SPD200 Full Course latest 2018 august (except Week 2 & 7 Assignment)

Week 1
discussion

DQ1 What three or four teacher dispositions do you think are
most needed for special education teachers? Explain your choices.

DQ2 Based on this week’s readings, what are three key
changes in educating children with exceptionalities because of IDEA? What is your understanding of the connection
between IEPs and IDEA?

Week 2
discussion

DQ1 Compare the CEC Professional Ethical Principles with the
ethical code from one of the following organizations:

American Academy
of Special Education Professionals

National
Education Association

National
Association for the Education of Young Children

National
Association of School Psychologists

Discuss ethical standards that are the same or similar
between the two organizations as well as those that are different. How will these ethical standards affect you
as an educator in working with students with exceptionalities?

DQ2 Using material from this week’s readings, identify and
describe three strategies to promote more productive discussions with parents
or other IEP team members. Rationalize your choices.

Week 3
discussion

DQ1 Identify and describe one effective strategy to
de-escalate acting out behavior within the inclusion classroom. How can you
provide positive behavior supports to prevent unwanted behavior and increase
desired behaviors in school settings?

DQ2 Students may argue about fairness and ask why a student
with special education needs is treated differently in regards to behavioral
discipline, accommodations, etc. How will you, as a teacher, address this issue
without divulging confidential information?

Week 4
discussion

DQ1 Describe the strengths and weaknesses of the co-teaching
options presented in this week’s readings. Of the options presented, which do
you plan to use within your classroom and why?

DQ2 Review the assignment scenario for this week. Identify
and describe two recommended strategies that you would use to de-escalate the
situation. Rationalize your choices.

Week 5
discussion

DQ1 In reviewing the reading strategies from this week’s
readings, identify which strategy you are most likely to use as an
educator. Explain why you think this
strategy will be most helpful within the inclusion classroom.

DQ2 Explain why the principles prescribed for Universal Design
for Learning benefit all students. How can these flexible approaches be used in
planning to meet the needs of diverse students in a classroom?

Week 6
discussion

DQ1 What is the difference between alternative and
augmentative communication systems and assistive technology? Provide an example of each.

DQ2 Explain why it is important to familiarize oneself with
the CEC Code of Ethics as an educator. Provide specificity.

Week 7
discussion

DQ1 How can student interests and cultural background drive instruction?
Provide a minimum of three specific examples.

DQ2 Identify and describe two considerations when assigning
groups to ensure the small group process is productive. Rationalize your
choices.

Week 1
assignment

Beyond F.A.T. City: Look Back, Look Ahead—Conversation about
Special Education Video Analysis

Review the video “Beyond F.A.T. City: Look Back, Look
Ahead—Conversation about Special
Education.”

In a 500-750 word analysis, address the following:

How does Richard D. Lavoie define and explain fairness in
the classroom?

What advice does Lavoie offer to parents regarding fairness?

What does Lavoie say about assumptions, and why does he
discuss them?

What are three key concepts from the video that were
especially meaningful to you? How will they affect your professional teaching
practice?

Be sure to cite specific examples from the video in your
analysis.Prepare this assignment according to the guidelines found in the GCU
Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to
beginning the assignment to become familiar with the expectations for
successful completion.

You are required to submit this assignment to Turnitin.

Week 1
assignment

Disability Matrix

Identify and research the 13 disability categories under
IDEA, including the causes, prevalence, and characteristics of each. Use the
“Disability Matrix” to complete this assignment.

Support your findings with a minimum of three scholarly
resources. Include your citations on the “Disability Matrix.”

Prepare this assignment according to the guidelines found in
the GCU Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to
beginning the assignment to become familiar with the expectations for
successful completion.

You are required to submit this assignment to Turnitin.

Disability Category

Development Area(cognitive, linguistic, social, physical, and/or
emotional)

Definition

Causes

Prevalence

Characteristics

 

 

 

 

 

 

 

 

 

 

 

 

 

Week 2
assignment

The IEP Process

Part 1: Summary

Review the “FIEP: A Facilitated IEP Meeting” video
from this week’s readings. In a 500-750 word summary, address the following:

Identify IEP team members, by title, who are:

Mandated to be present under IDEA; and

Are optional under IDEA.

Describe the required sections of an IEP, explaining what
each section addresses and how it relates to the education of the individual
with exceptionalities.

Part 2: Checklist Reflection

Review the “IEP Checklist” resource from this
week’s readings. Pay specific attention to the “Interactions,
Participation, & Communication” and the “Method of Decision
Making” sections, while keeping the CEC Professional Ethical Principles in
mind.

In 250-300 words, reflect upon the “FIEP: A Facilitated
IEP Meeting” video, sharing observations in relation to the aforementioned
sections of the “IEP Checklist” document.

What are some of the items from the checklist in the two identified
sections that you saw in the video’s mock IEP meeting?

What skills from the checklist do you think might be
difficult for you to perform?

What could you do to help develop those skills that might be
difficult for you?

Submit your summary and checklist reflection as one
deliverable.

Prepare this assignment according to the guidelines found in
the GCU Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to
beginning the assignment to become familiar with the expectations for
successful completion.

You are required to submit this assignment to Turnitin.

Week 2
assignment

Field Experience A: Administrator Interview

This is a Block I Field Experience. In this block, your
field experience must be completed before or after school, or other designated
times when students are not present.

Allocate at least 2.5 hours to complete this field
experience.

Interview an administrator, at the educational level (PK-
12) of your program, about the IEP process and special education services.

What are the characteristics of individuals with
exceptionalities that you serve (including gifted as well as those with
disabilities)?

What are the educational, developmental, and medical
services available for individuals with exceptionalities on your campus?

What do you do to support both special education and general
education teachers in the IEP process?

What other stakeholders do you bring into the IEP process
for collaboration purposes?

What professional development is available for staff
regarding special education policies, services, and educational strategies? Is
there training specifically on confidentiality on your campus? If so, who leads
this training, and how often is it required with your staff?

What do you do to support families of individuals with
exceptionalities?

What do you do, as an administrator, to stay current on
special education law?

What is the process of handling behavioral issues for
individuals with exceptionalities?

In 250-500 words, summarize and reflect upon your interview
and explain how you will use your findings in your future professional
practice, citing specifically how you plan to collaborate with administrators.

Submit your interview transcript and summary as one
deliverable.

Prepare this assignment according to the guidelines found in
the GCU Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to
beginning the assignment to become familiar with the expectations for
successful completion.

You are required to submit this assignment to Turnitin.

Document the hours and locations that you spend in the field
on your Clinical Field Experience Verification Form.

Submit the Clinical Field Experience Verification Form with
the last assignment by the assignment due date. Directions for submitting can
be found on the College of Education site in the Student Success Center.

Week 3
assignment

Classroom Management and the Inclusion Classroom Matrix

Research and identify five causes of misbehavior or
disruptive behavior in the inclusion classroom. For each cause, describe two
strategies for addressing and managing the misbehavior or disruptive
behavior. Present your findings in the Classroom Management Matrix.” Support your
findings with a minimum of five scholarly resources.

In addition, compose a 250-500 word reflection exploring the
connection between classroom management strategies and collaboration (with both
students and colleagues), to minimize disruptive behavior in the inclusion
classroom. How can such collaborations help create a safe environment in which
the students can engage in meaningful learning and social interactions? Include
your reflection on the “Classroom Management Matrix.”

Prepare this assignment according to the guidelines found in
the GCU Style Guide, located in the Student Success Center.This assignment uses
a rubric. Review the rubric prior to beginning the assignment to become
familiar with the expectations for You are required to submit this assignment
to Turnitin.

Cause of Misbehavior in the
Inclusion Classroom

Strategies/Possible Solutions (use
citations)

Week 4
assignment

Co-Teaching Interventions

Imagine you have a student with autism in your class. He is
struggling with working in a group, getting along with other students, and
interacting at age-appropriate levels within the group. You regularly use group
work for assignments, often daily. You find that your student with autism has
meltdowns during each and every group work session. Sometimes he even has these
meltdowns before you put students in groups, as he anticipates the
overstimulation before it even occurs. Other students have expressed concerns
and have asked to not work with him and not be in his group. When meltdowns
occur, they affect the entire classroom for several minutes. The outbursts
range from mild to moderate, from tantrums to crying or shutting down.

In an essay of 500-750 words, explain:

How you would intervene and de-escalate the student with
autism.

How you would intervene and debrief the other students in
the class after a meltdown.

Proactive ways to prevent outbursts in the future.

How you would collaborate with a co-teacher to seek a
solution for the situation.

What support you and your co-teacher might need to engage
and support all students.

Ethical and legal concerns with sharing information with the
class and other professionals.

Support your findings with a minimum of two scholarly
resources.

Prepare this assignment according to the guidelines found in
the GCU Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to
beginning the assignment to become familiar with the expectations for
successful completion.

You are required to submit this assignment to Turnitin.

Week 4
assignment

Field Experience B: Observation of Student Differences and
Individual Learning Needs

This is a Block I Field Experience. In this block, your
field experience must be completed before or after school, or other designated
times when students are not present.

Spend at least 2.5 hours to complete the following field
experience.

Interview a certified special education teacher at the
educational level (PK- 12) of your program, about the following:

What are some similarities and differences among students
with and without exceptionalities?

What are some characteristics of various exceptionalities
and the educational implications for students with exceptionalities?

What is the effect an exceptionality can have on a student’s
academic and social development, attitudes, interests, and values?

How do you collaborate with general education teachers?

In what ways do you address the unique learning needs of the
individuals with exceptionalities in the classroom, including for those students
with culturally and linguistically diverse backgrounds?

How do you protect the privacy of students with
exceptionalities? What are some dilemmas you have experienced with this?

In 250-500 words, summarize and reflect upon your interview
and on the professionalism and integrity of protecting student privacy. In
addition, be sure to explain how you will use your findings in your future
professional practice, citing two recommended strategies for differentiating
instruction based on learning differences.

Prepare this assignment according to the guidelines found in
the GCU Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to
beginning the assignment to become familiar with the expectations for successful
completion.

You are required to submit this assignment to Turnitin.

Document the hours and locations that you spend in the field
on your Clinical Field Experience Verification Form.

Submit the Clinical Field Experience Verification Form with
the last assignment by the assignment due date. Directions for submitting can
be found on the College of Education site in the Student Success Center.

Week 5
assignment

Step-by-Step Teaching and Learning

After reviewing the readings for this week, choose a grade
level and an exemplary lesson plan from this topic’s readings. For each of the
questions that follow, compose a 50-150 word response regarding the lesson you
chose.

What is the lesson’s objective? Is it measurable and
observable? If not, how could the objective be rewritten to be measurable and
observable? Be sure to provide the grade level and academic subject area for
the lesson, along with the corresponding academic standards.

Is whole group instruction utilized in the lesson? If not,
how can whole group instruction be incorporated into the lesson? How could a
co-teacher be utilized during whole group instruction? What technologies would
you include to meet all student needs during this time?

What process would you follow to create small groups for
instruction for the lesson? How would you meet all student needs and ensure
positive classroom management during small group instruction?

What learning center activities would you include that align
to the lesson? What technology might be incorporated during learning center
activities? How will you teach classroom procedures for small groups and
learning center times to ensure positive classroom management?

How would you assess student learning during whole group
lessons, small group instruction, and independent work times?

What principles of Universal Design for Learning would you
incorporate into the lesson?

Submit short answers only.

Prepare this assignment according to the guidelines found in
the GCU Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to
beginning the assignment to become familiar with the expectations for
successful completion.

You are required to submit this assignment to Turnitin.

Week 6
assignment

Assistive Technology Device Matrix

Research and identify characteristics of three low tech and
three high tech assistive technology devices appropriate for individuals with
exceptionalities. For each assistive technology device, identify and analyze:

Potential uses

Advantages

Disadvantages

Application to specific disabilities

Implementation issues

Use the “Assistive Technology Device Matrix” to complete
this assignment.

Support your findings with a minimum of three scholarly
resources.

Prepare this assignment according to the guidelines found in
the GCU Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric
prior to beginning the assignment to become familiar with the expectations for
successful completion.You are required to submit this assignment to Turnitin.

Identify
characteristics of both high and low tech technologies.

High-

Low-

Identify Assistive
Technology Device

Discuss
Potential Uses of the

Assistive
Technology Device

Analyze
Advantages of the

Assistive
Technology Device

Analyze

Disadvantages
of the

Assistive
Technology Device

Discuss

Application
of the
Assistive Technology Device to Specific Disabilities

Discuss

Implementation
Issues of the Assistive Technology Device

1.

 

2.

 

3.

 

4.

 

5.

 

6.

 

Week 6
assignment

Benchmark – Case Study: Ethical and Collaborative

Details:

Read the following case study to inform the assignment that
follows.

Case Study: Sloane

Grade: 3rd

Age: 8

Sloane is a female third grade student with a specific learning
disability in written expression. She is originally from Mexico and moved to
the U.S. with her mother, father, older sister, and newborn brother when she
was 14 months old. In first grade she was assessed for special education
services and was found eligible in the area of written expression.

Recently, her mother and father separated. Her mom has since
moved the children out of their home and in with family friends. The family
friends have three children and two adults living in the home already, so thethree-bedroom,
one-bath home is very crowded. Their new
home is within walking distance of Rosewood Elementary, where Sloane has
recently transferred.

Sloane’s mother has a job in which she works long hours and
is currently struggling to establish her own line of credit. At home, Sloane’s
family speaks both English and Spanish. Sloane’s mother considers English her
primary language; however, Spanish is her first language and she sometimes has
difficulty understanding written English despite speaking it well.

At a recent parent-teacher conference, Sloane’s mother
opened up about the recent separation and stated there was an order of
protection against her husband. Because the order of protection extends to the
children, Mr. Fleming, one of Sloane’s teachers, notified the office and
provided documentation in the event that Sloane’s father should come to
theschool. While providing this
documentation, office staff and other teachers pressed Mr. Fleming to divulge
the details of why the order of protection was
issued.

Part 1

In 100-250 word responses for each of the following five
bullets, evaluate and answer the following questions:

What are three ways in which cultural, language, and family
background influence Sloane’s learning?

How will knowledge of Sloane’s home environment assist her
teachers in providing educational services and support?

What are three steps a teacher could take with Sloane and
her mother to build a collaborative relationship that takes into account their
unique circumstances?

What are three strategies that a teacher could use to
encourage Sloane’s mother to actively participate in Sloane’s education
process?

How would you respond to the office staff and teachers
wanting information regarding the order of protection, referencing the CEC Code
of Ethics or other appropriate professional dispositions of learners?

Support your responses with a minimum of three scholarly
resources.

Part 2

Write a 250-500 word rationale that:

Analyzes the ethical principles you used to respond to the
above questions, and how those principles align to a Christian worldview.

Provides specific examples of how your proposed actions
support the common good in the educational setting, and explains how these
examples can be considered applications of the Christian worldview.

Prepare this assignment according to the guidelines found in
the GCU Style Guide located in the Student Success Center.

This assignment uses a rubric. Please review the rubric
prior to beginning the assignment to become familiar with the expectations for
successful completion.

You are required to submit this assignment to Turnitin.

Submit this assignment to your instructor in LoudCloud.

Week 7
assignment

RTI Presentation

Create a 15-20 slide digital presentation providing an
introduction to Response to Intervention to educators. Include a title slide,
reference slide, and presenter’s notes.

Within your presentation provide:

An overview of RTI, to include an explanation of the RTI
tiers.

An explanation of what factors determine appropriate student
placement within the RTI tiers.

An explanation of how the RTI model can help meet the needs
of individuals with

exceptionalities.

Five research-based intervention strategies for individuals
with exceptionalities

struggling in English language arts or mathematics that are
appropriate for a

variety of RTI tiers.

Support your presentation with this week’s readings and
three additional scholarly resources.

While GCU style format is not required for the body of this
assignment, solid academic writing is expected, and in-text citations and
references should be presented using GCU documentation guidelines, which can be
found in the GCU Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to
beginning the assignment to become familiar with the expectations for
successful completion.

You are required to submit this assignment to Turnitin.