Week 7
1. CheckPoint: IEP • •
Watch the IEP video at http://www.pearsoncustom.com/az/axia_sped/ Explain, in 200 to 300 words, who is present at Star’s IEP and the role each plays. Also, determine who else might be involved and why?
2. Exercise: Creating a Student Profile for a Mock Case Study •
Complete Appendix C to begin the first step of the Final Project, using the information you compiled in Appendix B. This exercise consists of creating a profile for a special-needs student. Specific information requirements are listed in Appendix C.
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Refer to the All Kinds of Minds Case Studies at http://www.allkindsofminds.org/caseStudies.aspx for examples.
3. Assignment: Channeling Students into Special Services •
Read pp. 93–105 of Special Education for Today’s Teachers before reading Can You Help Me with This Student? on p. 99. At the end of the initial evaluation, assume that Jeffrey will need special services when he enters school.
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Describe in 350 to 700 words which processes and procedures would be followed after the identification and how services would be planned.
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Format your paper according to APA standards, including in-text citations and a reference page if additional resources are used.
Week 8 1. CheckPoint: Bloom’s Taxonomy Within a Planning Pyramid Identify, using the planning pyramid on p. 115 of Special Education for Today’s Teachers, which goals in the boxes on the left side of the form (in Figure 5.1 on p. 113) contain a verb from Bloom’s taxonomy. Assign a verb to each of the others to clarify each goal. Locate additional resources as references, if needed. Read pp. 115–121 of Special Education for Today’s Teachers. Explain, in 200 to 300 words, how the adaptations included in the middle section on the right-hand side of the planning form (on p. 115) relate to any of the following systematic teaching strategies: o
o o
Instructional grouping Content presentation Provided practice
Progress monitoring Week 9 1. Final Project: Student Profile Resources: Appendixes A, B, and C