AED 222 Course Extraordinary Education / snaptutorial.com

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AED 222 Course Extraordinary Education
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AED 222 Course Extraordinary Education
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• 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

• Assignment Special Education and the Principles
  of NCLB 2001
• Refer to Ch. 2 (pp. 42-45) of Special Education
  for Todays Teachers.

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AED 222 Course Extraordinary Education
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• AED 222 Week 2 CheckPoint Final Project Matrix

• AED 222 Week 1 CheckPoint IDEA 2004

• CheckPoint IDEA 2004
• Watch the Ms. Green Elementary
  ProfessionalismIDEA video at http//www.pearsoncu
  stom.com/az/axia_sped/.

• CheckPoint Final Project Matrix
• Refer to Ch. 6 8 of Special Education for
  Todays Teachers.

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AED 222 Course Extraordinary Education
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• AED 222 Week 3 Assignment The Controversy of
  Medication

• AED 222 Week 2 DQ 1 and DQ 2

• 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?

• 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 Course Extraordinary Education
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• AED 222 Week 3 Exercise Final Project Matrix

• AED 222 Week 3 CheckPoint Classifying EBD and
  ADHD

• CheckPoint Classifying Emotional and Behavioral
  Disabilities and Attention Deficit Disorders
• Resource Ch. 7 9 of Special Education for
  Todays Teachers,

• 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

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• AED 222 Week 5 Assignment Supports for TBI
  Physical Disabilities and Health Impairments

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

• 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.

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AED 222 Course Extraordinary Education
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• AED 222 Week 5 Exercise Final Project Matrix

• AED 222 Week 5 CheckPoint Devices and Practices
  for Sensory Impairments

• CheckPoint Devices and Practices for Sensory
  Impairments
• Refer to Ch. 13 14 of Special Education for
  Todays Teachers.

• 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

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• AED 222 Week 6 DQ 1 and DQ 2

• AED 222 Week 6 CheckPoint Channeling Students
  into a Gifted Program

• 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?

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AED 222 Course Extraordinary Education
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• AED 222 Week 7 Exercise Creating a Student
  Profile for a Mock Case Study

• AED 222 Week 7 Assignment Channeling Students
  into Special Services

• 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.

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

• 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.

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• 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.

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