/5</dd>
-</dl>
-</td>
-<td>Motor Skills</td>
-<td>
-<ul class="nobullet">
-<li>Read Chapter: 7</li>
-<li>View Power Point</li>
-<li>TC-7: Motor Skills</li>
-<li>Quiz 7</li>
-</ul>
-</td>
-<td>4/5</td>
-</tr>
-<tr>
-<td>
-<dl class="normal">
-<dt>Week 13</dt>
-<dd>4/6-4/12</dd>
-</dl>
-</td>
-<td>
-<ul class="nobullet">
-<li>Disability/Strategy Review</li>
-<li>Group Activity</li>
-</ul>
-</td>
-<td>
-<ul class="nobullet">
-<li>Read Chapter: 8</li>
-<li>TC-8: Communication</li>
-<li>Resource File Assignment Due</li>
-<li>Quiz 8</li>
-</ul>
-</td>
-<td>4/12</td>
-</tr>
-<tr>
-<td>
-<dl class="normal">
-<dt>Week 14</dt>
-<dd>4/13-4/19</dd>
-</dl>
-</td>
-<td>Cognitive Skills and Literacy</td>
-<td>
-<ul class="nobullet">
-<li>Read Chapter: 9</li>
-<li>View Power Point</li>
-<li>Quiz 9</li>
-<li>IEP Form (4/19) and Role Play ( 4/13 in class) due</li>
-</ul>
-</td>
-<td>4/19</td>
-</tr>
-<tr>
-<td>
-<dl class="normal">
-<dt>Week 15</dt>
-<dd>4/20-4/26</dd>
-</dl>
-</td>
-<td>
-<ul class="nobullet">
-<li>Work on TC Analysis, complete</li>
-<li>TC9 Text Talk, and finish Exceptionality Paper.</li>
-</ul>
-</td>
-<td>
-<ul class="nobullet">
-<li>Exceptionality Paper due</li>
-<li>TC-9 Cognitive Skills, Literacy: Text Talk due</li>
-</ul>
-</td>
-<td>4/26</td>
-</tr>
-<tr>
-<td>
-<dl class="normal">
-<dt>Week 16</dt>
-<dd>4/27-5/1</dd>
-</dl>
-</td>
-<td><strong>Final </strong></td>
-<td>TC Analysis Due: submit under TC Analysis</td>
-<td>5/1</td>
-</tr>
-</tbody>
-</table>
-</div>
-<p><strong>Note:</strong> All dates and times are subject to change by Dr. Batchelder. Be informed and routinely check the Class E-Mail for any changes or updates.</p>
-<div class="hr"><hr></div>
-<h2 class="bullet">Assignments:</h2>
-<h3>Target Child:</h3>
-<p>You will locate a pre-school, public or private childcare facility with an academic focus, public school, or private school that has an inclusive classroom (includes children with and without disabilities). You will choose a child to observe in the classroom (a child with a disability). The assignment requires you to observe your Target Child several times. You must speak with the teacher/administrator to obtain permission to observe your TC. You will visit your child and write a 1-2 paragraph reflection on the visit as well as complete the weekly requirements of the TC assignment included in the assignment section. Your final TC assignment is the Target Child Analysis. You will summarize your observations and experiences with your TC in a paper. You will need to relate your experiences with your TC to the text readings, power points, and articles, therefore your paper will include citations when referencing the class materials. You will need to use APA style when writing your paper. You will submit each TC assignment in the assignment section under the designated title. There are ten TC assignments including the analysis. Each TC assignment is due at the end of the week in which it is assigned.</p>
-<h3>Resource File:</h3>
-<p>You will read four peer-reviewed journal articles that suggest research-based strategies for your exceptionality choice. The topics will be communication/language, social- emotional development, motor skills, and emergent literacy skills. You will read the articles and write an article review. The format you will use is added as an attachment in the assignment section under Resource File.</p>
-<h3>Exceptionality Paper:</h3>
-<p>You will choose an exceptionality/disability and describe the exceptionality including the cause, if known, the history, medical, cognitive, physical, and or communicative effects/characteristics the exceptionality is associated with. You will use your journal articles to discuss research-based strategies that can be used with a child with the exceptionality you chose. The paper will be in APA style with citations from the articles, the text, and any other credible sources you use in your research.</p>
-<h3>IEP Form and Role Play:</h3>
-<p>You will work in groups of four to six: choose a case study and create an IEP for the child (submit IEP Form under the IEP assignment). You will also create a script for an IEP meeting role play to present in class (you do not need to upload the script). The IEP form is attached to the assignment. The IEP Case Studies are attached to the assignment as well. You will choose the case study groups in class.</p><p><img style="border-width: 0px; display: block; margin-left: auto; margin-right: auto;" src="https://i.creativecommons.org/l/by-nc-sa/4.0/88x31.png" alt="Creative Commons License"></p>
-<p style="text-align: center;"><span style="font-weight: 400;">TOPKit Sample Course created by Sue Bauer, John Raible, and Jessica Tojo. </span><span style="font-weight: 400;">This work is licensed under a </span><a href="http://creativecommons.org/licenses/by-nc-sa/4.0/"><span style="font-weight: 400;">Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License</span></a><span style="font-weight: 400;">.</span></p>
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