AED 222 UOP Tutorial Course / Uoptutorial

1. AED 222 UOP Courses For more course tutorials visit www.uoptutorial.com Get Ready to grant success at exam by shop at uoptutorial

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

3. AED 222 UOP Courses AED 222 Week 1 CheckPoint IDEA 2004 AED 222 Week 2 CheckPoint Final Project Matrix • 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. • 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:

4. AED 222 UOP Courses AED 222 Week 2 DQ 1 and DQ 2 AED 222 Week 3 Assignment The Controversy of Medication • 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? • 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/

5. AED 222 UOP Courses AED 222 Week 3 CheckPoint Classifying EBD and ADHD AED 222 Week 3 Exercise Final Project Matrix • 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? • 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:

6. AED 222 UOP Courses AED 222 Week 4 CheckPoint The Life of a Special Education AED 222 Week 4 DQ 1 and DQ 2 • 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. • After watching both the Reading and Writingand the Social Skills video clips at http://www.pearsoncustom.com/az/axia_sped/ what characteristics of ASD do Ayah and Ally display?

7. AED 222 UOP Courses AED 222 Week 5 Assignment Supports for TBI Physical Disabilities and Health Impairments AED 222 Week 5 CheckPoint Devices and Practices for Sensory Impairments • 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. • 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.

8. AED 222 UOP Courses AED 222 Week 5 Exercise Final Project Matrix AED 222 Week 6 CheckPointChanneling Students into a Gifted Program • 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 • 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.

9. AED 222 UOP Courses AED 222 Week 6 DQ 1 and DQ 2 AED 222 Week 7 Assignment Channeling Students into Special Services • 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? • 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 Courses AED 222 Week 7 CheckPoint IEP AED 222 week 7 Exercise Creating a Student Profile for a Mock Case Study • CheckPoint: IEP • 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? • 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.

11. AED 222 UOP Courses AED 222 Week 8 CheckPoint Blooms Taxonomy Planning Pyramids and Systematic Strategies AED 222 Week 8 DQ 1 and DQ 2 • 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 • 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.

12. AED 222 UOP Courses AED 222 Week 9 Capstone CheckPoint AED 222 Week 9 Final Project Student Profile • 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. • 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.

13. AED 222 UOP Courses For more course tutorials visit www.uoptutorial.com Get Ready to grant success at exam by shop at uoptutorial