AED 222 uop tutorial,AED 222 UOP Entire Class,AED 222 UOP Assignment,AED 222 Full Class Flashcards
AED 222 Week 9 Final Project Student Profile
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AED 222 Week 9 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:
A detailed description of the student, including observed conduct at school and reported conduct at home
The strengths, interests, needed areas of improvement, and special needs of the student
A definition of the perceived exceptionality and its prevalence
The specific reasons for this classification of the student
The best educational practices, including assistive technology, behavior management, and accommodations used in the classroom to address the needs of the student
Note: You may choose to combine more than one exceptionality in the student profile.
Compile the information into a 1,050- to 1,400-word report for presentation at an IEP meeting.
Format your paper according to APA guidelines, including in-text citations and a reference page.
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AED 222 Week 9 Capstone Checkpoint
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AED 222 Week 9 Capstone Checkpoint
Write a 200- to 300-word 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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AED 222 Week 8 DQ 2
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AED 222 Week 8 DQ 2
Post your response to the following: In the following scenarios, determine which level of behavior management is addressed and describe the factors involved that led you to these conclusions
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AED 222 Week 8 DQ 1
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AED 222 Week 8 DQ 1
Post the highlighted portions of the Appendix C matrix. (Be sure you only post the highlighted portions to avoid revealing the exceptionality you are addressing in your profile to your classmates.)
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AED 222 Week 8 CheckPoint Blooms Taxonomy Within A Planning Pyramid
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AED 222 Week 8 CheckPoint Blooms Taxonomy Within a Planning Pyramid
Resource: Ch. 5 in Special Education for Today’s Teachers: An Introduction
Identify, using the planning pyramid on p. 115 of Special Education for Today’s Teachers: An Introduction, 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 in Special Education for Today’s Teachers: An Introduction.
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
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AED 222 Week 7 Individual Assignment Channeling Students Into Special Services
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AED 222 Week 7 Individual Assignment Channeling Students into Special Services
Resource: Ch. 4 (pp. 93-105) in Special Education for Today’s Teachers: An Introduction
Read pp. 93-105 in Special Education for Today’s Teachers: An Introduction 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.
Format your paper according to APA guidelines, including in-text citations and a reference page if additional resources are used.
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AED 222 Week 7 Exercise Creating A Student Profile For A Mock Case Study Appendix C
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AED 222 Week 7 Exercise Creating a Student Profile for a Mock Case Study Appendix C
Resources: Appendix B, Appendix C, and the All Kinds of Minds Case Studies
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.
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AED 222 Week 7 CheckPoint IEP
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AED 222 Week 7 CheckPoint IEP
Resource: IEP video
Watch the IEP video at http://www.pearsoncustom.com/az/axia_sped/
Explain, in 200 to 300 words, who is present at Star’s IEP and the role each plays. Also, determine who else might be involved and why?
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AED 222 Week 6 DQ 2
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AED 222 Week 6 DQ 2
Post your response to the following: After completing Reflective Exercise 4 found on p. 415 of Special Education for Today’s Teachers: An Introduction, how much influence do you think IQ test scores should have in determining giftedness? What other factors should be part of the classification system?
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AED 222 Week 6 DQ 1
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AED 222 Week 6 DQ 1
Post your response to the following: After comparing Renzulli’s three ring conception of giftedness to the Marland definition on pp. 412-413 in Special Education for Today’s Teachers: An Introduction, which model do you think has greater significance for educators and why?
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AED 222 Week 6 CheckPoint Channeling Students Into A Gifted Program
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AED 222 Week 6 CheckPoint Channeling Students into a Gifted Program
Resources: Ch. 15 in Special Education for Today’s Teachers: An Introduction and Acceleration Program Options
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: An Introduction.
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.
Cite any additional resources used in APA format.
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AED 222 Week 5 Individual Assignment Supports For TBI Physical Disabilities And Health Impairments
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AED 222 Week 5 Individual Assignment Supports for TBI Physical Disabilities and Health Impairments
Resources: Ch. 13 & 14 in Special Education for Today’s Teachers: An Introduction
Refer to Ch. 13 & 14 in Special Education for Today’s Teachers: An Introduction.
Research two devices and associated teaching practices that can aid students with sensory impairments in the classroom. One of the devices should assist with hearing impairments and one with visual impairments. Some examples include the following: hearing aids, computer assisted real-time transcription (CART), video magnifiers/closed-circuit televisions (CCTV), Braille embossers, and alternate format materials.
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.
How much additional information absorption can be expected with use of the device?
How can effective practices, used in conjunction with the device, provide added benefits? Be specific.
Cite any additional resources used in APA format.
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AED 222 Week 4 DQ 2
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AED 222 Week 4 DQ 2
Post your response to the following: 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
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AED 222 Week 5 CheckPoint Devices And Practices For Sensory Impairments
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AED 222 Week 5 CheckPoint Devices and Practices for Sensory Impairments
Resource: Ch. 13 and 14 in Special Education for Today’s Teachers: An Introduction
Read about the special supports on pp. 401-403 in Special Education for Today’s Teachers: An Introduction 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. Be sure to include the following information:
A definition of each impairment
A detailed description of each support
A description of how each support could be used
At least one APA-formatted reference for each support
Post your assignment as an attachment. At the beginning of Week Six, your instructor will post a thread that will allow you to share your PowerPoint® presentation as an attachment with your classmates.
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AED 222 Week 4 DQ 1
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AED 222 Week 4 DQ 1
Post your response to the following: After watching both the Reading and Writing and 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? Why?
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