Title: AED 222 In order to succeed, you must read/Uophelpdotcom
1AED 222 In order to succeed, you must
read/Uophelpdotcom
- For more course tutorials visit
- www.uophelp.com
2AED 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 - 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
- AED 222 Week 5 Assignment Supports for TBI
Physical Disabilities and Health Impairments
3AED 222 Week 1 Assignment Special Education and
NCLB
- For more course tutorials visit
- www.uophelp.com
- 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.
4AED 222 Week 1 CheckPoint IDEA 2004
- For more course tutorials visit
- www.uophelp.com
- 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
5AED 222 Week 2 CheckPoint Final Project Matrix
- For more course tutorials visit
- www.uophelp.com
- 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
6AED 222 Week 2 DQ 1 and DQ 2
- For more course tutorials visit
- www.uophelp.com
- 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?
7 AED 222 Week 3 Assignment The Controversy of
Medication
- For more course tutorials visit
- www.uophelp.com
- 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/
8AED 222 Week 3 CheckPoint Classifying EBD and ADHD
- For more course tutorials visit
- www.uophelp.com
- CheckPoint Classifying Emotional and Behavioral
Disabilities and Attention Deficit Disorders
9AED 222 Week 3 Exercise Final Project Matrix
- For more course tutorials visit
- www.uophelp.com
- 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
10AED 222 Week 4 CheckPoint The Life of a Special
Education
- For more course tutorials visit
- www.uophelp.com
- 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.
321322. -
11AED 222 Week 5 Assignment Supports for TBI
Physical Disabilities and Health Impairments
- For more course tutorials visit
- www.uophelp.com
- 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
12AED 222 Week 5 CheckPoint Devices and Practices
for Sensory Impairments
- For more course tutorials visit
- www.uophelp.com
- 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.
13AED 222 Week 5 Exercise Final Project Matrix
- For more course tutorials visit
- www.uophelp.com
- 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 -
14AED 222 Week 6 CheckPointChanneling Students into
a Gifted Program
- For more course tutorials visit
- www.uophelp.com
- 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
15AED 222 Week 6 DQ 1 and DQ 2
- For more course tutorials visit
- www.uophelp.com
- 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
16AED 222 Week 7 Assignment Channeling Students
into Special Services
- For more course tutorials visit
- www.uophelp.com
- Assignment Channeling Students into Special
Services - Read pp. 93105 of Special Education for Todays
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.
17AED 222 week 7 Exercise Creating a Student
Profile for a Mock Case Study
- For more course tutorials visit
- www.uophelp.com
- 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. -
18AED 222 Week 8 CheckPoint Blooms Taxonomy
Planning Pyramids and Systematic Strategies
- For more course tutorials visit
- www.uophelp.com
- 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. -
19AED 222 Week 8 DQ 1 and DQ 2
- For more course tutorials visit
- www.uophelp.com
- 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
20AED 222 Week 9 Capstone CheckPoint
- For more course tutorials visit
- www.uophelp.com
- 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. -
21AED 222 Week 9 Final Project Student Profile
- For more course tutorials visit
- www.uophelp.com
- 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
22AED 222 In order to succeed, you must
read/Uophelpdotcom
- For more course tutorials visit
- www.uophelp.com