AED 222 TUTOR The learning interface/aed222tutordotcom

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• AED 222 TUTOR The learning interface/aed222tutordo
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AED 222 TUTOR The learning interface
AED 222 Entire Course (UOP) FOR MORE CLASSES
VISIT www.aed222tutor.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
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AED 222 TUTOR The learning interface
AED 222 Week 1 Assignment Special Education and
NCLB (UOP) FOR MORE CLASSES VISIT
www.aed222tutor.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.
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AED 222 TUTOR The learning interface
AED 222 Week 1 CheckPoint IDEA 2004 (UOP) FOR
MORE CLASSES VISIT www.aed222tutor.com   CheckPo
int 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.
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AED 222 TUTOR The learning interface
AED 222 Week 2 CheckPoint Final Project Matrix
(UOP) FOR MORE CLASSES VISIT www.aed222tutor.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
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AED 222 TUTOR The learning interface
AED 222 Week 2 DQ 1 and DQ 2 (UOP) FOR MORE
CLASSES VISIT www.aed222tutor.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?
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AED 222 TUTOR The learning interface
AED 222 Week 3 Assignment The Controversy of
Medication (UOP) FOR MORE CLASSES VISIT
www.aed222tutor.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/front
line/shows/medicating/watch/ Determine the
benefits of the medications and the concerns
associated with treating EBD and ADHD with
medication using.
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AED 222 TUTOR The learning interface
AED 222 Week 3 CheckPoint Classifying EBD and
ADHD (UOP) FOR MORE CLASSES VISIT
www.aed222tutor.com   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/aed222mart/E1/Ex
_1.htm. .
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AED 222 TUTOR The learning interface
AED 222 Week 3 Exercise Final Project Matrix
(UOP) FOR MORE CLASSES VISIT www.aed222tutor.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
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AED 222 TUTOR The learning interface
AED 222 Week 4 CheckPoint The Life of a Special
Education (UOP) FOR MORE CLASSES VISIT
www.aed222tutor.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/a
xia_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 TUTOR The learning interface
AED 222 Week 4 DQ 1 and DQ 2 (UOP) FOR MORE
CLASSES VISIT www.aed222tutor.com   Discussion
Questions After watching both the Reading and
Writingand the Social Skills video clips at
http//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.
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AED 222 TUTOR The learning interface
AED 222 Week 5 Assignment Supports for TBI
Physical Disabilities and Health Impairments
(UOP) FOR MORE CLASSES VISIT www.aed222tutor.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.
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AED 222 TUTOR The learning interface
AED 222 Week 5 CheckPoint Devices and Practices
for Sensory Impairments (UOP) FOR MORE CLASSES
VISIT www.aed222tutor.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. 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 TUTOR The learning interface
AED 222 Week 5 Exercise Final Project Matrix
(UOP) FOR MORE CLASSES VISIT www.aed222tutor.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 Definition
of the exceptionality
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AED 222 TUTOR The learning interface
AED 222 Week 6 CheckPointChanneling Students into
a Gifted Program (UOP) FOR MORE CLASSES VISIT
www.aed222tutor.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
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AED 222 TUTOR The learning interface
AED 222 Week 6 DQ 1 and DQ 2 (UOP) FOR MORE
CLASSES VISIT www.aed222tutor.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
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AED 222 TUTOR The learning interface
AED 222 Week 7 Assignment Channeling Students
into Special Services (UOP) FOR MORE CLASSES
VISIT www.aed222tutor.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.
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AED 222 TUTOR The learning interface
AED 222 Week 7 Exercise Creating a Student
Profile for a Mock Case Study (UOP) FOR MORE
CLASSES VISIT www.aed222tutor.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.
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AED 222 TUTOR The learning interface
AED 222 Week 8 CheckPoint Blooms Taxonomy
Planning Pyramids and Systematic Strategies
(UOP) FOR MORE CLASSES VISIT www.aed222tutor.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.
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AED 222 TUTOR The learning interface
AED 222 Week 8 DQ 1 and DQ 2 (UOP) FOR MORE
CLASSES VISIT www.aed222tutor.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?
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AED 222 TUTOR The learning interface
AED 222 Week 9 Capstone CheckPoint (UOP) FOR MORE
CLASSES VISIT www.aed222tutor.com   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 TUTOR The learning interface
AED 222 Week 9 Final Project Student Profile
(UOP) FOR MORE CLASSES VISIT www.aed222tutor.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
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AED 222 TUTOR The learning interface