Importance of IEP Review the article from the Center for Parent Information and Resources, Contents of the IEP . Summarize these components and explain the purpose and importance of the IEP in supporting the student’s educational outcomes. Explain the role of the family in the IEP process.
Special Education Law Review
Using the information from the readings for this week, prepare a three- to four-page written paper summarizing IDEA, NCLB, ADA, and Section 504 of the Rehabilitation Act. Discuss the following elements:
The purpose or main function of each law and how they relate to special education in public schools
The six principles of IDEA
The six principles of NCLB
The important elements of Section 504 and ADA. Discuss the difference between Section 504 and IDEA
The significance of educators having knowledge of these laws when educating students with disabilities The paper must be three to four pages in length, not including title and reference pages, and formatted according to APA style. You must use at least two scholarly sources in addition to the textbook to support your claims. Cite your sources within the text of your paper and on the references page. For information regarding APA samples and tutorials, visit the Ashford Writing Center, located within the Learning Resources tab on the left navigation toolbar in your online course.
The purpose or main function of each law and how they relate to special education in public schools
The six principles of IDEA
The six principles of NCLB
The important elements of Section 504 and ADA. Discuss the difference between Section 504 and IDEA
The significance of educators having knowledge of these laws when educating students with disabilities The paper must be three to four pages in length, not including title and reference pages, and formatted according to APA style. You must use at least two scholarly sources in addition to the textbook to support your claims. Cite your sources within the text of your paper and on the references page. For information regarding APA samples and tutorials, visit the Ashford Writing Center, located within the Learning Resources tab on the left navigation toolbar in your online course.
Compare and Contrast:
Compare and Contrast: LD and CD Consider the characteristics of a student with a learning disability (LD) and a student with a communication disorder (CD). Compare and contrast the following aspects of LD and CD:
Definition of each disability Characteristics of each disability Evaluation of each disability area Research-based effective instructional strategies, supports, and services What are your experiences with working with a student or individual with a learning disability or communication disorder? Have you found the characteristics discussed in the readings to be accurate? What further suggestions might you have for teaching students with LD?
Guided Response: Review the responses of several classmates and respond to at least two by discussing any similar experiences you have had in working with students with LD or CD. Provide any additional insights that you found in the readings that you feel relate to your classmates’ responses.
Definition of each disability Characteristics of each disability Evaluation of each disability area Research-based effective instructional strategies, supports, and services What are your experiences with working with a student or individual with a learning disability or communication disorder? Have you found the characteristics discussed in the readings to be accurate? What further suggestions might you have for teaching students with LD?
Guided Response: Review the responses of several classmates and respond to at least two by discussing any similar experiences you have had in working with students with LD or CD. Provide any additional insights that you found in the readings that you feel relate to your classmates’ responses.
Journal
This week we have discussed learning disabilities and communication disorders. As you may have noticed, most students with these disabilities are in the general education classroom either part of, or most of, the school day. What is your comfort level with teaching students with learning disabilities and/or communication disorders in the general education setting? What challenges do you think you might experience? What actions can you take to mitigate these potential challenges?
Journal options:
Create a written reflection journal Create a Jing (Links to an external site.)Links to an external site. reflection using a screencast Create a Voki (Links to an external site.)Links to an external site. reflection using a talking avatar Participate in a peer dialogue reflection, where you discuss the questions above with a peer or colleague and write a reflection based on your discussion
Journal options:
Create a written reflection journal Create a Jing (Links to an external site.)Links to an external site. reflection using a screencast Create a Voki (Links to an external site.)Links to an external site. reflection using a talking avatar Participate in a peer dialogue reflection, where you discuss the questions above with a peer or colleague and write a reflection based on your discussion
Adapting Lesson Plans for Inclusive Classroom
Adapting Lesson Plans for an Inclusive Classroom Using one (or more) of the free resources below, write a three- to four-page critique of three lesson plans (one Grade K-5 lesson, one Grade 7-8 lesson, and one high school lesson) in regard to addressing the needs of students with learning disability (LD) or communication disorder (CD). Make sure to include at least one additional scholarly source beyond those listed below. Your critique should address the following elements:
Determine the elements of each lesson that would be specifically helpful in addressing the needs of a student with LD or CD. Generate ideas for adaptations that you might make to the lesson to more effectively support students with disabilities. Discuss research-based strategies that could be used to enhance learning in the lesson. Identify and describe potential accommodations, modifications, or supplemental services within the context of the lesson that could support the needs of students with LD or CD. Generate at least five ways that a teacher could leverage learning strategies, social interactions, and behavior supports within the lesson to address student needs. Sources for lesson plans:
Classroom Resources (Links to an external site.)Links to an external site. Discovery Education (Links to an external site.)Links to an external site. Digital History (Links to an external site.)Links to an external site. Hotchalk Lesson Plans Page (Links to an external site.)Links to an external site. Lessons (Links to an external site.)Links to an external site. Lessons Plans (Links to an external site.)Links to an external site. PBS Teachers (Links to an external site.)Links to an external site.
Determine the elements of each lesson that would be specifically helpful in addressing the needs of a student with LD or CD. Generate ideas for adaptations that you might make to the lesson to more effectively support students with disabilities. Discuss research-based strategies that could be used to enhance learning in the lesson. Identify and describe potential accommodations, modifications, or supplemental services within the context of the lesson that could support the needs of students with LD or CD. Generate at least five ways that a teacher could leverage learning strategies, social interactions, and behavior supports within the lesson to address student needs. Sources for lesson plans:
Classroom Resources (Links to an external site.)Links to an external site. Discovery Education (Links to an external site.)Links to an external site. Digital History (Links to an external site.)Links to an external site. Hotchalk Lesson Plans Page (Links to an external site.)Links to an external site. Lessons (Links to an external site.)Links to an external site. Lessons Plans (Links to an external site.)Links to an external site. PBS Teachers (Links to an external site.)Links to an external site.
Emotional andBehavioral Disorders
Emotional and Behavioral Disorders Read Emotional disturbance. (Links to an external site.)Links to an external site. Define and discuss the characteristics of emotional/behavioral disabilities (EBD). Next, explain the educational implications and how IDEA plays a role in ensuring students are given the appropriate support in the classroom. Further, discuss any of your own personal insights and/or strategies for teaching students with EBD. What challenges have you typically found or would anticipate with teaching students with EBD? How can these challenges be mitigated?
Guided Response: Respond to two classmates by sharing your own personal or professional experiences with students with EBD to either support or refute their assertions about strategies for working with students with EBD.
pathophysiology
ADHD Characteristics and Accommodations
ADHD Characteristics and Accommodations After completing the required reading resources, summarize the behavioral and academic characteristics of students with ADHD. Describe three practical accommodations, not listed in the required reading that you might need to use in your classroom. Explain why you chose the three and how you would implement the accommodations.
Journal Teaching Strategies
Teaching Strategies Watch ADHD classroom strategies (Links to an external site.)Links to an external site.. Post your reaction to the video. Which strategies did Dr. Jonas Bromberg and Jon Weinberger discuss that you found interesting? What tips do you feel might work best? What are three additional teaching strategies you believe may work for students with ADHD?
Journal options:
Create a written reflection journal Create a Jing (Links to an external site.)Links to an external site. reflection using a screencast Create a Voki (Links to an external site.)Links to an external site. reflection using a talking avatar Participate in a peer dialogue reflection, where you discuss the questions above with a peer or colleague and write a reflection based on your discussion Carefully review the Grading Rubric (Links to an external site.)Links to an external site. for the criteria that will be used to evaluate your journal entries.
Journal options:
Create a written reflection journal Create a Jing (Links to an external site.)Links to an external site. reflection using a screencast Create a Voki (Links to an external site.)Links to an external site. reflection using a talking avatar Participate in a peer dialogue reflection, where you discuss the questions above with a peer or colleague and write a reflection based on your discussion Carefully review the Grading Rubric (Links to an external site.)Links to an external site. for the criteria that will be used to evaluate your journal entries.
Accommodation Support Plan
Accommodation Support Plan Read An ADHD case studyPreview the documentView in a new window and Teaching Students with Attention-Deficit/Hyperactivity Disorder (Links to an external site.)Links to an external site.. Create a fictional student in your classroom with either an emotional or behavioral disorder and create an accommodation/support plan. Include the following in your plan:
An identification of the child’s name, grade, and disability. An analysis of the needs of the student, including the student’s areas of strength, areas of interest, areas of concern that might affect his or her ability to learn and interact, and the areas of organization that need to be a priority for this student. Be sure to include how you observed the different areas. An explanation of at least two goals and specific accommodations he/she will need to be supported. Include a rationale for why each of the accommodations is the best fit. The paper:
Must be at least three double-spaced pages in length, not including title and reference pages, and formatted according to APA style as outlined in the Ashford Writing Center. Must include a title page with the following: Title of paper Student’s name Course name and number Instructor’s name Date submitted Must document three scholarly sources in APA style, as outlined in the Ashford Writing Center.
An identification of the child’s name, grade, and disability. An analysis of the needs of the student, including the student’s areas of strength, areas of interest, areas of concern that might affect his or her ability to learn and interact, and the areas of organization that need to be a priority for this student. Be sure to include how you observed the different areas. An explanation of at least two goals and specific accommodations he/she will need to be supported. Include a rationale for why each of the accommodations is the best fit. The paper:
Must be at least three double-spaced pages in length, not including title and reference pages, and formatted according to APA style as outlined in the Ashford Writing Center. Must include a title page with the following: Title of paper Student’s name Course name and number Instructor’s name Date submitted Must document three scholarly sources in APA style, as outlined in the Ashford Writing Center.