Category: Special education

Instructions:  
1. Review Background Information for writing IEP Goals and Objectives:  
 Read the materials below on emotional regulation and its impact on learning.  
 Consider academic and behavioral standards for a student in high school, age 16.  
2. Read Alex’s Present Levels of Academic Achievement and Functional Performance (PLAAFP) to identify curriculum goals and social-emotional goals. Notice that the PLAAFP is strengths based. It is not a list of Alex’s sins. 
3. Because Alex is 16 years of age, he must have transition goals that help him step-by-step as he moves to life after high school.  
 Create a transition goal to support Alex in achieving greater independence, preparing for post-secondary education or vocational training, or developing the skills necessary for successful adult living.  
 Identify common errors found in IEP goals and objectives. 
Summary of what to submit: Based on the PLAAFP, submit the following using the headings shown: 
1. List Alex’s specific needs related to emotional regulation. 
2. Name 2 strategies and accommodations to support Alex.  
3. Using NJ Common Core Standards, write out 1 specific standard that aligns with one of Alex’s academic needs.  
4. Create a transition goal to support Alex  
5. Identify common errors found in IEP goals and objective 
More detailed instruction is attached.

Read
the first part of Chapter 10 on Constructivism (pages 380-409)–it is an
OUTSTANDING resource for all educators.  
1.
After reading, consider your own education.  Were any of your teachers
“constructivists?”  If yes, what constructivist practices did
they use that you remember? If not, how could your educational experience have
been enhanced?

Answer the following questions exclusively through this week’s lecture materials. The use of outside materials (including AI) is strictly prohibited and will result in a loss of credit.
1. According to the lecture on British Imperialism, what are the three ways in which the “second wave” of European conquests were different from the first wave?
2. How did the Industrial Revolution fuel Britain’s imperial expansion? Be specific and detailed. 
3. [Multiple choice] According to the lecture on British Imperialism, the British Empire’s first factories were located in…
4. [True/False] According to the lecture on British Imperialism, Hawaiians killed Captain James Cook because they associated him with Lono, a deity that  was ritually killed during the time of Cook’s visit. 

Discussion Board Module 9
No unread replies.No replies.
The chapter this week talks about multiple baseline design, as well as the advantages and disadvantages of multiple baseline designs. Choose one of the advantages or disadvantages of multiple designs and give a practical, real life example of how it would be relevant to considering whether to use or not use a multiple baseline design. Do not use the examples in the book. In replying to peers consider how it might be an advantage or disadvantage, provide feedback on their example, and/or give ideas for how you might overcome disadvantages or enhance advantages.

Write a research paper for an intervention. 
I chose Visual Activity Schedules as my intervention of choice.
I included the outline and one I made using the sources I found.
Also, below are the 4 articles that I will be using.
——————————————————————–
Outline (given)
Introduction
Include if applicable
•Description of behavior(s)
• In-depth description of the intervention
•Any statistics on where it is used and how
•Describe the history and seminal researchers
•Grades/Population of students
•Types of disabilities
Body 4 articles 
Include if applicable
•Author(s) and dates
•Description of study
•Description of students and their disabilities
•Method of study
•Results of study
•What do the results mean?
Recommendations to improve/use 
Include if applicable
•Alternatives to this intervention
•Ideas to improve/change
Conclusion
•Summarize overall findings and recommendations
———————————————————————
USE ONLY THESE 4 ARTICLES
Knight, V., Sartini, E., & Spriggs, A. D. (2015). Evaluating Visual Activity Schedules as Evidence-Based Practice for Individuals with Autism Spectrum Disorders. Journal of Autism and Developmental Disorders, 45(1), 157–178. https://doi.org/10.1007/s10803-014-2201-z
Lory, C., Rispoli, M., Gregori, E., Kim, S. Y., & David, M. (2020). Reducing Escape-Maintained Challenging Behavior in Children with Autism Spectrum Disorder through Visual Activity Schedule and Instructional Choice. Education & Treatment of Children, 43(2), 201–217. https://doi.org/10.1007/s43494-020-00019-x 
Pierce, J. M., Spriggs, A. D., Gast, D. L., & Luscre, D. (2013). Effects of Visual Activity Schedules on Independent Classroom Transitions for Students with Autism. International Journal of Disability, Development, and Education, 60(3), 253–269. https://doi.org/10.1080/1034912X.2013.812191 
Zimmerman, K. N., Ledford, J. R., & Barton, E. E. (2017/12//). Using Visual Activity Schedules for Young Children With Challenging Behavior. Journal of Early
Intervention, 39(4), 339-358. https://doi.org/10.1177/1053815117725693 

https://www.google.com/search?q=where+is+brown+adipose+tissue+found&tbm=isch&ved=2ahUKEwisyoHrteOGAxXSkv0HHeG0DOEQ2-cCegQIABAA&oq=where+is+brown+adipose+tissue+found&gs_lp=EgNpbWciI3doZXJlIGlzIGJyb3duIGFkaXBvc2UgdGlzc3VlIGZvdW5kMgUQABiABDIFEAAYgAQyBxAAGIAEGBhIzyFQ2wRYyx1wAHgAkAEAmAGAAaABpAyqAQQwLjEzuAEDyAEA-AEBigILZ3dzLXdpei1pbWfCAgQQIxgnwgIGEAAYBxgewgIGEAAYCBgewgIIEAAYBxgIGB6IBgE&sclient=img&ei=_JRwZqzcONKl9u8P4emyiA4&bih=679&biw=1366&hl=en#imgrc=8l8iPiVYSmW-XM

Here is a chance to share what you’ve learned. You are working as the special education teacher in an ICT Kindergarten classroom with 17 students without IEPs and 6 children with IEPs. Children with IEPs include:
1 child with high functioning autism, also diagnosed with ADHD
1 child classified as having a mild visual impairment 
1 child with auditory processing disorder
1 child with a mild intellectual disability 
1 child diagnosed with selective mutism
1 child who uses a wheelchair 
Additionally, 3 children in the class are emergent bilinguals all speaking Spanish in their home (not with IEPs). You have a general education teacher in the room as well as 3 paraprofessionals: one who is a native Spanish speaker, one assigned to the child in a wheelchair and another assigned to the child with the visual impairment. Therapists are on sight at the school and may push in or pull out from time to time but are not always available when you need them. How might you:
1) Set up your room?
2) Plan your day?
3) Structure your curriculum?
4) Communicate with parents?
5) Collaborate with the other adults?
6) Balance your role as the special education teacher (paperwork, IEP goals, etc.) with the need to also be a fully immersed co-teacher for all children in the classroom? 
Make sure to back up these ideas with each of your textbooks. You should include one picture of the room set up  which will not take away from any word count. It can be a simple sketch – not necessarily a perfect diagram. In order to do so, you will need to find a way to embed the picture into your paper or attach as a separate upload.
Rubric
Assignment 4 – Classroom Simulation Paper
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeRoom Set Up
3.4 pts
Level 3
Room set up is clear and makes sense for the population. Diagram or clear indications of set up are included. Student makes reference to 3 or 4 specific reasons for the set up chosen. Textbook is cited.
3 pts
Level 2
Room set up generally makes sense for the population. Clear indications of set up are included. Student makes reference to at least 2 reasons for the set up chosen. Textbook is sometimes cited.
2.6 pts
Level 1
Student makes reference to set up with at least 1 reason for the set up chosen.
3.4 pts
This criterion is linked to a Learning OutcomeOrganization of Day
3.4 pts
Level 3
Daily routine is clearly laid out. Student makes reference to 3 or 4 specific reasons for the schedule chosen based on the population. Textbook is cited.
3 pts
Level 2
Daily routine is laid out. Student makes reference to at least 2 specific reasons for the schedule chosen based on the population. Textbook is sometimes cited.
2.6 pts
Level 1
Daily routine is touched on but few clear reasons are shared for the schedule.
3.4 pts
This criterion is linked to a Learning OutcomeCurriculum & Differentiation
3.4 pts
Level 3
Curriculum and modifications are clearly and thoroughly addressed based on the population of children in class. A minimum of 3 methods of differentiation is discussed. Textbook is cited.
3 pts
Level 2
Curriculum and modifications are addressed based on the population of children in class. A minimum of 2 methods of differentiation is discussed. Textbook is sometimes cited.
2.6 pts
Level 1
Curriculum and modifications are briefly addressed.
3.4 pts
This criterion is linked to a Learning OutcomeParent & Team Communication & Collaboration
3.4 pts
Level 3
A minimum of 2 Parent Communication strategies is thoroughly addressed and 2 strategies for positive collaboration among professionals is discussed. Textbook is cited.
3 pts
Level 2
A minimum of 1 Parent Communication strategies is addressed and 1 strategies for positive collaboration among professionals is discussed. Textbook is sometimes cited.
2.6 pts
Level 1
Parent communication and team collaboration are briefly touched on in the paper.
3.4 pts
This criterion is linked to a Learning OutcomeSpecific & General Strategies for children with Special Needs
3.4 pts
Level 3
At least 3 specific general strategies among children with special needs and at least 3 specific strategies are included throughout the paper backed up by textbook citations.
3 pts
Level 2
At least 2 specific general strategies among children with special needs and at least 2 specific strategies are included throughout the paper backed up sometimes by textbook citations.
2.6 pts
Level 1
At least 1 specific general strategy among children with special needs and at least 1 specific strategy are included throughout the paper.
3.4 pts
This criterion is linked to a Learning OutcomeGrammar, APA, & References
3.4 pts
Level 3
Assignment contains 2 or fewer APA or grammatical errors. Textbook is primary reference and well cited all sections of the paper.
3 pts
Level 2
Assignment contains APA or grammatical 3 – 5 errors. Textbook is cited in some sections of the paper.
2.6 pts
Level 1
Assignment contains 6 or more errors. Textbook is cited only in one or two section.
3.4 pts
This criterion is linked to a Learning OutcomeTimeliness
3.4 pts
Level 3
Document is posted by the assigned Module due date.
2.6 pts
Level 1
Assignment is not posted by the due date but is posted by the end of the course.
3.4 pts
Textbook & Course Materials
Required Course Materials:
 Cook, R. E., Klein, M. D., & Chen, D. (2020). Adapting early childhood curricula for
children with disabilities and special needs. Pearson. ISBN-10: 0135204453 ISBN-
13: 978-0135204450
Suggested Texts & Other Readings
 Special education. web. (n.d.). Retrieved from
https://www.schools.nyc.gov/learning/special-education
 Who we serve. Advocates for Children of New York | Students with Disabilities.
(n.d.). Retrieved from
http://www.advocatesforchildren.org/who_we_serve/students_with_disabilities To schedule a Zoom, telephone, online or in-person 30-minute tutoring session email

Assessment Description
Researchers suggest a correlation between a teacher’s planning and students’ success. Although lesson planning may seem laborious, students and teachers benefit from well-planned lessons and thoughtful preparation.
Using the “COE Lesson Plan Template,” develop a lesson based on the standard and objectives from your Topic 1 assignment. You may use other assignments in this course to support this lesson plan. Follow these specific guidelines when using the template:
In the “Multiple Means of Representation” section: Include materials and strategies that consider learning theories to help students make connections across the curriculum, curricular goals, and community.
In the “Multiple Means of Engagement” section: Include technology to engage students and support assessment practices.
In the “Multiple Means of Expression” section: Include strategies to prepare all students for assessment formats, including appropriate accommodations for students with disabilities.
In the “Homework and Extension” section: Explain strategies that include a student’s family and/or community to assist with developing a real-world connection to extend or reinforce students’ learning of the content.
Support your lesson plan with a minimum of three scholarly resources.
While APA style format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite Technical Support Articles is located in Class Resources if you need assistance.

Assessment Description
IDEA requires IEP teams to notify parents of their rights and procedural safeguards when informing them about the need to assess their child, either to determine eligibility or to re-evaluate to show growth. IEP teams must describe the purpose of assessments and describe the assessments that will be used when securing permission from parents to evaluate their child. Providing informational brochures can help parents understand assessment and document the team’s attempts to inform parents and involve them in the decision-making process.
In 500-750 words, design a brochure for general education teachers and families detailing the following about assessment and eligibility:
The process of reviewing existing data to determine the need to conduct further assessments.
Different assessment methods, their purpose, and how the data will be used to make educational decisions related to eligibility or intervention to include:
Norm-referenced, standardized testing
Language sampling
Dynamic assessment and criterion-referenced assessment
Intelligence testing
The rights and responsibilities of students with disabilities, their families, and teachers related to eligibility assessment.
Support your brochure with appropriate images and diagrams.
Support your work with 2-3 resources.

Read in your textbook ” Exceptional Lives pages 62 to 70 “.  Read about the Stuckey Family – A Mother and a Trio of Exceptional Children. First, describe how they are similar and different from your family. Next, look at the terms “family” and “parent” as defined by the US Census Bureau and IDEA. How are these definitions similar or different from a “typical” household? Finally, review the five domains of family quality of life and indicators (pg 69), choose one to evaluate the Stuckey Family, and list the domain and indicators and how the family rates based on your opinion. What area (s) does the Stuckey Family seem to need the most support in?
Watch: TEDx Talks. (2021, July 29). Parents of Children with Special Needs Have Needs, Too | Debra Vines | TEDxOakParkSalon [Video]. YouTube. Apply this information to helping the Stuckey family