Category Archives: AED 222

AED 222 Week 9 Final Project Student Profile

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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:

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

o A definition of the perceived exceptionality and its prevalence

o The specific reasons for this classification of the student

o The best educational practices, including assistive technology, behavior management, and accommodations used in the classroom to address the needs of the student

Note: You may choose to combine more than one exceptionality in the student profile.

Compile the information into a 1,050- to 1,400-word report for presentation at an IEP meeting.

Format your paper according to APA guidelines, including in-text citations and a reference page.

Post the project as an attachment.

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AED 222 Week 8 DQ 1 And DQ 2

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Post the highlighted portions of the Appendix C matrix. (Be sure you only post the highlighted portions to avoid revealing the exceptionality you are addressing in your profile to your classmates.) 

Post your response to the following: 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 process? 

Provide feedback to help them improve their student profiles and use their comments and feedback to improve your student profile. 

 

Week 8 DQ 2

Post your response to the following: In the following scenarios, determine which level of behavior management is addressed and describe the factors involved that led you to these conclusions

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AED 222 Week 8 CheckPoint Bloom’s Taxonomy Within a Planning Pyramid

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Resource: Ch. 5 in Special Education for Today’s Teachers: An Introduction

Identify, using the planning pyramid on p. 115 of Special Education for Today’s Teachers: An Introduction, 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.

Locate additional resources as references, if needed.

Read pp. 115-121 in Special Education for Today’s Teachers: An Introduction.

Explain, in 200 to 300 words, how the adaptations included in the middle section on the right-hand side of the planning form (on p. 115) relate to any of the following systematic teaching strategies:

o Instructional grouping

o Content presentation

o Provided practice

o Progress monitoring

Post your responses.

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AED 222 Week 7 Exercise Creating a Student Profile for a Mock Case Study

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Resources: Appendix B, Appendix C, and the All Kinds of Minds Case Studies
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/caseStudies.aspx for examples.

Post the profile as an attachment.

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AED 222 Week 7 CheckPoint IEP

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Resource: IEP video

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?

Post your response.

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AED 222 Week 7 Assignment Channeling Students into Special Services

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Resource: Ch. 4 (pp. 93-105) in Special Education for Today’s Teachers: An Introduction

Read pp. 93-105 in Special Education for Today’s Teachers: An Introduction 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.

Format your paper according to APA guidelines, including in-text citations and a reference page if additional resources are used.

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AED 222 Week 6 DQ 1And DQ 2 Week 6 DQ 1

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Post your response to the following: After comparing Renzulli’s three ring conception of giftedness to the Marland definition on pp. 412-413 in Special Education for Today’s Teachers: An Introduction, which model do you think has greater significance for educators and why? 

Week 6 DQ 2

Post your response to the following: After completing Reflective Exercise 4 found on p. 415 of Special Education for Today’s Teachers: An Introduction, 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 Week 6 CheckPoint Channeling Students into a Gifted Program

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Resources: Ch. 15 in Special Education for Today’s Teachers: An Introduction and Acceleration Program Options
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: An Introduction.

Develop a protocol for channeling students into a gifted program. In 200 to 300 words, include the following:

o Early interventions that might be used

o Information about how students can be referred to or identified for the program

o Which interventions the program offers

o What students will experience within those programs.

Cite any additional resources used in APA format.Post your assignment as an attachment.

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AED 222 Week 5 CheckPoint Devices and Practices for Sensory Impairments

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Resources: Ch. 13 & 14 in Special Education for Today’s Teachers: An Introduction

 Refer to Ch. 13 & 14 in Special Education for Today’s Teachers: An Introduction.

Research two devices and associated teaching practices that can aid students with sensory impairments in the classroom. One of the devices should assist with hearing impairments and one with visual impairments. Some examples include the following: hearing aids, computer assisted real-time transcription (CART), video magnifiers/closed-circuit televisions (CCTV), Braille embossers, and alternate format materials.

Explain the following for each device in a total of 350 to 500 words:

o How is the assistive device used in the classroom to help students with sensory impairments reach their full academic potential?

o What type of student benefits from using the device? Include information about the characteristics and classification of the student.

o How much additional information absorption can be expected with use of the device?

o How can effective practices, used in conjunction with the device, provide added benefits? Be specific.

Cite any additional resources used in APA format.

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