AED 222 Academic Success /snaptutorial

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AED 222 Courses
For more Classes VISIT
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AED 222 Courses

• AED 222 Entire Course
• For more classes visit
• www.snaptutorial.com
• AED 222 Week 1 Checkpoints 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

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AED 222 Courses

• AED 222 Week 1 Assignment Special Education and
  NCLB
• For more classes visit
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• 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 Courses

• AED 222 Week 1 CheckPoint IDEA 2004
• For more classes visit
• www.snaptutorial.com
• CheckPoint IDEA 2004
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• Watch the Ms. Green Elementary
  ProfessionalismIDEA video at http//www.pearsoncu
  stom.com/az/axia_sped/.
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• Note. The video may take a few moments to
  download.

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AED 222 Courses

• AED 222 Week 2 CheckPoint Final Project Matrix
• For more classes visit
• www.snaptutorial.com
• Definition of the exceptionality
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• Classification criteria and characteristics
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• Prevalence
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• Associated educational practices
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• Any additional relevant information

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AED 222 Courses

• AED 222 Week 2 DQ 1 and DQ 2
• For more classes visit
• www.snaptutorial.com
• 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 Courses

• AED 222 Week 3 Assignment The Controversy of
  Medication
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• Assignment The Controversy of Medication
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• Resources Ch. 7 9 of Special Education for
  Todays Teachers and Medicating Kids videos
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• Watch the Medicating Kids videos at
  http//www.pbs.org/wgbh/pages/frontline/shows/medi
  cating/watch/
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AED 222 Courses

• AED 222 Week 3 CheckPoint Classifying EBD and
  ADHD
• For more classes visit
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• Resource Ch. 7 9 of Special Education for
  Todays Teachers, Does My Child Have an Emotional
  or Behavioral Disorder? and Classifying EBD and
  ADHD
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• 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 Courses

• AED 222 Week 3 Exercise Final Project Matrix
• For more classes visit
• www.snaptutorial.com
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• Definition of the exceptionality
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• Classification criteria and characteristics
•  
• Prevalence
•  
• Associated educational practices

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AED 222 Courses

• AED 222 Week 4 CheckPoint The Life of a Special
  Education
• For more classes visit
• www.snaptutorial.com
•   
• CheckPoint The Life of a Special Education
  Teacher
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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.
  321322.

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AED 222 Courses

• AED 222 Week 5 Assignment Supports for TBI
  Physical Disabilities and Health Impairments
• For more classes visit
• www.snaptutorial.com
• 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.
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• Research several available supports.
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AED 222 Courses

• AED 222 Week 5 CheckPoint Devices and Practices
  for Sensory Impairments
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• www.snaptutorial.com
• 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 Courses

• AED 222 Week 5 Exercise Final Project Matrix
• For more classes visit
• www.snaptutorial.com
• Definition of the exceptionality
•  
• Classification criteria and characteristics
•  
• Prevalence
•  
• Associated educational practices
•  

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AED 222 Courses

• AED 222 Week 6 CheckPoint Channeling Students
  into a Gifted Program
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• www.snaptutorial.com
• CheckPoint Channeling Students into a Gifted
  Program
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• 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.
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AED 222 Courses

• AED 222 Week 6 DQ 1 and DQ 2
• For more classes visit
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• Discussion Questions
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• 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?
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AED 222 Courses

• AED 222 Week 7 Assignment Channeling Students
  into Special Services
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• 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.
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AED 222 Courses

• AED 222 Week 7 Exercise Creating a Student
  Profile for a Mock Case Study
• For more classes visit
• www.snaptutorial.com
• 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 Courses

• AED 222 Week 8 CheckPoint Blooms Taxonomy
  Planning Pyramids and Systematic Strategies
• For more classes visit
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• 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.
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• Assign a verb to each of the others to clarify
  each goal.
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AED 222 Courses

• AED 222 Week 8 DQ 1 and DQ 2
• For more classes visit
• www.snaptutorial.com
• 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?

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AED 222 Courses

• AED 222 Week 9 Capstone CheckPoint
• For more classes visit
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• 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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• Write a 200- to 300-word reflection that
  explains your opinion.

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AED 222 Courses

• AED 222 Week 9 Final Project Student Profile
• For more classes visit
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• A detailed description of the student, including
  observed conduct at school and reported
  conduct at home
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• o The strengths, interests, needed areas of
  improvement, and special needs of the
  student
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• A definition of the perceived exceptionality and
  its prevalence
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AED 222 Courses
A Grades