AED 222 uop course tutorial/uop help

1. AED 222 UOP Course Tutorial For more course tutorials visit www.uophelp.com

2. AED 222 UOP Course Tutorial AED 222 Entire Course AED 222 Week 1 Assignment Special Education and NCLB 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. • 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

3. AED 222 UOP Course Tutorial AED 222 Week 1 CheckPoint IDEA 2004 AED 222 Week 2 CheckPoint Final Project Matrix 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 • 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.

4. AED 222 UOP Course Tutorial AED 222 Week 2 DQ 1 and DQ 2 AED 222 Week 3 Assignment The Controversy of 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 video • 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

5. AED 222 UOP Course Tutorial AED 222 Week 3 CheckPoint Classifying EBD and ADHD AED 222 Week 3 Exercise Final Project Matrix 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 • 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/aed222/E1/Ex_1.htm. • Complete the multimedia activity, Classifying EBD and ADHD, which demonstrates the many considerations

6. AED 222 UOP Course Tutorial AED 222 Week 4 CheckPoint The Life of a Special AED 222 Week 5 Assignment Supports for TBI Physical 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 • CheckPoint: The Life of a Special Education Teacher • Watch the Students to Students: Classroom Application – Severe and Sensory video at http://www.pearsoncustom.com/az/axia_sped/ and review My Profession, My Story: Pat Mims on pp. 321–322.

7. AED 222 UOP Course Tutorial AED 222 Week 5 CheckPoint Devices and Practices for AED 222 Week 5 Exercise Final Project Matrix 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 • 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

8. AED 222 UOP Course Tutorial AED 222 Week 6 CheckPointChanneling AED 222 Week 6 DQ 1 and DQ 2 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 • 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

9. AED 222 UOP Course Tutorial AED 222 Week 7 Assignment Channeling Students into AED 222 week 7 Exercise Creating a Student Profile for 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. • Assignment: Channeling Students into Special Services • 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.

10. AED 222 UOP Course Tutorial AED 222 Week 8 CheckPoint Blooms Taxonomy Planning AED 222 Week 8 DQ 1 and DQ 2 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 • 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.

11. AED 222 UOP Course Tutorial AED 222 Week 9 Capstone CheckPoint AED 222 Week 9 Final Project Student Profile 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: • 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.

12. AED 222 UOP Course Tutorial For more course tutorials visit www.uophelp.com