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SCI 241 Entire Course New > SPE 300 Entire Course New > Flashcards

SPE 300 Entire Course New Flashcards

1
Q

SPE 300 Entire Course NEW

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SPE 300 Entire Course NEW

SPE 300 Week 1 Individual Assignment Reflection Paper

SPE 300 Week 1 DQ 1

SPE 300 Week 1 DQ 2

SPE 300 Week 2 Individual Assignment Disability Presentation

SPE 300 Week 2 Assignment Flow Chart of Referral Process

SPE 300 Week 2 DQ 1

SPE 300 Week 2 DQ 2

SPE 300 Week 3 Individual Assignment Classroom Observation and Teacher Interview on Students With Special Needs

SPE 300 Week 3 Assignment Adaptation Chart

SPE 300 Week 3 DQ 1

SPE 300 Week 3 DQ 2

SPE 300 Week 4 Individual Assignment Pre-IEP Outline

SPE 300 Week 4 DQ 1

SPE 300 Week 4 DQ 2

SPE 300 Week 5 Learning Team Response to Intervention Paper

SPE 300 Week 5 Learning Team Evaluation of Student Learning Presentation

SPE 300 Week 5 Individual E-Portfolio Lesson Plan With Accommodations

SPE 300 Week 5 Instructional and Management Plan

A

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2
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SPE 300 Week 1 DQ 1 NEW

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SPE 300 Week 1 DQ 1 NEW

How can teachers, support staff, and administration make time for the planning needed to have effective collaboration at a school?

How can you ensure that all team members are committed to the team process and are held accountable?

A

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3
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SPE 300 Week 1 DQ 2 NEW

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SPE 300 Week 1 DQ 2 NEW

Explain the process for pre-referral by the general education teacher.

What role does documentation play in this process? Provide examples of documentation.

A

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4
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SPE 300 Week 1 Individual Assignment Reflection Paper NEW

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SPE 300 Week 1 Individual Assignment Reflection Paper NEW

Write a 350- to 700-word reflection paper on your experiences and beliefs as a student in a classroom with diverse learners. Address the following questions:

How was diversity addressed when you were in school?

What changes have you noticed in how diverse learners are treated in the classroom?

What are the benefits of including all students in a general education classroom?

A

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5
Q

SPE 300 Week 2 Assignment Flow Chart of Referral Process NEW

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SPE 300 Week 2 Assignment Flow Chart of Referral Process NEW

Create a flowchart showing the referral process in a local school for identifying students with special needs.

Include the steps from prereferral to no further action or to development of an IEP.

List any differences observed between schools or districts.

Summarize how local, state, and federal legislation guides the referral process.

A

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6
Q

SPE 300 Week 2 DQ 1 NEW

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SPE 300 Week 2 DQ 1 NEW

Define the different types of disabilities according to IDEA?

How might having a student with a disability affect your classroom environment?

A

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7
Q

SPE 300 Week 2 DQ 2 NEW

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SPE 300 Week 2 DQ 2 NEW

Describe five characteristics of a student with a learning disability, a student with Mild Autism, and a student with Speech impairment.

In your opinion, which of these characteristics is most challenging for the student?

A

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8
Q

SPE 300 Week 2 Individual Assignment Disability Presentation NEW

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SPE 300 Week 2 Individual Assignment Disability Presentation NEW

Create a 5- to 10-slide Microsoft® PowerPoint® presentation on the disability assigned to you by your facilitator.

Describe the disability and its characteristics.

Identify instructional strategies for working with students with this disability.

Provide examples of low- and high-tech assistive technology that can be used with students with this disability.

Format your presentation consistent with APA guidelines.

A

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9
Q

SPE 300 Week 3 Assignment Adaptation Chart NEW

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SPE 300 Week 3 Assignment Adaptation Chart NEW

Discuss the disability that each team member presented in Week Two.

Choose a grade level and a content area as a team.

Develop a chart that shows how students with each of these disabilities could be accommodated in the general education classroom in the chosen grade and content area.

Include the benefits of including students with each of these disabilities in the general education classroom.

A

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10
Q

SPE 300 Week 3 DQ 1 NEW

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SPE 300 Week 3 DQ 1 NEW

How might you identify: characteristics and needs of gifted and talented learners characteristics of the emotional and behavioral disorders and the attributing factors associated with these conditions?

What strategies and interventions might you use to help them be successful in school?

A

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11
Q

SPE 300 Week 3 DQ 2 NEW

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SPE 300 Week 3 DQ 2 NEW

What related services are available for students with special needs?

Identify possible interventions each related service may use to support these students.

How can these providers serve as a resource to the entire school staff?

A

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12
Q

SPE 300 Week 3 Individual Assignment Classroom Observation and Teacher Interview on Students With Special Needs NEW
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SPE 300 Week 3 Individual Assignment Classroom Observation and Teacher Interview on Students With Special Needs NEW

Resource: University of Phoenix Material: Classroom Observation and Teacher Interview Guide, located on the student website

Observe a general education classroom in which there are students included for at least part of the day who have IEPs, who are gifted and talented, or who are culturally or linguistically diverse.

Interview the teacher you observed about working with the students with special needs.

Write a 700- to 1,050-word paper on your observations and findings from your classroom observation and teacher interview.

Format your paper consistent with APA guidelines.

Document your time on your Field Experience Observation Record

A

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13
Q

SPE 300 Week 4 DQ 1 NEW

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SPE 300 Week 4 DQ 1 NEW

You are a second-grade teacher with 28 students in your class. One of your students cannot read or write more than his name.

What would you need to do to develop instructional sequences for this student, and what instructional strategies might you consider, for your district’s curriculum?

The focus of Response to Intervention (RTI) is to provide various levels of academic supports to students. How does RTI support students who are not learning?

A

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14
Q

SPE 300 Week 4 DQ 2 NEW

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SPE 300 Week 4 DQ 2 NEW

How can a teacher use pre-assessment data to develop meaningful instruction?

How might using the rubric strategy for assessment be beneficial for meeting diverse learners’ needs in a general education classroom?

A

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15
Q

SPE 300 Week 4 Individual Assignment Pre-IEP Outline NEW

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SPE 300 Week 4 Individual Assignment Pre-IEP Outline NEW

Resource: University of Phoenix Material: Psychological Report

Prepare an outline for an upcoming IEP meeting based on the information contained in the University of Phoenix Material: Psychological Report.

Include the following in your outline:

Measurable goals, objectives, and benchmarks for the student based on state standards

Student eligibility, justification for a least-restrictive environment, and special accommodations

An explanation of the use of pre-assessment data in the development of goals, objectives, and instructional sequence.

Accommodations for district-wide or statewide testing

Consider each of the following stakeholders as you prepare your outline:

General education teacher

Special education teacher

Parents

District administrator

Evaluator

A

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16
Q

SPE 300 Week 5 Individual E-Portfolio Lesson Plan With Accommodations NEW

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SPE 300 Week 5 Individual E-Portfolio Lesson Plan With Accommodations NEW

Identify a special populations category, such as students with learning disabilities or students with visual impairments, and the specific modifications that would be made for each student.

Teach your adapted lesson, with a teacher present, to a small group of students with special needs, if permitted at your field experience placement site.

Submit the completed Field Experience Evaluation form associated with this assignment to your e-portfolio.

Note. This experience includes a formal evaluation by the site teacher. See the Field Experience Evaluation link on the student website for more information.

A

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17
Q

SPE 300 Week 5 Instructional and Management Plan NEW

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SPE 300 Week 5 Instructional and Management Plan NEW

Create an instructional and management plan based on a classroom scenario.

Scenario: You teach in a regular education classroom of 25 students. Among them are: one student who has a learning disability, two students with Attention Deficit Hyperactivity Disorder (ADHD), one English Language Learner (ELL) student, and one gifted student.

A

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18
Q

SPE 300 Week 5 Learning Team Evaluation of Student Learning Presentation NEW

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SPE 300 Week 5 Learning Team Evaluation of Student Learning Presentation NEW

Choose one of your Learning Team member’s lesson plans that include accommodations for a special needs student or specific disability category

Create an 8-10 slide presentation on alternative assessments and adaptations you might use for evaluating special needs student’s present level of performance

Include reference course reading materials, and other research material

A

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19
Q

SPE 300 Week 5 Learning Team Response to Intervention Paper NEW

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SPE 300 Week 5 Learning Team Response to Intervention Paper NEW

Learning Team Response to Intervention Paper

Research a school district’s policy for supporting struggling learners.

Write a 1,050- to 1,500-word paper in which you compare the district’s policy and the Response to Intervention (RTI) model.

Include the following in your paper:

Description of the RTI process and the classroom-based problem-solving model

An explanation of how RTI supports student learning

How RTI supports the decision-making process for special education

How progress monitoring works in theRTI process

How to interpret RTI assessment results to determine appropriate interventions

Create an example set of RTI assessment results. Explain which interventions are appropriate based on these results.

Format your paper consistent with APA 6 guidelines.

A

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SCI 241 Entire Course New (10 decks)

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