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ESE 631 ACADEMIC COACH / UOPHELP

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ESE 631 Entire Course(Ash Course) For more course tutorials visit www.uophelp.com ESE 631 Complete Class, New Syllabus Business - General Business LRE and FAPE. Please read the article “Least Restrictive Environment: How Do We Prepare Both Our Special Educators and Our General Educators to Comply with the Provision?” (Keuhne, 1998). According to IDEA, what do the terms Least Restrictive Environment (LRE) and Free and Appropriate Public Education (FAPE) mean? How does inclusion fit into the big picture of LRE? Discuss the legal ramifications of the LRE provision as mandated by IDEA, the relative and dynamic properties of LRE, and the collaborative dimension of implementing LRE for students in special education. In addition, discuss any personal experiences you may have had as part of an IEP team for a student where LRE was determined – PowerPoint PPT presentation

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Title: ESE 631 ACADEMIC COACH / UOPHELP


1
ESE 631ACADEMIC COACH
  • For more course tutorials visit
  • www.uophelp.com

2
ESE 631ACADEMIC COACH
  • ESE 631 Entire Course(Ash Course)
  • For more course tutorials visit
  • www.uophelp.com
  •  
  • ESE 631 Complete Class, New Syllabus
  • Business - General Business
  • LRE and FAPE. Please read the article Least
    Restrictive Environment How Do We Prepare Both
    Our Special Educators and Our General Educators
    to Comply with the Provision? (Keuhne, 1998).
  • According to IDEA, what do the terms Least
    Restrictive Environment (LRE) and Free and
    Appropriate Public Education (FAPE) mean? How
    does inclusion fit into the big picture of LRE?
    Discuss the legal ramifications of the LRE
    provision as mandated by IDEA, the relative and
    dynamic properties of LRE, and the collaborative
    dimension of implementing LRE for students in
    special education. In addition, discuss any
    personal experiences you may have had as part of
    an IEP team for a student where LRE was
    determined, or any insights you might have on
    ensuring LRE and FAPE for all students.
  • Importance of an IEP. Review the article from the
    National Dissemination Center for Children with
    Disabilities (NICHCY), Contents of the IEP.
    Summarize these components and explain the
    purpose and importance of the IEP in supporting
    the students

3
ESE 631ACADEMIC COACH
  • ESE 631 Week 1 Assignment Special Education Law
    Review
  • For more course tutorials visit
  •  
  • www.uophelp.com
  •  
  • Special Education Law Review. Using this
    information from the readings for this week,
    prepare a three- to four-page written paper
    summarizing IDEA, NCLB, ADA and Section 504 of
    the Rehabilitation Act. Include a discussion on
    the following elements
  • a. The purpose or main function of each law
  • b. The six principles of IDEA

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ESE 631ACADEMIC COACH
  • ESE 631 Week 1 DQ 1 LRE and FAPE
  • For more course tutorials visit
  •  
  • www.uophelp.com
  • ESE 631 Week 1 DQ 1 LRE and FAPE
  •  

5
ESE 631ACADEMIC COACH
  • ESE 631 Week 1 DQ 2 Importance of IEP
  • For more course tutorials visit
  •  
  • www.uophelp.com
  •  
  • Importance of an IEP. Review the article from the
    National Dissemination Center for Children with
    Disabilities (NICHCY), Contents of the IEP.
    Summarize these components and explain the
    purpose and importance of the IEP in supporting
    the students educational outcomes. Explain the
    role of the family in the IEP process. 

6
ESE 631ACADEMIC COACH
  • ESE 631 Week 2 Assignment Adapting Lesson Plans
    for an Inclusive Classroom
  • For more course tutorials visit
  •  
  • www.uophelp.com
  •  
  • Adapting Lesson Plans for an Inclusive Classroom.
    Using one (or more) of the free resources below,
    write a three- to four-page critique of three
    lesson plans (one Grade K-5 lesson, one Grade 7-8
    lesson, and one high school lesson) in regard to
    addressing the needs of students with LD or CD.
    Make sure to include at least one additional
    resource beyond the above sources for lesson
    plans. Your critique should address the following
    elements
  • a. Determine the elements of the lesson that
    would be specifically helpful in addressing

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ESE 631ACADEMIC COACH
  • ESE 631 Week 2 DQ 1 Compare and Contrast LD and
    CD
  • For more course tutorials visit
  •  
  • www.uophelp.com
  • Compare and Contrast LD and CD. Consider the
    characteristics of a student with a learning
    disability (LD) and a student with a
    communication disorder (CD). Compare and contrast
    the following aspects of LD and CD
  • a. Definition of each disability
  • b. Characteristics of each disability
  • c. Evaluation of each disability area
  • d. Research-based effective instructional
    strategies, supports, and services

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ESE 631ACADEMIC COACH
  • ESE 631 Week 2 DQ 2 Response to Intervention
  • For more course tutorials visit
  •  
  • www.uophelp.com
  •  
  • Response to Intervention. Choose one of the
    research articles/presentations available through
    the National Center on Response to Intervention
    Research website. Summarize the research article
    you reviewed for your classmates and then discuss
    your insights on how the RTI model differs from
    the discrepancy model of identifying a learning
    disability. What are the strengths and needs of
    both models? What challenges exist in
    implementing the RTI model in schools?
  •  
  •  

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ESE 631ACADEMIC COACH
  • ESE 631 Week 2 Journal Educator Reflections
  • For more course tutorials visit
  •  
  • www.uophelp.com
  •  
  • Educator Reflections. This week we have discussed
    learning disabilities and communication
    disorders. As you may have noticed, most students
    with these disabilities are in the general
    education classroom either part of, or most of,
    the school day. What is your comfort level with
    teaching students with learning disabilities
    and/or communication disorders in the general
    education setting? What challenges do you think
    you might experience? What actions can you take
    to mitigate these potential challenges? Journal
    options

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ESE 631ACADEMIC COACH
  • ESE 631 Week 3 Assignment Accommodation Support
    Plan
  • For more course tutorials visit
  •  
  • www.uophelp.com
  •  
  • Accommodation Support Plan. Read An ADHD Case
    Study and Teaching Students with
    Attention-Deficit/Hyperactivity Disorder. Create
    a fictional student in your classroom with either
    an emotional or behavioral disorder and create an
    accommodation/support plan. Include
  • a. The childs name, grade, and disability.

11
ESE 631ACADEMIC COACH
  • ESE 631 Week 3 DQ 1 Emotional Disorders
  • For more course tutorials visit
  •  
  • www.uophelp.com
  •  
  • Emotional Disorders. Read Emotional
    Disturbance. Define and discuss the
    characteristics of emotional/behavioral
    disabilities (EBD). Next, explain the educational
    implications and how IDEA plays a role in
    ensuring students are given the appropriate
    support in the classroom. Further, discuss any of
    your own personal insights and/or strategies for
    teaching students with EBD. What challenges have
    you typically found or would anticipate with
    teaching students with EBD? How can these
    challenges be mitigated? 

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ESE 631ACADEMIC COACH
  • ESE 631 Week 3 DQ 2 ADD ADHD Characteristics and
    Accommodations
  • For more course tutorials visit
  •  
  • www.uophelp.com
  • ADD/ADHD Characteristics and Accommodations. Read
    ADD/ADHD NICHYC and Teaching Children with
    Attention Deficit Hyperactivity Disorder
    Instructional Strategies and Practices.
    Summarize the characteristics of ADD and ADHD.
    Describe three practical accommodations for
    students with ADD and three practical
    accommodations for students with ADH

13
ESE 631ACADEMIC COACH
  • ESE 631Week 3 DQ 1 Curriculum-Based Measurements
  • For more course tutorials visit
  • www.uophelp.com
  •  
  • Curriculum-Based Measurements. Review the
    articles What is Curriculum-Based Measurement
    and What Does It Mean to My Child? and A Guide
    to Choosing Web-Based Curriculum-Based
    Measurements for the Classroom (retrieved from
    the EBSCOhost database).

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ESE 631ACADEMIC COACH
  • ESE 631 Week 3 Journal Teaching Strategies
  • For more course tutorials visit
  •  
  • www.uophelp.com
  •  
  • Teaching Strategies. Watch ADHD Classroom
    Strategies. Post your reaction to the video.
    Which strategies did Dr. Jonas Bromberg and Jon
    Weinberger discuss that you found interesting?
    What tips do you feel might work best? What are
    three additional teaching strategies you believe
    may work for students with ADHD? Journal options
  • a. Create a written reflection journal
  • b. Create a Jing reflection using a screencast
  • c. Create a Voki reflection using a talking
    avatar

15
ESE 631ACADEMIC COACH
  • ESE 631 Week 4 Assignment Research Paper
  • For more course tutorials visit
  •  
  • www.uophelp.com
  •  
  • Research Paper. For this assignment, you will
    write a five-to six-page paper on intellectual
    disabilities, including information from at least
    three peer-reviewed articles and the class text.
  • The paper must include
  • a. Basic facts pertaining to the disability,
    including the legal definition, characteristics,
    and limitations in intellectual functioning and
    adaptive behavior.
  • b. Ways to address the needs of students within
    this disability category (strategies,
    accommodations, modifications, assistive
    technology).
  • c. Supplementary aids and services and/or related
    services that may be included on the IEP.

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ESE 631ACADEMIC COACH
  • ESE 631 Week 4 DQ 1 Planning for Students with
    Intellectual Disabilities
  • For more course tutorials visit
  •  
  • www.uophelp.com
  •  
  • Planning for Students with Intellectual
    Disabilities. Please read Intellectual
    disability Matthews story. Discuss what it
    means to have an intellectual disability and how
    this might impact Matthews overall education.
    Then, based on his interests and needs, discuss
    the supplementary supports and services that
    could be integrated into his IEP to support his
    success in school. Further, discuss specific ways
    in which interagency collaboration and
    community-based instruction could support Matthew
    in achieving his goals and dreams beyond high
    school. If applicable, share any personal or
    professional experiences you have had with
    working with students with an intellectual
    disability. 
  •  
  •  

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ESE 631ACADEMIC COACH
  • ESE 631 Week 4 DQ 2 Supporting Students with
    Physical Impairments
  • For more course tutorials visit
  •  
  • www.uophelp.com
  •  
  • Supporting Students with Physical Impairments.
    Consider the characteristics of an individual
    with physical disabilities. Choose one physical
    disability area you are interested in learning
    more about (e.g., spina bifida or cerebral palsy)
    to elaborate on. How might the characteristics of
    your chosen disorder affect development and
    learning? What accommodations could an educator
    make to address the needs of a student with a
    physical disability? What related services might
    support the needs of a student with this
    disability? What assistive technology tools or
    devices might provide greater access and
    independence for students? 

18
ESE 631ACADEMIC COACH
  • ESE 631 Week 5 DQ 1 Families and Autism
  • For more course tutorials visit
  •  
  • www.uophelp.com
  •  
  • Families and Autism. Watch the video Families of
    Kids with Autism Talk about Their Successes. Post
    your reaction to the video, and then discuss how
    families of children with autism partner with
    educators to provide appropriate accommodations
    for learning and development. Imagine yourself in
    the role of a teacher of a child with autism in
    your classroom. Generate a list of research-based
    best practices for collaborating with the family
    to build a strong school-family partnership. 
  •  

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ESE 631ACADEMIC COACH
  • ESE 631 Week 5 DQ 2 Transition and
    Self-Determination
  • For more course tutorials visit
  •  
  • www.uophelp.com
  •  
  • Transition and Self-Determination. Read the
    articles, Designing Individualized Education
    Program (IEP) Transition Plans and
    Self-Determination and the Education of Students
    with Disabilities. Identify and discuss the
    elements of an IEP transition plan, as well as
    the importance of promoting self-determination in
    the transition plan and process. Discuss your
    experiences and insights on effective strategies
    to teach self-determination skills to a student
    with a disability and what challenges you might
    anticipate when teaching these skills. How would
    you overcome these challenges to ensure students
    are well prepared for life beyond high school? 

20
ESE 631ACADEMIC COACH
  • ESE 631 Week 6 DQ 1 Sensory Impairments
  • For more course tutorials visit
  •  
  • www.uophelp.com
  •  
  • Sensory Impairments. Discuss some of the learning
    needs of students with visual impairments (VI)
    and hearing impairments (HI). How might the
    characteristics of each disability affect
    development and learning? What accommodations
    could an educator make to address the needs of a
    student with each of these disabilities? What are
    some important inclusion tips to support students
    with VI and students with HI in the general
    education classroom? 
  •  

21
ESE 631ACADEMIC COACH
  • ESE 631 Week 6 DQ 2 Diverse Learners and
    Differentiated Instruction
  • For more course tutorials visit
  •  
  • www.uophelp.com
  • Diverse Learners and Differentiated Instruction.
    Visit the DifferentiationCentral website and
    review at least two videos of your choice. In
    your post, summarize the main ideas of your two
    videos and discuss your perspective on
    differentiation and how this approach can meet
    the needs of a diverse classroom. Additionally,
    what challenges will an educator have when trying
    to teach a lesson to a diverse group of learners?
    Assume the class consists of students who are
    considered gifted, typical students and students
    with disabilities

22
ESE 631ACADEMIC COACH
  • ESE 631 Week 6 Final Paper Professional
    Presentation
  • For more course tutorials visit
  •  
  • www.uophelp.com
  •  
  • Professional Presentation
  • In an article from the Council for Exceptional
    Children, Beckman (2001) states Improved student
    learning requires teachers, schools, and
    districts to give up unproductive traditions and
    beliefs, replacing them with validated practices
    and a full understanding of the intent of the
    law. Successful student access to the general
    education curriculum is most likely when there is
    general acceptance of best practices in special
    education and adherence to the Individuals with
    Disabilities Education Act (IDEA).

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ESE 631ACADEMIC COACH
  • ESE 631 Week 6 Journal Course Reflections
  • For more course tutorials visit
  • www.uophelp.com
  •  
  •  
  • ESE 631 Week 6 Journal Course Reflections

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ESE 631ACADEMIC COACH
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