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The two websites I have chosen were Mississippi State University and Michigan State University. Of the two websites, Mississippi State presents a more effective website for recruiting. A link for prospective students is easily found on the site’s homepage. When following the link, there are numerous features offered on the site which include recruiting events, video campus tour, and an online chat option. In contrast, Michigan State is rated by a reputable publication number one for their College of Education and Psychology. The link for prospective students was buried within the home page. Once I followed the link there was very little information that engaged further reading. I suspect that given they are rated number one they don’t really focus on recruitment.
In defining objectives for course project number two my overall purpose for writing is to persuade visitors to consider a career in special education. I have been prompted to write by course requirement and hope for a positive, persuasive and engaging website. I anticipate a positive outcome from my readers that they will leave the site with some beneficial knowledge that will equip them with a better understanding of the numerous career options in the field of special education.
Primary visitors to this site may be recent high school graduates, undecided college students and/or individuals that are considering a career change. However, some visitors may include professionals within the field of special education or general education. Most readers may be unfamiliar with the opportunities outside the classroom in this community. There are no obvious communication preferences, but I would propose that multimedia should be included to engage visitors to the site.
Certain events and circumstances influence the way we write because the diversity of your potential audience. Information offered should minimize, but not eliminate industry jargon to enable all readers to have a positive experience. It should also be said that there are certain values and beliefs of this discourse community that should be communicated. Specifically, “People First” language, by this I mean we refer to people with disabilities, not a disabled person.
It is expected that visitors to the site may have an interest in starting a career in special education. They may be interested in learning the various job profiles, potential salary and the occupation outlook of careers in this field. I anticipate providing links to the Occupational Outlook publication that is published by the United States Department of Labor which provided the most accurate information about job descriptions, required educational background, and job outlook. The reader can compare the job profiles listed that best serve their interests in the field.
This site is expected to bring awareness to the field of special education and the need for highly qualified teachers in this area. It will also acquaint the reader to other career options outside the classroom. It is expected that the reader would consider the author of this site to have significant knowledge of this field and trust the information that is presented.
Beside the reader, other stakeholders in this communication are existing special education professionals, parents and families of individuals with exceptionalities, as well as those with exceptionality. Constraints that may limit writing may include the use of any confidential information about specific individuals or events. The field of special education is rooted in confidentiality and the rights and privileges of those individuals with exceptionalities must be protected.
Friday, June 18, 2010
Friday, June 11, 2010
Blog 2 - Analyzing a Rhetorical Situation
This article, Collaboration to Promote Social Competence for Students with Mild Disabilities in the General Education Classroom: A Structure for Providing Support is centered on the importance of teaching students social skill competency regardless of the presence of a disability. The authors recognize the challenges that teachers face as a result of the legislation No Child Left Behind, its’ mandates and the pressure of high stakes testing; but strongly assert the urgency of providing a positive behavioral support system that promotes social skill development and competency. The discourse community generally agrees that social skills competency is critical for all students, however, research has shown that individuals with certain types of disabilities have greater difficulty establishing and maintaining relationships. Further, research has proven that those individuals that have been diagnosed with emotional/behavioral disorders are more likely to have social skill deficits of greater intensity.
The authors Meadan and Monda-Amaya are both assistant professors and researchers at Illinois State University. Their field of expertise is social/communication disorders and teacher collaboration/leadership respectively. The article was published in the peer-reviewed Intervention in School and Clinic journal. The article provides excellent background on the issue and is supported with evidence of research-based practices of school-wide positive behavioral intervention systems (SWPBIS). Meadan and Monda-Amaya present a detailed program of implementation that assist school administrators in effectively launching a SWPBIS campaign. Key elements of the program are leadership and collaboration among all educators, general and special educators alike.
The authors have directed their writing to several diffferent audiences: researchers, educators, post-secondary teacher candidates, and administrators. Their use of educational jargon is directed at readers with higher educational backgrounds. They are purposeful in their presentation of a structured system that has been tested and proven to be effective in multiple disability areas. The literature outlines each level of the tiered program and offers specific interventions at the appropriate levels. The overall tone of the article is one that exhibits partnership and collaboration with exceptional knowledge of the issue presented.
It is apparent that the context of this article is designed to empower administrators and educators to create an environment that promotes a positive, nurturing setting, with practical strategies to foster collaboration among school personnel and students. Implementation of this type of program emphasizes how the learning environment relates to not only the physical environment, but to the tone or atmosphere in which teaching and learning occurs (Tomlinson 2003).
If I were to offer recommendations for improvement, for those readers who have limited knowledge of specific disabilities, more background information may be needed. This may be especially true for general education teachers who have had limited training in working with students with disabilities in an inclusive environment.
Last semester in a behavior modification course I studied positive behavioral support systems in greater detail. There is an interesting website that provides excellent information for school-level personnel sharing practical strategies and solutions. There are several resources that address bully prevention, seclusion and restraint which are very sensitive issues in SWPBIS programs. Check it out at www.pbis.org
The authors Meadan and Monda-Amaya are both assistant professors and researchers at Illinois State University. Their field of expertise is social/communication disorders and teacher collaboration/leadership respectively. The article was published in the peer-reviewed Intervention in School and Clinic journal. The article provides excellent background on the issue and is supported with evidence of research-based practices of school-wide positive behavioral intervention systems (SWPBIS). Meadan and Monda-Amaya present a detailed program of implementation that assist school administrators in effectively launching a SWPBIS campaign. Key elements of the program are leadership and collaboration among all educators, general and special educators alike.
The authors have directed their writing to several diffferent audiences: researchers, educators, post-secondary teacher candidates, and administrators. Their use of educational jargon is directed at readers with higher educational backgrounds. They are purposeful in their presentation of a structured system that has been tested and proven to be effective in multiple disability areas. The literature outlines each level of the tiered program and offers specific interventions at the appropriate levels. The overall tone of the article is one that exhibits partnership and collaboration with exceptional knowledge of the issue presented.
It is apparent that the context of this article is designed to empower administrators and educators to create an environment that promotes a positive, nurturing setting, with practical strategies to foster collaboration among school personnel and students. Implementation of this type of program emphasizes how the learning environment relates to not only the physical environment, but to the tone or atmosphere in which teaching and learning occurs (Tomlinson 2003).
If I were to offer recommendations for improvement, for those readers who have limited knowledge of specific disabilities, more background information may be needed. This may be especially true for general education teachers who have had limited training in working with students with disabilities in an inclusive environment.
Last semester in a behavior modification course I studied positive behavioral support systems in greater detail. There is an interesting website that provides excellent information for school-level personnel sharing practical strategies and solutions. There are several resources that address bully prevention, seclusion and restraint which are very sensitive issues in SWPBIS programs. Check it out at www.pbis.org
Monday, May 31, 2010
Student Profile
Hello fellow ENG 333 students! As noted in my profile, I am a senior at Southern Miss majoring in Special Education and a member of the Honors College. At the present time, I am working on my senior honors thesis which is a major writing assignment. I am a full time student and do not work at this time. However, I spent nearly 20 years working professionally as a graphic designer and a marketing manager during my corporate career.
From 1994 to 2006, I was a global marketing director which required me to write frequently. I wrote everything from magazine articles for trade publications to technical data information for professionals that used our products. My writing consisted of developing sales presentations, product literature, product safety information, and administrative reports.
Since leaving corporate America, I have found myself writing responses to discussion board questions, essays for mid-term and final exams, as well as numerous responses in course chat rooms. Last semester I submitted my thesis proposal which became my first major piece of writing. It was the most challenging, but most exciting piece of writing I have undertaken in my life. The challenge was that I knew very little about my topic. Therefore, a great deal of time was spent researching, drafting, revising, revising again, and finally submitting for approval.
I enjoy writing about facts, non-fiction topics, and the real world. I think logically and do not write well about abstract ideas. I am not a good story teller, I tend to stick to what I know or feel confident of. While it is very important for me to get an “A” in this course, I hope that this course will enhance my writing skills as I plan to be a researcher and expect to be writing throughout my future career.
From 1994 to 2006, I was a global marketing director which required me to write frequently. I wrote everything from magazine articles for trade publications to technical data information for professionals that used our products. My writing consisted of developing sales presentations, product literature, product safety information, and administrative reports.
Since leaving corporate America, I have found myself writing responses to discussion board questions, essays for mid-term and final exams, as well as numerous responses in course chat rooms. Last semester I submitted my thesis proposal which became my first major piece of writing. It was the most challenging, but most exciting piece of writing I have undertaken in my life. The challenge was that I knew very little about my topic. Therefore, a great deal of time was spent researching, drafting, revising, revising again, and finally submitting for approval.
I enjoy writing about facts, non-fiction topics, and the real world. I think logically and do not write well about abstract ideas. I am not a good story teller, I tend to stick to what I know or feel confident of. While it is very important for me to get an “A” in this course, I hope that this course will enhance my writing skills as I plan to be a researcher and expect to be writing throughout my future career.
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