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AED 222 All Assignments ,Checkpoints , DQs ,Matrix and Final Project

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1. Assignment: Special Education and the Principles of NCLB 2001 Refer to Ch. 2 (pp. 42-45) of Special Education for Today’s Teachers. Identify how each of the five core principles of NCLB 2001—strong accountability, expanded flexibility and control, methods based on scientific research, expanded options for parents, and highly qualified teachers—might affect diverse learners, both positively and negatively. Write a 350- to 700-word paper, addressing the potential pros and cons of each principle. Format your paper according to APA standards, including in-text citations and a reference page if additional resources are used.

2. CheckPoint: IDEA 2004 Watch the Ms. Green Elementary: Professionalism—IDEA video at http://www.pearsoncustom.com/az/axia_sped/. Note. The video may take a few moments to download. Refer to pp. 34–42 and 45–46 of Special Education for Today’s Teachers. Think about what IDEA 2004 has accomplished since it was enacted in 1975. Determine the following, explaining your answers in 200 to 300 words and citing any additional resources used in APA format:

o o o

Has the law satisfied its purpose? In what ways does it affect diverse learners? How does Section 504 of the Rehabilitation Act of 1973 contrast with IDEA 2004?

Is there room for improvement? Week 2 1. CheckPoint: Final Project Matrix • •

Refer to Ch. 6 & 8 of Special Education for Today’s Teachers. Record the following information regarding learning disabilities and mild intellectual disabilities in the appropriate sections of the matrix in Appendix B:

o Definition of the exceptionality o Classification criteria and characteristics o Prevalence


o Associated educational practices Any additional relevant information Week 3 1. Exercise: Final Project Matrix Resource: Ch. 7 and 9 of Special Education for Today’s Teachers. Record the following information regarding EBD and ADHD in the appropriate sections of the matrix in Appendix B:

o

2.

Definition of the exceptionality o Classification criteria and characteristics o Prevalence o Associated educational practices o Any additional relevant information Assignment: The Controversy of Medication

Resources: Ch. 7 & 9 of Special Education for Today’s Teachers and Medicating Kids videos Watch the Medicating Kids videos at http://www.pbs.org/wgbh/pages/frontline/shows/medicating/watch/ Determine the benefits of the medications and the concerns associated with treating EBD and ADHD with medication using the Medicating Kids videos and Ch. 7 & 9 of Special Education for Today’s Teachers as references. Write a 350- to 700-word paper that includes the following:

o o o

Your personal opinion about the highly controversial topic of medicating children for EBD or ADHD Supporting facts and data Possible alternate treatments

Format your paper according to APA standards, including in-text citations and a reference page if additional resources are used.

Week 4 1. CheckPoint: The Life of a Special Education Teacher Watch the Students to Students: Classroom Application – Severe and Sensory video at http://www.pearsoncustom.com/az/axia_sped/ and review My Profession, My Story: Pat Mims on pp. 321–322. Explain in a 200- to 300-word response the different ways that the reading and video portrayed special education teachers interacting with severely disabled students and classify the types of intellectual disabilities that these teachers may encounter in their work.

Week 5 1. Exercise: Final Project Matrix Record the following information regarding the exceptionalities discussed in Weeks Four and Five in the appropriate sections of the matrix in Appendix B using Ch. 13 & 14 of Special Education for Today’s Teachers as references:


o o o o o

Definition of the exceptionality Classification criteria and characteristics Prevalence Associated educational practices Any additional relevant information

2. CheckPoint: Devices and Practices for Sensory Impairments Refer to Ch. 13 & 14 of Special Education for Today’s Teachers. Research two devices and associated teaching practices that may aid students with sensory impairments in the classroom. One of the devices must assist with hearing impairments and one with visual impairments. Some examples include the following: hearing aids, computer assisted real-time transcription (CART), video magnifiers or closed-circuit televisions (CCTV), Braille embossers, or alternate format materials. Explain the following for each device in a total of 350 to 500 words:

Cite any additional resources used in APA format.

3. Assignment: Supports for TBI, Physical Disabilities, and Health Impairments •

Read about the special supports on pp. 401–403 of Special Education for Today’s Teachers that have been designed to help students with medical and physical conditions in the classroom.

Research several available supports.

Create a 5- to 7-slide PowerPoint® presentation that portrays information about three specific supports: one that might benefit a child with TBI, one for a physical disability, and one for health impairment. Include the following information:

o o o o

A definition of each impairment A detailed description of each support A description of how each support could be used At least one APA-formatted reference for each support

At the beginning of Week Six, your instructor will post a thread that will allow you to share your PowerPoint® presentation as an attachment with your classmates.

Week 6 1. CheckPoint: Channeling Students into a Gifted Program •

Refer to Acceleration Program Options at http://www.bced.gov.bc.ca/specialed/gifted/strategies.htm#Acceleration and pp. 419–425 of Special Education for Today’s Teachers.

Develop a protocol for channeling students into a gifted program. In 200 to 300 words, include the following:

o

Early interventions that might be used


o Information about how students can be referred to or identified for the program o Which interventions the program offers o What students will experience within those programs. Cite any additional resources used in APA format. 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.

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.

Describe in 350 to 700 words which processes and procedures would be followed after the identification and how services would be planned.

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 Progress monitoring Week 9

Instructional grouping Content presentation Provided practice


1. Final Project: Student Profile Resources: Appendixes A, B, and C Create a profile of a student for a mock-IEP meeting that will convene to help identify exceptionality in that student. In this scenario, you are an aide in the child’s homeroom class and will present the following information at the meeting:

o A detailed description of the student, including observed conduct at school and reported conduct at home o The strengths, interests, needed areas of improvement, and special needs of the student o A definition of the perceived exceptionality and its prevalence o The specific reasons for this classification of the student o The best educational practices, including assistive technology, behavior management, and accommodations used in the classroom to address the needs of the student Note. You may choose to combine more than one exceptionality in the student profile.

Compile the information into a 1,050- to 1,400-word report for presentation at an IEP meeting.

2.

Format your paper according to APA standards, including in-text citations and a reference page. Capstone CheckPoint

Use the information you gathered throughout the course to distinguish what you think is the greatest strength and the greatest weakness of the current special educational system in America.

Write a 200- to 300-word reflection that explains your opinion.


Aed 222 complete class