AED 222 Your world/uophelp.com

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AED 222 Your world/uophelp.com

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AED 222 Entire Course
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• 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

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AED 222 Week 1 Assignment Special Education and
NCLB
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• 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.

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AED 222 Week 1 CheckPoint IDEA 2004
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• 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.

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AED 222 Week 2 CheckPoint Final Project Matrix
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• 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 characteristics
• Prevalence

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AED 222 Week 2 DQ 1 and DQ 2
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• 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?

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AED 222 Week 3 Assignment The Controversy of
Medication
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• 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/

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AED 222 Week 3 CheckPoint Classifying EBD and
ADHD
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• 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/aed222/E
  1/Ex_1.htm.

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AED 222 Week 3 Exercise Final Project Matrix
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• 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

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AED 222 Week 4 CheckPoint The Life of a Special
Education
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• 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.
  321322.

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

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AED 222 Week 5 Exercise Final Project Matrix
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• 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 Week 6 CheckPointChanneling Students into
a Gifted Program
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• 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 Week 6 DQ 1 and DQ 2
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• 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?

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AED 222 Week 7 Assignment Channeling Students
into Special Services
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• 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 week 7 Exercise Creating a Student
Profile for a Mock Case Study
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• 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.

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AED 222 Week 8 CheckPoint Blooms Taxonomy
Planning Pyramids and Systematic Strategies
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• 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.

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AED 222 Week 8 DQ 1 and DQ 2
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• 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?

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AED 222 Week 9 Capstone CheckPoint
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• 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.
•       Write a 200- to 300-word reflection that
  explains your opinion.

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AED 222 Week 9 Final Project Student Profile
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• 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

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AED 222 Your world/uophelp.com

• For more course tutorials visit
• www.uophelp.com