Category Archives: ESE 631 (ASH)

ESE 631 Complete Class

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ESE 631 Week 1 Assignment Special Education Law Review

ESE 631 Week 1 Discussion Question DQ 1 LRE and FAPE

ESE 631 Week 1 Discussion Question DQ 2 Importance of IEP

ESE 631 Week 2 Assignment Adapting Lesson Plans for an Inclusive Classroom

ESE 631 Week 2 Discussion Question DQ 1 Compare and Contrast LD and CD

ESE 631 Week 2 Discussion Question DQ 2 Response to Intervention

ESE 631 Week 2 Journal Educator Reflections

ESE 631 Week 3 Assignment Accommodation Support Plan

ESE 631 Week 3 Discussion Question DQ 1 Emotional Disorders

ESE 631 Week 3 Discussion Question DQ 2 ADD ADHD Characteristics and Accommodations

ESE 631 Week 4 Assignment Research Paper

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

ESE 631 Week 4 Discussion Question DQ 2 Supporting Students with Physical Impairments

ESE 631 Week 5 Discussion Question DQ 1 Families and Autism

ESE 631 Week 5 Discussion Question DQ 2 Transition and Self Determination

ESE 631 Week 6 Discussion Question DQ 1 Sensory Impairments

ESE 631 Week 6 Discussion Question DQ 2 Diverse Learners and Differentiated Instruction

ESE 631 Week 6 Final Paper Professional Presentation.ppt

ESE 631 Week 6 Journal Course Reflections

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ESE 631 Week 3 DQ 2 ADD/ADHD Characteristics and Accommodations

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Read “ADD/ADHD NICHCY” and “Teaching Children with Attention Deficit Hyperactivity Disorder: Instructional Strategies and Practices.”  Summarize the characteristics of ADD and ADHD and describe three practical accommodations for students with ADD and three practical accommodations for students with ADHD that you might need to use in your classroom. Explain why you chose the three and how you would implement the accommodations.

 

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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 the Individuals with Disabilities Education Act (IDEA).

Scenario:
You are a special education teacher and your principal would like the general education teachers to be aware of special education laws and strategies for supporting students with disabilities in their classrooms. 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:

a. Overview of IDEA, least restrictive environment (LRE), and free and appropriate public education (FAPE)

b. The purpose and main components of an Individualized Education Program (IEP)

c. Accommodations and modifications that could support students with disabilities in the classroom

d. Compare/Contrast learning disabilities (LD) and emotional/behavioral disabilities (EBD)

e. Compare/Contrast LD and intellectual disabilities (ID)

f. Compare/Contrast EBD and ID

g. Inclusion tips for each of the disability areas above (LD, EBD, ID)

The presentation should be 15 to 20 slides, and must include title and references slides. The presentation should have a professional appearance and provide visuals to engage the audience. Further, each slide should include slide notes that elaborate on the content of the presentation slide. APA format should be used for all in-text citations and references. Include at least two resources in addition to your course text.

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ESE 631 Week 6 DQ 2 Diverse Learners and Differentiated Instruction

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Visit the “Differentiation Central” website and review at least two videos of your choice.  In your post, summarize the big 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.  

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ESE 631 Week 6 DQ 1 Sensory Impairments

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Discuss some of the learning needs of students with visual i

mpairments (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?

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?

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ESE 631 Week 5 DQ 2 Transition and Self-Determination

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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?

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ESE 631 Week 5 DQ 1 Families and Autism

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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 631 Week 4 DQ 2 Supporting Students with Physical Impairments

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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?  

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.

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

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

Please read “Intellectual disability: Matthew’s story.”  Discuss what it means to have an intellectual disability and how this might impact Matthew’s overall education. 

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