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AED 222 MART Quest For Excellence/aed222martdotcom

AED 222 MART is an online course which provides you to get best results.

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AED 222 MART Quest For Excellence/aed222martdotcom

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  1. AED 222 MART Quest For Excellence/aed222martdotcom FOR MORE CLASSES VISIT www.aed222mart.com

  2. AED 222 Entire Course (UOP) • 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

  3. AED 222 Week 1 Assignment Special Education and NCLB (UOP) • Assignment: Special Education and the Principles of NCLB 2001 • Refer to Ch. 2 (pp. 42-45) of Special Education for Today’s Teachers. • 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.

  4. AED 222 Week 1 CheckPoint IDEA 2004 (UOP) • CheckPoint: IDEA 2004 • Watch the Ms. Green Elementary: Professionalism—IDEA video at http://www.pearsoncustom.com/az/axia_sped/. • Note. The video may take a few moments to download. • Refer to pp. 34–42 and 45–46 of Special Education for Today’s 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 APA format:

  5. AED 222 Week 2 CheckPoint Final Project Matrix (UOP) • CheckPoint: Final Project Matrix • Refer to Ch. 6 & 8 of Special Education for Today’s 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 • Classification criteria and characteristics

  6. AED 222 Week 2 DQ 1 and DQ 2 (UOP) • Discussion Questions • After reading Can You Help Me with This Student? on pp. 156–157, how might you, as Juan’s 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 (UOP) • Assignment: The Controversy of Medication • Resources: Ch. 7 & 9 of Special Education for Today’s Teachers and Medicating Kids videos • Watch the Medicating Kids videos at http://www.pbs.org/wgbh/pages/frontline/shows/medicating/watch/ • Determine the benefits of the medications and the concerns associated with treating EBD and ADHD with medication using the Medicating Kids videos and Ch. 7 & 9 of Special Education for Today’s Teachers as references.

  8. AED 222 Week 3 CheckPoint Classifying EBD and ADHD (UOP) • CheckPoint: Classifying Emotional and Behavioral Disabilities and Attention Deficit Disorders • Resource: Ch. 7 & 9 of Special Education for Today’s 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. • 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.

  9. AED 222 Week 3 Exercise Final Project Matrix (UOP • Exercise: Final Project Matrix • Resource: Ch. 7 and 9 of Special Education for Today’s Teachers. • 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 • o Any additional relevant information

  10. AED 222 Week 4 CheckPoint The Life of a Special Education (UOP) • CheckPoint: The Life of a Special Education Teacher • Watch the Students to Students: Classroom Application – Severe and Sensory video athttp://www.pearsoncustom.com/az/axia_sped/ and review My Profession, My Story: Pat Mims on pp. 321–322. • 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.

  11. AED 222 Week 4 DQ 1 and DQ 2 (UOP) • Discussion Questions • After watching both the Reading and Writingand the Social Skills video clips athttp://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. •  After watching both the Who Is George? and the Communication Disorders—George’s Support video clips athttp://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.

  12. AED 222 Week 5 Assignment Supports for TBI Physical Disabilities and Health Impairments (UOP) • . Assignment: Supports for TBI, Physical Disabilities, and Health Impairments • Read about the special supports on pp. 401–403 of Special Education for Today’s 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:

  13. AED 222 Week 5 CheckPoint Devices and Practices for Sensory Impairments (UOP) • CheckPoint: Devices and Practices for Sensory Impairments • Refer to Ch. 13 & 14 of Special Education for Today’s 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.

  14. AED 222 Week 5 Exercise Final Project Matrix (UOP) • 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 Today’s Teachers as references: • Definition of the exceptionality • Classification criteria and characteristics • Prevalence • Associated educational practices • Any additional relevant information

  15. AED 222 Week 6 CheckPointChanneling Students into a Gifted Program (UOP) • CheckPoint: Channeling Students into a Gifted Program • Refer to Acceleration Program Options at http://www.bced.gov.bc.ca/specialed/gifted/strategies.htm#Acceleration and pp. 419–425 of Special Education for Today’s 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 • Which interventions the program offers • What students will experience within those programs.

  16. AED 222 Week 6 DQ 1 and DQ 2 (UOP) • 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? •  After completing Reflective Exercise 4 found on p. 415 of Special Education for Today’s Teachers, how much influence do you think IQ test scores should have in determining giftedness? What other factors should be part of the classification system?

  17. AED 222 Week 8 CheckPoint Blooms Taxonomy Planning Pyramids and Systematic Strategies (UOP) • CheckPoint: Bloom’s Taxonomy Within a Planning Pyramid • Identify, using the planning pyramid on p. 115 of Special Education for Today’s Teachers, which goals in the boxes on the left side of the form (in Figure 5.1 on p. 113) contain a verb from Bloom’s taxonomy. • Assign a verb to each of the others to clarify each goal. • Locate additional resources as references, if needed. • Read pp. 115–121 of Special Education for Today’s Teachers.

  18. AED 222 Week 7 Exercise Creating a Student Profile for a Mock Case Study (UOP) • 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. • Refer to the All Kinds of Minds Case Studies at http://www.allkindsofminds.org/caseStudies.aspx for examples.

  19. AED 222 Week 8 DQ 1 and DQ 2 (UOP) • 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 student’s needs? What information was particularly useful for you in the identification process? Provide feedback to help them improve their student profiles and use their comments and feedback to improve your student profile.

  20. AED 222 Week 8 DQ 1 and DQ 2 (UOP) • 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 student’s needs? What information was particularly useful for you in the identification process? Provide feedback to help them improve their student profiles and use their comments and feedback to improve your student profile. • In the following scenarios, determine which level of behavior management is addressed and describe the factors involved that led you to these conclusions: • Scenario One

  21. AED 222 Week 9 Capstone CheckPoint (UOP) • 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.

  22. AED 222 Week 9 Final Project Student Profile (UOP) • 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 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

  23. AED 222 MART Quest For Excellence/aed222martdotcom FOR MORE CLASSES VISIT www.aed222mart.com

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