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ESE 315 Enthusiastic Study--snaptutorial.com
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ESE 315 Enthusiastic Study--snaptutorial.com
ESE 315 Week 1 DQ 1 Inclusion For more classes
visit www.snaptutorial.com   Inclusion. In
Chapter 2 of your text, the concept of inclusion
is discussed. As Powell and Driver (2013) state,
In an inclusion setting, students with
disabilities are instructed alongside peers
without disabilities for some or all of the
school day (Section 2.1). Complete the Inclusion
Chart (available in your online course) and view
the article, Regular Educators on the IEP Team.
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ESE 315 Week 1 DQ 2 Teaching Approaches Debate
For more classes visit www.snaptutorial.com   Tea
ching Approaches Debate. According to the text,
when students with disabilities are placed in the
general education classroom, there are three
widely used teaching approaches that provide a
starting point for helping students participate
in the general curriculum (Section 2.2). While
there are many other approaches, the three most
widely used teaching approaches are explicit
instruction, differentiation, and universal
design for learning (UDL). For this post, you
will provide support for one of these approaches
outlined below and explain why it is a valuable
approach and should be used in the teaching of
students with disabilities.
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ESE 315 Week 2 DQ 1 Response to Intervention
For more classes visit www.snaptutorial.com   Res
ponse to Intervention. Mary Quest, an early
childhood teacher of 15 years, has shared two
narratives of her experiences with response to
intervention (RTI). After reading Chapter 3,
Chapter 4, and the two case narratives below,
describe what you see as both the strengths and
challenges of RTI. How do you see children
getting the support and services they may need
through RTI? As you read the following case
studies what would you like to learn more about?
If RTI is new to you, what have you learned? If
you have experience with RTI, what can you share
about your experience with RTI? 
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ESE 315 Week 2 DQ 2 Environment For more
classes visit www.snaptutorial.com   Environment.
Read the article on creating supportive
environments, Including Children With Special
Needs Are You and Your Early Childhood Program
Ready? Often in early childhood programs, the
environment is seen as the third teacher as it
guides and invites children to interact in
various ways. As you reflect on this idea of the
environment supporting children's play, list and
describe in your discussion three ideas that you
would implement from the reading into your
classroom that will support all children (e.g.,
smooth and predictable transitions). 
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ESE 315 Week 2 Interview For more classes
visit www.snaptutorial.com   Interview. Parent
involvement and the relationship parents have
with their childs teacher/school are important
for all children. This is especially true for
children with disabilities. For this assignment,
you will be asked to contact a local preschool,
Head Start, or Early Head Start program. You will
interview a director, teacher, or parent
coordinator to find out how they collaborate and
communicate with families who have children with
learning differences. Be sure to describe the
type of program you gathered information from and
the role of the practitioner that you
interviewed. Find out the following information
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ESE 315 Week 3 ADHD Presentation For more
classes visit www.snaptutorial.com   ADHD
Presentation. Using what you have learned so far
about ADHD and inclusion, you will create a
PowerPoint presentation that addresses the
following scenario You have been asked by your
administrator or director to give a 10-minute
presentation to the school board regarding
inclusion and ADHD. The board wants to know
specifically how this ever-increasing population
of students is assisted and supported in an
inclusive setting in your school or center. Your
administrator has asked that the following be
included
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ESE 315 Week 3 DQ 1 ADHD For more classes
visit www.snaptutorial.com   All three types of
ADHD The possible causes (you must include
information regarding each possible cause
biology, genetics and environment) The importance
of a medical diagnosis and why Possible signs and
symptoms The IDEA category it fits under
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    ESE 315 Week 3 DQ 2 Speech Language
Impairments For more classes visit www.snaptutor
ial.com   Speech Language Impairments. As
Chapter 6 states, students with SLI should
receive speech and language services from trained
professionals. The role of the classroom teacher
is supportive and collaborative (Powell
Driver, 2013, Section 6.7). As a classroom
teacher, explain how you can support students
with speech and language impairments by including
each of the following Identify which special
education law(s) impacts students with
SLI. Explain how you will collaborate with the
childs speech and language pathologist (SLP) and
why this collaboration is important.
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ESE 315 Week 4 DQ 1 Gifted Students For more
classes visit www.snaptutorial.com   Gifted
Students. Chapter 7 of our text discusses the
characteristics of gifted children and a variety
of effective instructional methods. Imagine you
spent the day observing either a preschool,
elementary, or secondary classroom. During your
observation, one child exhibits behaviors typical
of gifted children. Write a vignette that
describes the child and explains why you believe
this child may be gifted. Your vignette should
include The childs name, age, and grade level A
brief description of the learning environment
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ESE 315 Week 4 DQ 2 Intellectual Disabilities
For more classes visit www.snaptutorial.com   Int
ellectual Disabilities. An important part of your
job when working with children with intellectual
disabilities is the ability to modify instruction
in order to best meet their educational needs.
Chapter 8 of our textbook offers many teaching
ideas and strategies for meeting the academic and
social needs of students with a variety of
intellectual disabilities. For this discussion
you will have the opportunity to put those ideas
into practice. 
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ESE 315 Week 5 DQ 1 Autism Spectrum Disorder
(ASD) For more classes visit www.snaptutorial.co
m   Autism Spectrum Disorder (ASD). As Chapter 9
of your text states the number of students
identified with ASD has increase dover the last
few decades. Some people even call
ASDanepidemic (Powell Driver, 2013, Chapter
9 Introduction). This increase specifically
affects you in the classroom or daycare center
because it shows a high likelihood of your
encountering children with ASD. Therefore you
must understand the disorder as well as the
strategies that will support children with ASD in
the classroom or center. For this discussion,
imagine you are new teacher just learning about
ASD
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ESE 315 Week 5 DQ 2 IFSP and Early Intervention
For more classes visit www.snaptutorial.com   IFS
P and Early Intervention. You have just taken a
position as a teacher in an Early Head Start
program. A 6-month-old child has been referred to
a doctor for strabismus. In the toddler room, the
director and head teacher are talking to a parent
about their observations of a 2-year-old, who
does not attend or make eye contact when his name
is called, and is cognitively and socially
assessed at the 12-month-old level. This is a
12-month delay for a 24-month-old child. You have
heard them talking about early intervention and a
possible individual family service plan (IFSP).
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