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Uop Assignments,DEVRY Assignments,Ashford Tutorials > SPE 556 UOP Course,SPE 556 UOP Tutors,SPE 556 UOP Assignments > Flashcards

SPE 556 UOP Course,SPE 556 UOP Tutors,SPE 556 UOP Assignments Flashcards

1
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SPE 556 Week 6 Learning Team Home-School Communications Sheet
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SPE 556 Week 6 Learning Team Home-School Communications Sheet
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Write a 500- to 750-word check sheet that synthesizes key communication topics and needs identified in the collective interviews. Topics must include academics, behavior, homework, socialization, medication and other health supports, use of assistive technologies, and safety

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SPE 556 Week 6 Individual Professional Ethics Article
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SPE 556 Week 6 Individual Professional Ethics Article
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Write a 250-word summary of one professional journal article concerning professional ethics in special education.

Prepare to share the article and its implications with the class in discussion.

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3
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SPE 556 Week 6 Individual Case Study
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SPE 556 Week 6 Individual Case Study
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Interview the special educator who works with this student and the child’s parent.

Write a 2,000- to 3,000-word summary of your observations in which you address the following:

  • Describe characteristics of the student’s disability.
  • What types of assessments are used to provide you with information on the student’s strengths and needs?
  • What are the student’s present levels of educational performance? Describe academic, processing, and communication strengths and needs.
  • How do you teach this student? What accommodations do you need to make for this student? What assistive technologies or augmentative communication devices are appropriate?
  • What instructional considerations need to be made for reading, written expression, mathematics, and life or functional skills?
  • What are the student’s behavior management, environment management, health care, and self-management needs? Suggest strategies.
  • Write IEP goals and objectives to be implemented by various members of the multidisciplinary team.
  • Recommend the least restrictive service delivery model for this student and state your rationale.

Document the time spent observing the student and interviewing the special educator on your Field Experience Record.

Note: Because these observations and discussions involve sensitive and confidential information, written permission must be obtained prior to the observations. See the University of Phoenix Material: Student Evaluation Permission Form.

Parents must be informed that your purpose is focused on process only and that no child’s name or identity is used in discussion or in a written assignment.

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SPE 556 Week 6 DQ 2
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SPE 556 Week 6 DQ 2
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What are some issues of professionalism and ethical practice when working with students with physical disabilities, other health impairments, and severe sensory disorders?

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5
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SPE 556 Week 6 DQ 1
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SPE 556 Week 6 DQ 1
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What are the necessary elements for collaborative partnerships in serving children with physical disabilities, other health impairments, and severe sensory disorders?

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6
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SPE 556 Week 5 Learning Team Reflective Responses
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SPE 556 Week 5 Learning Team Reflective Responses
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Write a 250-word reflective response to each of the following prompts:

  • Describe implications of hearing, vision, or motor loss for a child in a kindergarten to 12th-grade school setting.
  • Develop a list of all devices and supports you use to help in accomplishing a variety of daily tasks.

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7
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SPE 556 Week 5 DQ 2
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SPE 556 Week 5 DQ 2
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What are behavioral characteristics associated with students with physical disabilities, other health impairments, and severe sensory disorders?

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8
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SPE 556 Week 5 DQ 1
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SPE 556 Week 5 DQ 1
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What is prevention of disease transmission?

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9
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SPE 556 Week 4 Learning Team Checklist
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SPE 556 Week 4 Learning Team Checklist
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Develop a 750- to 1,000-word checklist of necessary topics to be discussed at a multidisciplinary evaluation team meeting when a student with a physical disability, other health impairment, or severe sensory disorder is being discussed.

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10
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SPE 556 Week 4 DQ 2
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SPE 556 Week 4 DQ 2
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How might a student’s strengths and needs as defined in the IEP affect curriculum choices and instructional practice?

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11
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SPE 556 Week 4 DQ 1
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SPE 556 Week 4 DQ 1
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What are some curriculum and content options for students with physical disabilities, other health impairments, and severe sensory disorders?

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12
Q

SPE 556 Week 3 Learning Team Annotated Bibliography
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SPE 556 Week 3 Learning Team Annotated Bibliography
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Use library resources, the Internet, community resources, and national organizations to compile an annotated bibliography, with a minimum of 20 resources, of teacher, parent, or children’s resources for the conditions listed in the University of Phoenix Material: Categories of Physical Disabilities, Other Health Impairments, and Severe Sensory Disorders.

Provide a citation, website address if appropriate, and a two- to three-sentence summary of each resource.

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13
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SPE 556 Week 3 Individual Resource Guide
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SPE 556 Week 3 Individual Resource Guide
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Select two conditions of a physical disability or other health impairment.

Prepare a 350- to 700-word description of the types of resources and their purpose or purposes that are appropriate to support a student for each physical disability or health impairment you selected.

Research and develop an 8- to 10-page resource guide for classroom teachers of students with these physical disabilities and health impairments.
Use an original format that is easily read and quickly referenced. For items below,

Provide a minimum of two specific resources for each of your selected conditions from the list below. You must have at least 20 total resources.

Community resources for teachers

Community resources for parents

Children’s books about disabilities

Listing of assistive and augmentative communication devices

First aid and emergency procedures

Include an APA citation, summary of the resource, and one paragraph application explaining the usefulness of the resource for the students with that specific physical disability or health impairment for each example.

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14
Q

SPE 556 Week 3 DQ 2
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SPE 556 Week 3 DQ 2
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What considerations does one need to consider when developing the Individual Education Program (IEP) for a student with physical disabilities, other health impairments, or severe sensory disorders?

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15
Q

SPE 556 Week 3 DQ 1
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SPE 556 Week 3 DQ 1
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Who are individuals who participate in assessment, evaluation, and eligibility determination? What is their role?

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16
Q

SPE 556 Week 2 Learning Team Article Summaries
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A

SPE 556 Week 2 Learning Team Article Summaries
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Choose one condition from each of the four categories listed in the University of Phoenix Material: Categories of Physical Disabilities, Other Health Impairments, and Severe Sensory Disorders on the student website.

Find an article related to each of the four conditions you chose.

Write a 250- to 500-word summary of each article.

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17
Q

SPE 556 Week 2 DQ 2
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SPE 556 Week 2 DQ 2
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What secondary health care issues must be considered for students with physical disabilities, other health impairments, and severe sensory disorders?

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18
Q

SPE 556 Week 2 DQ 1
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SPE 556 Week 2 DQ 1
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What are possible educational, cognitive, behavioral, communication, psychosocial, recreational or leisure, vocational, and family or community effects of physical disabilities, other health impairments, and severe sensory impairments?

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19
Q

SPE 556 Week 1 Individual Personal Experience Paper
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A

SPE 556 Week 1 Individual Personal Experience Paper
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Write a 250- to 500-word description of your personal experiences working with an individual with a physical disability, other health impairment, or severe sensory disorder in either a school or other vocational setting.

Identify who might be included in that population

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20
Q

SPE 556 Week 1 DQ 2
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SPE 556 Week 1 DQ 2
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How do school, work, and recreational settings make reasonable accommodations for individuals with physical disabilities, other health impairments, or severe sensory disorders?

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21
Q

SPE 556 Week 1 DQ 1
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SPE 556 Week 1 DQ 1
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What is the definition of the terms disability, impairment, and handicap. Provide two real-life examples for each term.

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22
Q

SPE 556 Complete Class
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SPE 556 Complete Class
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SPE 556 Week 1 DQ1

SPE 556 Week 1 DQ2

SPE 556 Week 1 Individual Assignment Personal Experience Paper

SPE 556 Week 2 DQ1

SPE 556 Week 2 DQ2

SPE 556 Week 2 Learning Team Assignment Article Summaries

SPE 556 Week 3 DQ1

SPE 556 Week 3 DQ2

SPE 556 Week 3 Individual Assignment Resource Guide

SPE 556 Week 3 Learning Team Assignment Annotated Bibliography

SPE 556 Week 4 DQ1

SPE 556 Week 4 DQ2

SPE 556 Week 4 Learning Team Assignment Checklist

SPE 556 Week 5 DQ1

SPE 556 Week 5 DQ2

SPE 556 Week 5 Learning Team Assignment Reflective Responses

SPE 556 Week 6 DQ1

SPE 556 Week 6 DQ2

SPE 556 Week 6 Individual Assignment Case Study

SPE 556 Week 6 Individual Assignment Professional Ethics Article

SPE 556 Week 6 Learning Team Assignment Home School Communications Sheet

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