AED 222 MART Quest For Excellence/aed222martdotcom

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AED 222 MART Quest For Excellence/aed222martdotcom

• FOR MORE CLASSES VISIT
• www.aed222mart.com

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AED 222 Entire Course (UOP)

• 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
• AED 222 Week 4 CheckPoint The Life of a Special
  Education
• AED 222 Week 4 DQ 1 and DQ 2
• AED 222 Week 5 CheckPoint Devices and Practices
  for Sensory Impairments
• AED 222 Week 5 Exercise Final Project Matrix

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AED 222 Week 1 Assignment Special Education and
NCLB (UOP)

• Assignment Special Education and the Principles
  of NCLB 2001
• Refer to Ch. 2 (pp. 42-45) of Special Education
  for Todays Teachers.
• Identify how each of the five core principles of
  NCLB 2001strong accountability, expanded
  flexibility and control, methods based on
  scientific research, expanded options for
  parents, and highly qualified teachersmight
  affect diverse learners, both positively and
  negatively.

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AED 222 Week 1 CheckPoint IDEA 2004 (UOP)

• CheckPoint IDEA 2004
• Watch the Ms. Green Elementary
  ProfessionalismIDEA video at http//www.pearsoncu
  stom.com/az/axia_sped/.
• Note. The video may take a few moments to
  download.
• Refer to pp. 3442 and 4546 of Special Education
  for Todays 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 Week 2 CheckPoint Final Project Matrix
(UOP)

• CheckPoint Final Project Matrix
• Refer to Ch. 6 8 of Special Education for
  Todays 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
• Classification criteria and characteristics

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AED 222 Week 2 DQ 1 and DQ 2 (UOP)

• Discussion Questions
• After reading Can You Help Me with This Student?
  on pp. 156157, how might you, as Juans teacher,
  provide him emotional and instructional support?
• Have you ever experienced a lack of success
  despite how much effort you put into succeeding?
  Do you think you would have benefited from
  receiving emotional support during the ordeal? Do
  you remember seeking comfort or help?

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AED 222 Week 3 Assignment The Controversy of
Medication (UOP)

• Assignment The Controversy of Medication
• Resources Ch. 7 9 of Special Education for
  Todays Teachers and Medicating Kids videos
• Watch the Medicating Kids videos at
  http//www.pbs.org/wgbh/pages/frontline/shows/medi
  cating/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 Todays
  Teachers as references.

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AED 222 Week 3 CheckPoint Classifying EBD and
ADHD (UOP)

• CheckPoint Classifying Emotional and Behavioral
  Disabilities and Attention Deficit Disorders
• Resource Ch. 7 9 of Special Education for
  Todays Teachers, Does My Child Have an Emotional
  or Behavioral Disorder? and Classifying EBD and
  ADHD at http//corptrain.phoenix.edu/axia/aed222ma
  rt/E1/Ex_1.htm.
• 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.

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AED 222 Week 3 Exercise Final Project Matrix (UOP

• Exercise Final Project Matrix
• Resource Ch. 7 and 9 of Special Education for
  Todays 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
• Associated educational practices
• o Any additional relevant information
•  

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AED 222 Week 4 CheckPoint The Life of a Special
Education (UOP)

• CheckPoint The Life of a Special Education
  Teacher
• Watch the Students to Students Classroom
  Application Severe and Sensory video
  athttp//www.pearsoncustom.com/az/axia_sped/ and
  review My Profession, My Story Pat Mims on pp.
  321322.
• 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.

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AED 222 Week 4 DQ 1 and DQ 2 (UOP)

• Discussion Questions
• After watching both the Reading and Writingand
  the Social Skills video clips athttp//www.pearson
  custom.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.
• ? After watching both the Who Is George?
  and the Communication DisordersGeorges Support
  video clips athttp//www.pearsoncustom.com/az/axia
  _sped/ do you think that Georges communication
  disorder is a speech or language disorder, or a
  combination of both? Differentiate between them
  and support your answer with information from the
  text.

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

• . Assignment Supports for TBI, Physical
  Disabilities, and Health Impairments
• Read about the special supports on pp. 401403 of
  Special Education for Todays 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 Week 5 CheckPoint Devices and Practices
for Sensory Impairments (UOP)

• CheckPoint Devices and Practices for Sensory
  Impairments
• Refer to Ch. 13 14 of Special Education for
  Todays 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.

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AED 222 Week 5 Exercise Final Project Matrix (UOP)

• 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 Todays Teachers as references
• Definition of the exceptionality
• Classification criteria and characteristics
• Prevalence
• Associated educational practices
• Any additional relevant information

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AED 222 Week 6 CheckPointChanneling Students into
a Gifted Program (UOP)

• CheckPoint Channeling Students into a Gifted
  Program
• Refer to Acceleration Program Options at
  http//www.bced.gov.bc.ca/specialed/gifted/strateg
  ies.htmAcceleration and pp. 419425 of Special
  Education for Todays 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
• 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.

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AED 222 Week 6 DQ 1 and DQ 2 (UOP)

• Discussion Questions
• After comparing Renzullis three-ring conception
  of giftedness to the Marland definition on pp.
  412413 of Special Education for Todays
  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 Todays
  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 Week 8 CheckPoint Blooms Taxonomy
Planning Pyramids and Systematic Strategies (UOP)

• CheckPoint Blooms Taxonomy Within a Planning
  Pyramid
• Identify, using the planning pyramid on p. 115 of
  Special Education for Todays Teachers, which
  goals in the boxes on the left side of the form
  (in Figure 5.1 on p. 113) contain a verb from
  Blooms taxonomy.
• Assign a verb to each of the others to clarify
  each goal.
• Locate additional resources as references, if
  needed.
• Read pp. 115121 of Special Education for Todays
  Teachers.

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

• 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.

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AED 222 Week 8 DQ 1 and DQ 2 (UOP)

• Discussion Questions
• 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? What additional
  information could they have included to clarify
  the exceptionality or the students 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 Week 8 DQ 1 and DQ 2 (UOP)

• Discussion Questions
• 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? What additional
  information could they have included to clarify
  the exceptionality or the students 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.
• In the following scenarios, determine which level
  of behavior management is addressed and describe
  the factors involved that led you to these
  conclusions
• Scenario One

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AED 222 Week 9 Capstone CheckPoint (UOP)

• 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.

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AED 222 Week 9 Final Project Student Profile (UOP)

• 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 childs 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

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AED 222 MART Quest For Excellence/aed222martdotcom

• FOR MORE CLASSES VISIT
• www.aed222mart.com