AED 222 TUTOR Career Path Begins/aed222tutor.com

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AED 222 TUTOR Career Path Begins/aed222tutor.com
AED 222 Entire Course (UOP) FOR MORE CLASSES
VISIT www.aed222tutor.com 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
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AED 222 TUTOR Career Path Begins/aed222tutor.com
AED 222 Week 1 Assignment Special Education and
NCLB (UOP) FOR MORE CLASSES VISIT
www.aed222tutor.com Assignment Special
Education and the Principles of NCLB 2001 Refer
to Ch. 2 (pp. 42-45) of Special Education for
Todays Teachers. Identify how each of the five
core principles of NCLB 2001strong
accountability, expanded flexibility and control,
methods based on scientific research, expanded
options for parents, and highly qualified
teachersmight affect diverse learners, both
positively and negatively. Write a 350- to
700-word paper, addressing the potential pros and
cons of each principle.
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AED 222 TUTOR Career Path Begins/aed222tutor.com
AED 222 Week 1 CheckPoint IDEA 2004 (UOP) FOR
MORE CLASSES VISIT www.aed222tutor.com CheckPoint
IDEA 2004 Watch the Ms. Green Elementary
ProfessionalismIDEA video at http//www.pearsoncu
stom.com/az/axia_sped/. Note. The video may take
a few moments to download. Refer to pp. 3442
and 4546 of Special Education for Todays
Teachers. Think about what IDEA 2004 has
accomplished since it was enacted in
1975. Determine the following, explaining your
answers in 200 to 300 words and citing any
additional resources used in APA format
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AED 222 TUTOR Career Path Begins/aed222tutor.com
AED 222 Week 2 CheckPoint Final Project Matrix
(UOP) FOR MORE CLASSES VISIT www.aed222tutor.com
CheckPoint Final Project Matrix Refer to Ch. 6
8 of Special Education for Todays
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 Classification criteria and
characteristicsPrevalence Associated educational
practices
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AED 222 TUTOR Career Path Begins/aed222tutor.com
AED 222 Week 2 DQ 1 and DQ 2 (UOP) FOR MORE
CLASSES VISIT www.aed222tutor.com Discussion
Questions After reading Can You Help Me with
This Student? on pp. 156157, how might you, as
Juans 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? Do you remember seeking comfort or
help? After reading Can You Help Me with This
Student?
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AED 222 TUTOR Career Path Begins/aed222tutor.com
AED 222 Week 3 Assignment The Controversy of
Medication (UOP) FOR MORE CLASSES VISIT
www.aed222tutor.com Assignment The Controversy
of Medication Resources Ch. 7 9 of Special
Education for Todays Teachers and Medicating
Kids videos Watch the Medicating Kids videos at
http//www.pbs.org/wgbh/pages/frontline/shows/medi
cating/watch/ Determine the benefits of the
medications and the concerns associated with
treating EBD and ADHD with medication using the
Medicating Kids videos and Ch. 7 9 of Special
Education for Todays Teachers as references.
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AED 222 TUTOR Career Path Begins/aed222tutor.com
AED 222 Week 3 CheckPoint Classifying EBD and
ADHD (UOP) FOR MORE CLASSES VISIT
www.aed222tutor.com CheckPoint Classifying
Emotional and Behavioral Disabilities and
Attention Deficit Disorders Resource Ch. 7 9
of Special Education for Todays Teachers, Does
My Child Have an Emotional or Behavioral
Disorder? and Classifying EBD and ADHD at
http//corptrain.phoenix.edu/axia/aed222mart/E1/Ex
_1.htm. Complete the multimedia activity,
Classifying EBD and ADHD, which demonstrates the
many considerations involved with identifying
emotional and behavioral disabilities and
attention deficit hyperactivity disorders.
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AED 222 TUTOR Career Path Begins/aed222tutor.com
AED 222 Week 3 Exercise Final Project Matrix
(UOP) FOR MORE CLASSES VISIT www.aed222tutor.com
. Exercise Final Project Matrix Resource
Ch. 7 and 9 of Special Education for Todays
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 Prevalence Associated educational
practices Any additional relevant information
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AED 222 TUTOR Career Path Begins/aed222tutor.com
AED 222 Week 4 CheckPoint The Life of a Special
Education (UOP) FOR MORE CLASSES VISIT
www.aed222tutor.com 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/a
xia_sped/ and review My Profession, My Story Pat
Mims on pp. 321322. Explain in a 200- to
300-word response the different ways that the
reading and video portrayed special education
teachers interacting with severely disabled
students and classify the types of intellectual
disabilities that these teachers may encounter in
their work.
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AED 222 TUTOR Career Path Begins/aed222tutor.com
AED 222 Week 4 DQ 1 and DQ 2 (UOP) FOR MORE
CLASSES VISIT www.aed222tutor.com Discussion
Questions 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?
Under which classifications of ASD might the
girls be identified? How do the teachers respond
to each child? Explain why. ? After
watching both the Who Is George? and the
Communication DisordersGeorges Support video
clips at http//www.pearsoncustom.com/az/axia_sped
/ do you think that Georges 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 TUTOR Career Path Begins/aed222tutor.com
AED 222 Week 5 Assignment Supports for TBI
Physical Disabilities and Health Impairments
(UOP) FOR MORE CLASSES VISIT www.aed222tutor.com
Assignment Supports for TBI, Physical
Disabilities, and Health Impairments Read about
the special supports on pp. 401403 of Special
Education for Todays Teachers that have been
designed to help students with medical and
physical conditions in the classroom. Research
several available supports.
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AED 222 TUTOR Career Path Begins/aed222tutor.com
AED 222 Week 5 CheckPoint Devices and Practices
for Sensory Impairments (UOP) FOR MORE CLASSES
VISIT www.aed222tutor.com CheckPoint Devices
and Practices for Sensory Impairments Refer to
Ch. 13 14 of Special Education for Todays
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 the following hearing aids, computer
assisted real-time transcription (CART), video
magnifiers or closed-circuit televisions (CCTV),
Braille embossers, or alternate format materials.
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AED 222 TUTOR Career Path Begins/aed222tutor.com
AED 222 Week 5 Exercise Final Project Matrix
(UOP) FOR MORE CLASSES VISIT www.aed222tutor.com
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 Todays Teachers as references Definition
of the exceptionality Classification criteria and
characteristics
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AED 222 TUTOR Career Path Begins/aed222tutor.com
AED 222 Week 6 CheckPointChanneling Students into
a Gifted Program (UOP) FOR MORE CLASSES VISIT
www.aed222tutor.com CheckPoint Channeling
Students into a Gifted Program Refer to
Acceleration Program Options at
http//www.bced.gov.bc.ca/specialed/gifted/strateg
ies.htmAcceleration and pp. 419425 of Special
Education for Todays 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
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AED 222 TUTOR Career Path Begins/aed222tutor.com
AED 222 Week 6 DQ 1 and DQ 2 (UOP) FOR MORE
CLASSES VISIT www.aed222tutor.com Discussion
Questions After comparing Renzullis three-ring
conception of giftedness to the Marland
definition on pp. 412413 of Special Education
for Todays 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 Todays
Teachers, 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 TUTOR Career Path Begins/aed222tutor.com
AED 222 Week 7 Assignment Channeling Students
into Special Services (UOP) FOR MORE CLASSES
VISIT www.aed222tutor.com Assignment Channeling
Students into Special Services Read pp. 93105
of Special Education for Todays 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. Describe in 350 to 700 words
which processes and procedures would be followed
after the identification and how services would
be planned.
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AED 222 TUTOR Career Path Begins/aed222tutor.com
AED 222 Week 7 Exercise Creating a Student
Profile for a Mock Case Study (UOP) FOR MORE
CLASSES VISIT www.aed222tutor.com 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. Refer to the All Kinds of Minds Case
Studies at http//www.allkindsofminds.org/caseStud
ies.aspx for examples.
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AED 222 TUTOR Career Path Begins/aed222tutor.com
AED 222 Week 8 CheckPoint Blooms Taxonomy
Planning Pyramids and Systematic Strategies
(UOP) FOR MORE CLASSES VISIT www.aed222tutor.com
CheckPoint Blooms Taxonomy Within a Planning
Pyramid Identify, using the planning pyramid on
p. 115 of Special Education for Todays Teachers,
which goals in the boxes on the left side of the
form (in Figure 5.1 on p. 113) contain a verb
from Blooms taxonomy. Assign a verb to each of
the others to clarify each goal. Locate
additional resources as references, if needed.
Read pp. 11511 of Special Education for Todays
Teachers.
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AED 222 TUTOR Career Path Begins/aed222tutor.com
AED 222 Week 8 DQ 1 and DQ 2 (UOP) FOR MORE
CLASSES VISIT www.aed222tutor.com 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 students
needs? What information was particularly useful
for you in the identification process? Provide
feedback to help them improve their student
profiles and use their comments and feedback to
improve your student profile.
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AED 222 TUTOR Career Path Begins/aed222tutor.com
AED 222 Week 9 Capstone CheckPoint (UOP) FOR MORE
CLASSES VISIT www.aed222tutor.com 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.
Write a 200- to 300-word reflection that explains
your opinion.
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AED 222 TUTOR Career Path Begins/aed222tutor.com
AED 222 Week 9 Final Project Student Profile
(UOP) FOR MORE CLASSES VISIT www.aed222tutor.com
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 childs
homeroom class and will present the following
information at the meeting o A detailed
description of the student, including observed
conduct at school and reported conduct at
home o The strengths, interests, needed areas
of improvement, and special needs of the
student A definition of the perceived
exceptionality and its prevalence
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