ESE 631 Week 6 Final Paper Professional Presentation

ESE 631 Week 6 Final Paper Professional Presentation

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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 Individuals with Disabilities Education Act (IDEA).

Scenario:
You are a special education teacher and your principal is concerned about the general education teachers being aware of special education laws and strategies for supporting students with disabilities in the general education classroom. With this in mind, the principal has asked you to put together an in-service presentation for the next faculty meeting (with mostly general education teachers) that reviews important components of special education, the law, and research-based strategies for instruction and inclusion.

The presentation should address the following components:

  1. Overview of IDEA, least restrictive environment (LRE), and free and appropriate public education (FAPE)
  2. Describe the purpose and main components of an individualized education program (IEP)
  3. Describe accommodations and modifications that could support students with disabilities in the classroom
  4. Compare and contrast learning disabilities (LD) and emotional/behavioral disabilities (EBD)
  5. Compare and contrast LD and intellectual disabilities (ID)
  6. Compare and contrast EBD and ID
  7. Inclusion tips for each of the disability areas above (LD, EBD, ID)

Thepresentationshouldbe15to20slides,notincludingtitleandreferenceslides. Thepresentationshouldhavea professionalappearanceandprovideimagesandothervisualstoengagetheaudience. Further,eachslideshouldinclude slidenotesthatelaborateonthecontentofthepresentationslide. APAformatshouldbeusedforallin-textcitationsand references. Utilize at least two scholarly sources in addition to your course text.

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ESE 631 Week 6 DQ 2 Diverse Learners and Differentiated Instruction

ESE 631 Week 6 DQ 2 Diverse Learners and Differentiated Instruction

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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.

Guided Response: Review your classmates’ posts and respond with your own insights on differentiation that you gained from the videos you watched and discussed. Share your ideas for how differentiated instruction can help meet the needs of all learners.

ESE 631 Week 6 DQ 1 Sensory Impairments

ESE 631 Week 6 DQ 1 Sensory Impairments

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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?

Guided Response: Review your classmates’ posts and respond with your own insights and perspectives on how to support students with VI or HI in an inclusive setting. Do you agree with yourclassmates’ assertions regarding the needs of a student with a sensory impairment and how to support them in the classroom? Why or why not?

ESE 631 Week 5 DQ 2 Transition and Self-Determination

ESE 631 Week 5 DQ 2 Transition and Self-Determination

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  1. 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?

Guided Response: Respond to at least two classmates by Day 7. Extend their thinking by sharing your personal experiences with transition plans and/or by asking specific questions about potential challenges in the transition plan process.

ESE 631 Week 5 DQ 1 Families and Autism

ESE 631 Week 5 DQ 1 Families and Autism

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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.

Guided Response: Respond to at least two classmates by Day 7. Extend their thinking by asking clarifying questions about specific details of their proposed partnership or by sharing insight on possible accommodations that may be necessary. Share any further strategies for partnering with families that you have found to be effective.

ESE 631 Week 4 DQ 2 Supporting Students with Physical Impairments

ESE 631 Week 4 DQ 2 Supporting Students with Physical Impairments

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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?

Guided Response: Review the responses of several classmates’ and respond to at least two of your classmates by providing feedback, further examples, questions, or friendly guidance on their ideas for supports, services, and assistive technology for an individual with a physical impairment.

ESE 631 Week 4 DQ 1 Planning for Students with Intellectual Disabilities

ESE 631 Week 4 DQ 1 Planning for Students with Intellectual Disabilities

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Planning for Students with Intellectual Disabilities. Please read “Intellectual disability: Matthew’s story.” Discuss what it means to have an intellectual disability and how this might impact Matthew’soverall 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.

Guided Response: Review your classmates’ posts and provide any additional insights and/or ideas you might have regarding supplementary supports, services, or community-based collaboration for educating students with intellectual disabilities.