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For more course tutorials visitwww.uophelp.com AED 222 Week 1 CheckPoint IDEA 2004AED 222 Week 1 Assignment Special Education and NCLBAED 222 Week 2 CheckPoint Final Project MatrixAED 222 Week 2 DQ 1 and DQ 2AED 222 Week 3 CheckPoint Classifying EBD and ADHDAED 222 Week 3 Exercise Final Project MatrixAED 222 Week 3 Assignment The Controversy of MedicationAED 222 Week 4 CheckPoint The Life of a Special EducationAED 222 Week 4 DQ 1 and DQ 2AED 222 Week 5 CheckPoint Devices and Practices for Sensory ImpairmentsAED 222 Week 5 Exercise Final Project MatrixAED 222 Week 5 Assignment Supports for TBI Physical Disabilities and Health ImpairmentsAED 222 Week 6 CheckPointChanneling Students into a Gifted ProgramAED 222 Week 6 DQ 1 and DQ 2AED 222 Week 7 CheckPoint IEPAED 222 week 7 Exercise Creating a Student Profile for a Mock Case StudyAED 222 Week 7 Assignment Channeling Students into Special ServicesAED 222 Week 8 CheckPoint Blooms Taxonomy Planning Pyramids and Systematic StrategiesAED 222 Week 8 DQ 1 and DQ 2AED 222 Week 9 Final Project Student ProfileAED 222 Week 9 Capstone CheckPoint

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Aed 222 endless education uophelp com

AED 222 Endless Education/Uophelp.Com

For More Course Tutorials Visit

Www.Uophelp.Com


Aed 222 endless education uophelp com1

AED 222 Endless Education/Uophelp.Com

AED 222 Entire Course

For more course tutorials visit

Www.Uophelp.Com

AED 222 Week 1 CheckPoint IDEA 2004

AED 222 Week 1 Assignment Special Education and NCLB

AED 222 Week 2 CheckPoint Final Project Matrix

AED 222 Week 2 DQ 1 and DQ 2

AED 222 Week 3 CheckPoint Classifying EBD and ADHD

AED 222 Week 3 Exercise Final Project Matrix

AED 222 Week 3 Assignment The Controversy of Medication


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AED 222 Endless Education/Uophelp.Com

AED 222 Week 1 Assignment Special Education and NCLB

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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.


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AED 222 Endless Education/Uophelp.Com

AED 222 Week 1 CheckPoint IDEA 2004

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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:


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AED 222 Endless Education/Uophelp.Com

AED 222 Week 2 CheckPoint Final Project Matrix

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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:

Definition of the exceptionality


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AED 222 Endless Education/Uophelp.Com

AED 222 Week 2 DQ 1 and DQ 2

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Discussion Questions

After reading Can You Help Me with This Student? on pp. 156–157, how might you, as Juan’s teacher, provide him emotional and instructional support?


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AED 222 Endless Education/Uophelp.Com

AED 222 Week 3 Assignment The Controversy of Medication

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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.


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AED 222 Endless Education/Uophelp.Com

AED 222 Week 3 Exercise Final Project Matrix

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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:

Definition of the exceptionality

Classification criteria and characteristics

Prevalence


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AED 222 Endless Education/Uophelp.Com

AED 222 Week 4 CheckPoint The Life of a Special Education

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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


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AED 222 Endless Education/Uophelp.Com

AED 222 Week 5 Assignment Supports for TBI Physical Disabilities and Health Impairments

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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:


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AED 222 Endless Education/Uophelp.Com

AED 222 Week 5 CheckPoint Devices and Practices for Sensory Impairments

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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


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AED 222 Endless Education/Uophelp.Com

AED 222 Week 5 Exercise Final Project Matrix

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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:


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AED 222 Endless Education/Uophelp.Com

AED 222 Week 6 CheckPointChanneling Students into a Gifted Program

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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:

Early interventions that might be used


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AED 222 Endless Education/Uophelp.Com

AED 222 Week 6 DQ 1 and DQ 2

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After comparing Renzulli’s three-ring conception of giftedness to the Marland definition on pp. 412–413 of Special Education for Today’s Teachers, which model do you think has greater significance for educators and why?

• After completing Reflective Exercise 4 found on p. 415 of Special Education for Today’s Teachers, how much influence do you think IQ test scores should have in determining giftedness? What other factors should be part of the classification system?


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AED 222 Endless Education/Uophelp.Com

AED 222 Week 7 Assignment Channeling Students into Special Services

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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.


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AED 222 Endless Education/Uophelp.Com

AED 222 week 7 Exercise Creating a Student Profile for a Mock Case Study

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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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AED 222 Endless Education/Uophelp.Com

AED 222 Week 8 CheckPoint Blooms Taxonomy Planning Pyramids and Systematic Strategies

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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


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AED 222 Endless Education/Uophelp.Com

AED 222 Week 8 DQ 1 and DQ 2

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classmates’ mock case study? What additional information could they have included to clarify the exceptionality or the student’s needs? What information was particularly useful for you in the identification process? Provide feedback to help them improve their student profiles and use their comments and feedback to improve your student profile.


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AED 222 Endless Education/Uophelp.Com

AED 222 Week 9 Capstone CheckPoint

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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.


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AED 222 Endless Education/Uophelp.Com

AED 222 Week 9 Final Project Student Profile

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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:


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AED 222 Endless Education/Uophelp.Com

AED 222 Entire Course

For more course tutorials visit

Www.Uophelp.Com

AED 222 Week 1 CheckPoint IDEA 2004

AED 222 Week 1 Assignment Special Education and NCLB

AED 222 Week 2 CheckPoint Final Project Matrix

AED 222 Week 2 DQ 1 and DQ 2

AED 222 Week 3 CheckPoint Classifying EBD and ADHD

AED 222 Week 3 Exercise Final Project Matrix

AED 222 Week 3 Assignment The Controversy of Medication


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AED 222 Endless Education/Uophelp.Com

For More Course Tutorials Visit

Www.Uophelp.Com


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