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AED 222 Course Seek Your Dream / snaptutorial.com

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For more classes visit www.snaptutorial.com AED 222 Week 1 Checkpoints 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 – PowerPoint PPT presentation

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Title: AED 222 Course Seek Your Dream / snaptutorial.com


1
AED 222 Students Guide -snaptutorial.com
For More Tutorials
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2
AED 222 Students Guide -snaptutorial.com
  • AED 222 Entire Course
  • AED 222 Week 1 Assignment Special Education and
    NCLB
  • AED 222 Week 1 Checkpoints 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
  • 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

3
AED 222 Students Guide -snaptutorial.com
  • AED 222 Week 1 CheckPoint IDEA 2004
  • AED 222 Week 2 CheckPoint Final Project Matrix
  • 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.
  • 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

4
AED 222 Students Guide -snaptutorial.com
  • AED 222 Week 2 DQ 1 and DQ 2
  • AED 222 Week 3 Assignment The Controversy of
  • 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?
  • 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/
  •  

5
AED 222 Students Guide -snaptutorial.com
  • AED 222 Week 3 CheckPoint Classifying EBD and ADHD
  • AED 222 Week 3 Exercise Final Project Matrix
  • 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
  • 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

6
AED 222 Students Guide -snaptutorial.com
  • AED 222 Week 4 CheckPoint The Life of a Special
    Education
  • AED 222 Week 5 Assignment Supports for TBI
    Physical
  • 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.
  • 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.
  •  

7
AED 222 Students Guide -snaptutorial.com
  • AED 222 Week 5 CheckPoint Devices and Practices
    for Sensory
  • AED 222 Week 5 Exercise Final Project Matrix
  • 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.
  • 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

8
AED 222 Students Guide -snaptutorial.com
  • AED 222 Week 6 CheckPoint Channeling Students
    into a Gifted
  • AED 222 Week 6 DQ 1 and DQ 2
  • 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.
  • 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?

9
AED 222 Students Guide -snaptutorial.com
  • AED 222 Week 7 Assignment Channeling Students into
  • AED 222 Week 7 Exercise Creating a Student
    Profile
  • 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.
  • 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.

10
AED 222 Students Guide -snaptutorial.com
  • AED 222 Week 8 CheckPoint Blooms Taxonomy
    Planning
  • AED 222 Week 8 DQ 1 and DQ 2
  • 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.
  • 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?

11
AED 222 Students Guide -snaptutorial.com
  • AED 222 Week 9 Capstone CheckPoint
  • AED 222 Week 9 Final Project Student Profile
  • 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.
  •  
  • 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

12
AED 222 Students Guide -snaptutorial.com
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