Assignments

= Assignments =

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The assignments are interrelated and should all be completed by the same small group of 2 to 5 educators. The purposes of the three assignments are to: (a) design a Capacity Building Project plan (Assignment # 1), (b) develop, implement, and present (Assignment # 2) the Capacity Building Project planned in the first assignment, and (c) produce a useful Capacity Building Resource for educators (Assignment # 3) related to the development of the Capacity Building Project. In addition, MEd and PhD students must complete an additional assignment - a journal article based on their groups Capacity Building Project (Assignment # 3b). The Capacity Building Project must address and provide critical insight into issues, best practices, useful products and resources, and collaborative practices and tools for building positive and productive new relationships between classrooms/schools and ancillary and alternative community-based supports for students with disability and/or diversity characteristics.======


 * ======Building capacity to access and utilize, and communicate and collaborate with, divisional resources in the interests of students with special needs (e.g., school psychologist, clinicians, social workers, therapists, alternative programs, etc.)======
 * ======Building capacity to communicate, cooperate, and collaborate with community-based resources, services, and opportunities for students with special needs or diversity characteristics (e.g., advocacy and service agencies, support groups, leisure and recreation programs, religious and personal growth organizations, etc.)======
 * ======Building capacity to communicate, cooperate, and collaborate with community-based care provisions for students with special needs (e.g., foster parents, group homes, etc.)======
 * ======Building capacity to support children and/or youth from dysfunctional families======
 * ======Building capacity to work with families and agencies providing educational supports outside of school (e.g., children who are hospitalized, quarantined, home-schooled, privately tutored, or attend private learning centres, language programs, learning programs for students with specific disabilities, etc.)======
 * ======Building capacity to work with agencies providing personal and social supports outside of school (e.g., police programs, addictions programs, anger management counseling, etc.)======
 * ======Building capacity to work with Aboriginal agencies and First Nations educational authorities, and other groups interested in promoting indigenous cultures and languages======
 * ======Building capacity to work with heritage cultural associations, agencies, heritage language schools and programs, and other educational and community groups interested in promoting heritage cultures and languages======
 * ======Building capacity to provide computer assisted and/or internet-based instructional and social supports for students with disabilities and other special needs======
 * ======Building capacity to include and educate students with intellectual disabilities (i.e., Autism, Down Syndrome, FASD, etc.)======
 * ======Building capacity to assess the needs of at-risk students (e.g., based on holistic, life-span, ecological model of development, etc.)======
 * ======Building capacity to plan positive and possible futures for at-risk students======
 * ======Building capacity to monitor, guide, and ensure IEP, transition plan, and behaviour plan implementation======
 * ======Building capacity in support personnel (e.g., resource teachers, counselors, etc.) working in inclusive schools======
 * ======Building capacity in educational assistants working in inclusive classrooms======
 * ======Building capacity to cooperate with and support preschool interventions and headstart programs (e.g., Mother Goose, home reading, toy lending libraries, etc.)======
 * ======Building capacity to assist newcomers (e.g., immigrants, refugees, rural and remote arrivals, etc.)======
 * ======Building capacity to assist students with mental health issues and/or psychiatric disorders (e.g., depression, anxiety, suicide risk, post-traumatic stress disorder, obsessive-compulsive disorder, etc.)======
 * ======Building capacity to help students dealing with criminal subcultures (e.g., gangs, drug dealing, arson, car theft, child and youth sexual exploitation, etc.)======
 * ======Building capacity to understand and respond to non-traditional and controversial issues and practices related to moral development, parenting, and cultural diversity (e.g., moral education, religious/cultural dress and symbols, education about sexually transmitted diseases, teen parenting, parental discipline practices, etc.)======
 * ======Building Capacity to understand, evaluate, and develop humanistic alternatives to non-traditional and controversial interventions in youth crime, punishment and rehabilitation (e.g., zero tolerance, just say no, boot camps, segregated schools (by race, ethnicity, gender, religion, disability, language, etc.), etc.======
 * ======Other student initiated topics //only with the permission of the professor//======

=** Assignment #1 (20%) Capacity Building Projec **** t Plan **=

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You are encouraged to complete this assignment as a member of a small cooperative group. All students in a cooperative group will share a common mark for the assignment. Participation in the work of the group should be balanced equitably between all group members.======

• **Group membership (1)**
(no more than one page)

• **Draft project plan 8**
(approx. 10 - 15 pages)

• **Project tasks timeline 2**
(no more than one page)

• **Chart of project division of labor 2**
(no more than one page)

//(no more than 5 pages)//
- books, journal articles, government documents, agency documents, websites, community organizations, media, etc.

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Complete this assignment as a member of the same cooperative group as Assignment #1. All students in a cooperative group will share a common mark for the assignment. Participation in the work of the group should be balanced equitably between all group members.======

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Complete this assignment as a member of the same cooperative group as Assignment #1 and #2. All students in a cooperative group will share a common mark for the assignment. Participation in the work of the group should be balanced equitably between all group members.======

- for //educators//
- //education in general//

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Complete this assignment as an individual or as a member of a cooperative pair. Students in a cooperative pair will share a common mark for the assignment. The work of the pair should be balanced equitably.======

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Based on your capacity building project and/or other work at the Summer/Fall Institute, research and write a 10 to 15 page article following APA style (see //Publication Manual of the American Psychological Association)//. The article may focus on any important and relevant issue **//approved by the professor//**.======