AED 222 Tutorials / aed222dotcom

1. AED 222 Tutorials / aed222dotcom

2. AED 222 Tutorials AED 222 Entire Course AED 222 Week 9 Final Project Student Profile • AED 222 Week 1 CheckPoint • AED 222 Week 1 Assignment • AED 222 Week 2 CheckPoint • AED 222 Week 2 DQ 1 and DQ 2 • AED 222 Week 3 CheckPoint • AED 222 Week 3 Exercise Final • AED 222 Week 3 Assignment • AED 222 Week 4 CheckPoint • AED 222 Week 4 DQ 1 and DQ 2 • AED 222 Week 5 CheckPoint • AED 222 Week 5 Exercise Final • AED 222 Week 5 Assignment • In this scenario, you are an aide in the child’s 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

3. AED 222 Tutorials AED 222 Week 1 Assignment Special Education and NCLB AED 222 Week 1 CheckPoint IDEA 2004 • Identify how each of the five core principles of NCLB 2001—strong accountability, expanded flexibility and control, methods based on scientific research, expanded options for parents, and highly qualified teachers—might affect diverse learners, both positively and negatively. • Write a 350- to 700-word paper, addressing the potential pros and cons of each principle. • Determine the following, explaining your answers in 200 to 300 words and citing any additional resources used in APA format: • Has the law satisfied its purpose? • In what ways does it affect diverse learners? • How does Section 504 of the Rehabilitation Act of 1973 contrast with IDEA 2004? • Is there room for improvement? 

4. AED 222 Tutorials AED 222 Week 2 CheckPoint Final Project Matrix AED 222 Week 2 DQ 1 and DQ 2 • 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 • Prevalence • Associated educational practices • 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?

5. AED 222 Tutorials AED 222 Week 3 Assignment The Controversy of Medication AED 222 Week 3 CheckPoint Classifying EBD and ADHD • Write a 350- to 700-word paper that includes the following: • Your personal opinion about the highly controversial topic of medicating children for EBD or ADHD • Supporting facts and data • Possible alternate treatments • Explain the following in a 200- to 300-word response, using Ch. 7 & 9 of Special Education for Today’s Teachers, Does My Child Have an Emotional or Behavioral Disorder? at http://www.pacer.org/ebd/ebdart.asp, and the notes you made during the multimedia activity as references: • What difficulties did you experienced with classifying each of the students?

6. AED 222 Tutorials AED 222 Week 3 Exercise Final Project Matrix AED 222 Week 4 CheckPoint The Life of a Special Education • 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 • 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. 

7. AED 222 Tutorials AED 222 Week 4 DQ 1 and DQ 2 AED 222 Week 5 Assignment Supports for TBI Physical Disabilities and Health Impairments • After watching both the Who Is George? and the Communication Disorders—George’s Support video clips athttp://www.pearsoncustom.com/az/axia_sped/ do you think that George’s 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. • 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: • A definition of each impairment • A detailed description of each support • A description of how each support could be used

8. AED 222 Tutorials AED 222 Week 5 CheckPoint Devices and Practices for Sensory Impairments AED 222 Week 5 Exercise Final Project Matrix • Explain the following for each device in a total of 350 to 500 words: • How is the assistive device used in the classroom to help students with sensory impairments reach their full academic potential? • What type of student benefits from using the device? Include information about the characteristics and classification of the student. • 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 Today’s Teachers as references: • Definition of the exceptionality • Classification criteria and characteristics • Prevalence • Associated educational practices

9. AED 222 Tutorials AED 222 Week 6 CheckPointChanneling Students into a Gifted Program AED 222 Week 6 DQ 1 and DQ 2 • 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 • Discussion Questions • After comparing Renzulli’s three-ring conception of giftedness to the Marland definition on pp. 412–413 of Special Education for Today’s Teachers, which model do you think has greater significance for educators and why?

10. AED 222 Tutorials AED 222 Week 7 Assignment Channeling Students into Special Services AED 222 Week 7 Exercise Creating a Student Profile for a Mock Case Study • Read pp. 93–105 of Special Education for Today’s 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. • 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.

11. AED 222 Tutorials AED 222 Week 8 CheckPoint Blooms Taxonomy Planning Pyramids and Systematic Strategies AED 222 Week 8 DQ 1 and DQ 2 • Explain, in 200 to 300 words, how the adaptations included in the middle section on the right-hand side of the planning form (on p. 115) relate to any of the following systematic teaching strategies: • Instructional grouping • Content presentation • Provided practice • Progress monitoring • 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 student’s needs?

12. AED 222 Tutorials AED 222 Week 9 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. •        Write a 200- to 300-word reflection that explains your opinion.

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