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AED 222 Entire Course (UOP)\nFor more course tutorials visit\nwww.aed222.com\nAED 222 Week 1 CheckPoint IDEA 2004\nAED 222 Week 1 Assignment Special Education and NCLB\nAED 222 Week 2 CheckPoint Final Project Matrix\nAED 222 Week 2 DQ 1 and DQ 2\nAED 222 Week 3 CheckPoint Classifying EBD and ADHD\nAED 222 Week 3 Exercise Final Project Matrix\nAED 222 Week 3 Assignment The Controversy of Medication\nAED 222 Week 4 CheckPoint The Life of a Special Education\nAED 222 Week 4 DQ 1 and DQ 2\nAED 222 Week 5 CheckPoint Devices and Practices for Sensory Impairments\nAED 222 Week 5 Exercise Final Project Matrix\nAED 222 Week 5 Assignment Supports for TBI Physical Disabilities and Health Impairments\nAED 222 Week 6 CheckPointChanneling Students into a Gifted Program\nAED 222 Week 6 DQ 1 and DQ 2\nAED 222 Week 7 CheckPoint IEP\nAED 222 week 7 Exercise Creating a Student Profile for a Mock Case Study\nAED 222 Week 7 Assignment Channeling Students into Special Services\nAED 222 Week 8 CheckPoint Blooms Taxonomy Planning Pyramids and Systematic Strategies\nAED 222 Week 8 DQ 1 and DQ 2\nAED 222 Week 9 Final Project Student Profile\nAED 222 Week 9 Capstone CheckPoint\n\n\n

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AED 222 UOP Course Tutorial

AED 222 Entire Course

AED 222 Week 1 Assignment Special Education and NCLB

  • 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

  • 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.


AED 222 UOP Course Tutorial

AED 222 Week 1 CheckPoint IDEA 2004

AED 222 Week 2 CheckPoint Final Project Matrix

  • 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.

  • 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:


AED 222 UOP Course Tutorial

AED 222 Week 2 DQ 1 and DQ 2

AED 222 Week 3 Assignment The Controversy of Medication

  • 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?

  • 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.


AED 222 UOP Course Tutorial

AED 222 Week 3 CheckPoint Classifying EBD and ADHD

AED 222 Week 3 Exercise Final Project Matrix

  • Complete the multimedia activity, Classifying EBD and ADHD, which demonstrates the many considerations involved with identifying emotional and behavioral disabilities and attention deficit hyperactivity disorders.

  • 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:


AED 222 UOP Course Tutorial

AED 222 Week 4 CheckPoint The Life of a Special Education

AED 222 Week 4 DQ 1 and DQ 2

  • 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. 

  • After watching both the Reading and Writingand the Social Skills video clips athttp://www.pearsoncustom.com/az/axia_sped/ what characteristics of ASD do Ayah and Ally display? Under which classifications of ASD might the girls be identified? How do the teachers respond to each child? Explain why.


AED 222 UOP Course Tutorial

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

AED 222 Week 5 CheckPoint Devices and Practices for Sensory 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 two devices and associated teaching practices that may aid students with sensory impairments in the classroom. One of the devices must


AED 222 UOP Course Tutorial

AED 222 Week 5 Exercise Final Project Matrix

AED 222 Week 6 CheckPointChanneling Students into a Gifted Program

  • 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:

  • Early interventions that might be used

  • Information about how students can be referred to or identified for the program

  • Which interventions the program offers

  • What students will experience within those programs.


AED 222 UOP Course Tutorial

AED 222 Week 6 DQ 1 and DQ 2

AED 222 Week 7 Assignment Channeling Students into Special Services

  • 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?

  • 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.


AED 222 UOP Course Tutorial

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

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

  • 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.

  • 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.


AED 222 UOP Course Tutorial

AED 222 Week 8 DQ 1 and DQ 2

AED 222 Week 9 Capstone CheckPoint

  • Post the highlighted portions of the Appendix C matrix. Only post the highlighted portions to avoid revealing the exceptionality you are addressing in your profile to your classmates. What exceptionalities are addressed in your classmates’ mock case study?

  • 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.


AED 222 UOP Course Tutorial

AED 222 Week 9 Final Project Student Profile

  • 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:


AED 222 UOP Course Tutorial


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