Categories
Special Education

Assessment Description Knowledge of the characteristics of technically sound dir

Assessment Description
Knowledge of the characteristics of technically sound direct and indirect diagnostic assessments provides a depth of knowledge for participating on school-based decision-making teams. Academic, cognitive, behavioral, and functional living assessments provide specific insight into the strengths and needs of students. Understanding the applications of these assessments and what they measure can help guide special education teachers in how to apply these in the school and classroom settings.
Usually, the special education teacher conducts academic assessments while the school psychologist will conduct cognitive and some behavioral types of assessments. The psychologist may also interview parents and teachers and have them complete checklists, such as a child behavior checklist or a Vineland Adaptive Behavioral Scale to gain more information about how a student functions at home and on campus. Occasionally, the psychologist will complete the academic assessment instead of the special education teacher. Any related service providers, such as the speech therapist, occupational therapist, or others, conduct their own assessments to determine eligibility if needed. The evaluation process will vary based on the team and policies and procedures in place at the local education agency (LEA).
Use the “Diagnostic Assessment Graphic Organizer Templat” to outline the most current edition of each of the following :
Wechsler Individual Achievement Test – (direct)
Wechsler Intelligence Scale for Children – (direct)
Conners – (indirect)
Vineland Adaptive Behavior Scales – (indirect)
Your graphic organizer should include for each assessment:
Resource supporting the assessment.
A brief 50-100 word description discussing the applications of the assessment.
A brief 50-100 word description of what the assessment measures.
The publication date of the assessment.
Applicable age/grade levels for the assessment.
Type of scores yielded.
Support your findings with a minimum of one credible resource per assessment.
While APA 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 APA documentation guidelines, which can be found in the APA 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 LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
Attachments
SPD-556-T1-Diagnostic Assessments Grap

Categories
Special Education

For this written assignment, you are to watch one or more of the listed videos.

For this written assignment, you are to watch one or more of the listed videos. These films can be found in the IHCC Library (Go to the IHCC Library, click on Library Databases, scroll half way down the page, click on Films on Demand, click, enter the username and password, enter the name of the film in the search tool.
Inclusion:
A Service Not a Place – Full Video (29:18)
https://digital.films.com/PortalPlaylists.aspx?wID=15254&xtid=60348
Standards & Inclusion:
Can We Have Both? – Full Video (41:41)
https://digital.films.com/PortalPlaylists.aspx?wID=15254&xtid=60338
Teaching Lessons and Learning Lessons in the Special Ed Classroom –
Full Video (25:47)
https://digital.films.com/PortalPlaylists.aspx?wID=15254&xtid=30086
Special Needs Students in Regular Classrooms?
Sean’s Story – Full Video (45:49)
https://digital.films.com/PortalPlaylists.aspx?wID=15254&xtid=5299
After viewing the film, you are to write a reflection.
A film reflection is a composed reflection of your insights, opinion, or observation. It should have an introduction (thesis statement), body and conclusion. Your reflection should be 2+ pages in length (Times New Roman, 12 fonts, double-spaced). No title page or reference page is needed, however, you will need to title your paper the title of the film you watched. Make sure to add examples from the film and text-course content to support your thoughts in your reflection.
To include in your reflection as paragraphs:
1. Begin with an introduction and thesis statement.
2. Provide a brief summary of the series you viewed (1 to 2 paragraphs).
3. What did you learn that you did not know prior to watching the film? Explain. Give examples.
Finish this part of your discussion with the statement: From this film, I learned how important it
is to …
4. What happened in the film that reminds you of something that has occurred in your past or current educational career?
5. How has this film moved you from point A to point B in your thinking regarding exceptional students? Make sure to use examples from the film and use content from the textbook to support your conclusions.
6. Add a strong conclusion that provides closure to this essay.

Categories
Special Education

Assignment Content The purpose of assessment in the special education process i

Assignment Content
The purpose of assessment in the special education process is to collect information and make decisions about and for a student. Once a student has been determined eligible for special education services, there are many things to consider before the IEP team meets and begins writing the IEP. To better prepare for this next step, it will be helpful to have some sort of guide to ensure that nothing gets missed.
Create a 375- to 600-word checklist that outlines the factors to consider when planning an educational program and determining placement for a student with intellectual and developmental disabilities and TBI.
Include at least 10 items.
Include a justification for why each factor is important and should be considered in the checklist.
Use at least 3 references.
Further Explanation of Assignment Completion
This resource is a checklist, not an essay, to share/use with your colleagues/peers as you look at the process of planning for testing/observation/IEP, and what the student will need to be successful in school. Create the resource so it can be readily available, and useable, when preparing for the meeting.
Take into consideration all of the people who work with or will work with the student and what they might need to use (SLI, PT, OT, etc.).
Do not use any previously created document, whether it is from your school, or another course you’ve taken.
You may create a chart, bullet list, etc. to fulfill the requirements of the assignment. This is preferred.
Do not use PowerPoint or any other presentation-style document. This should be created to use/distribute at the table.
Must Include in-text citations and APA formatted Title and Reference pages. Even pictures, graphics, etc. must have a citation and reference, even if you get it from the public domain of the internet. Not all images are public domain even if they say that they are available for free.
***See Attached Rubric

Categories
Special Education

You are simply helping me add to my Literature review information that I have al

You are simply helping me add to my Literature review information that I have already. You will find literature that talks about the Self-Efficacy of special education teachers who teach or have taught online.
References must be no more than 5 years old.
Statements and facts MUST be referenced
Please remember to stay on topic and dont stray away from the Self-Efficacy of special education teachers who teach or have taught online.
Please DONT use the same references over and over inside of the text. Thanks

Categories
Special Education

Assignment Content The purpose of assessment in the special education process i

Assignment Content
The purpose of assessment in the special education process is to collect information and make decisions about and for a student. Once a student has been determined eligible for special education services, there are many things to consider before the IEP team meets and begins writing the IEP. To better prepare for this next step, it will be helpful to have some sort of guide to ensure that nothing gets missed.
Create a 375- to 600-word checklist that outlines the factors to consider when planning an educational program and determining placement for a student with intellectual and developmental disabilities and TBI.
Include at least 10 items.
Include a justification for why each factor is important and should be considered in the checklist.
Use at least 3 references.
Further Explanation of Assignment Completion
This resource is a checklist, not an essay, to share/use with your colleagues/peers as you look at the process of planning for testing/observation/IEP, and what the student will need to be successful in school. Create the resource so it can be readily available, and useable, when preparing for the meeting.
Take into consideration all of the people who work with or will work with the student and what they might need to use (SLI, PT, OT, etc.).
Do not use any previously created document, whether it is from your school, or another course you’ve taken.
You may create a chart, bullet list, etc. to fulfill the requirements of the assignment. This is preferred.
Do not use PowerPoint or any other presentation-style document. This should be created to use/distribute at the table.
Must Include in-text citations and APA formatted Title and Reference pages. Even pictures, graphics, etc. must have a citation and reference, even if you get it from the public domain of the internet. Not all images are public domain even if they say that they are available for free.
***See Attached Rubric

Categories
Special Education

Part 1: Continued Language Support Discuss with your mentor teacher culturally s

Part 1: Continued Language Support
Discuss with your mentor teacher culturally specific items in their classroom environment. You may consult other teachers at your field experience site to gather additional information or work with multiple teachers if needed. Include the following in your discussion:
How do you support and celebrate cultural diversity within instruction?
How do you leverage home language and cultural assets?
How do you show responsiveness to the different strengths, needs, and identities of all ELLs, including special needs?
How do you demonstrate understanding of the social, emotional, and cultural needs of students when establishing classroom routines and procedures?
At least two additional questions to discuss with the teacher.
Observe at least one classroom in a K-8 or 9-12 school setting with ELLs. Continue to work with a student or group of students to support their language acquisition needs in the mentor teacher’s classroom. If possible, focus on instructional or support activities related to the discussion with your mentor. Examples of activities include creating resources with the mentor teacher that support the home language/culture of the ELLs in the classroom; conducting a whole-class activity that supports cultural diversity; attending meetings with the mentor teacher which involve ELL families; and providing one-on-one assistance specific to the social, emotional, cultural, linguistic, or academic needs of the student.
Part 2: Reflection
Following the observation, discuss with your mentor teacher the progress made and next steps in supporting the students’ language acquisition needs. Collaborate on ways your mentor teacher can continue to demonstrate cultural understanding and promote language development in their content area classroom.
Write a 250-500 word reflection summarizing your observations and discussion. Include a reflection of how you supported the language acquisition needs of the students you worked with. Address how what you have learned will affect your future professional practice. Specifically discuss how you will demonstrate cultural understanding and promote language development in your classroom.

Categories
Special Education

Assistive technology (AT) is a supplemental resource that may be a mandated requ

Assistive technology (AT) is a supplemental resource that may be a mandated requirement for many students with disabilities within their IEPs. In a typical resource room, there are a variety of AT devices that may be incorporated into instruction by the special education teacher.
Research two low tech, two high tech, two augmentative, and two alternative assistive technology devices appropriate for students with previously identified mild to moderate language disabilities.
For each assistive technology device researched, complete the “Assistive Technology Device Matrix Template.”
Support your findings with a minimum of three scholarly resources.

Categories
Special Education

Part 1: Schoolwide Event Proposal Title, description, and rationale of the event

Part 1: Schoolwide Event Proposal
Title, description, and rationale of the event
Agenda, including time frames and activities
Equipment and supplies
Part 2: Cultural Connections
In addition to the proposal, write 500-750 words justifying how the event supports each of the following:
Cultural influences, cultural competence, and social-emotional needs of ELLs in teaching and learning
Intentional strategies for family and community engagement that support and highlight the assets of home language, communication, family involvement, and culture to build family, community, and school partnerships
Inclusive school and classroom environment taking into consideration language acquisition and key environmental factors such as family, community practices, and the role of culture in student learning
The role that family and community practices have in influencing language learning
Alignment to asset-based behaviors and expectations

Categories
Special Education

Collaborate with a school leader (e.g., principal, assistant principal, dean of

Collaborate with a school leader (e.g., principal, assistant principal, dean of students, teacher leader) about their school’s learning environment and how he or she promotes a learning environment that is conducive for students with disabilities.
Your discussion should address the following prompts:
How does the leader promote an inclusive environment for students of all abilities?
How does the leader ensure all staff are up-to-date in training associated with disabilities on their campus?
What additional training or support does the administration offer faculty and staff who demonstrate increased need for promoting a learning environment that is conducive for students with disabilities?
How do you, as a leader, stay up-to-date with regulations regarding disabilities for the students on your campus?
What type of services do you provide on your campus?
What types of disabilities are present on your campus?
How do you factor these services into your budget?
What do you do to promote collaboration between the special education staff to encourage support among all staff members?
Include two original questions to obtain further information about areas of interest you may have.
In 500-750 words, summarize and reflect upon your collaborations and explain how you will use your findings in your future professional practice.

Categories
Special Education

Reference: Use APA (American Psychological Association) 2009 guidelines for wri

Reference:
Use APA (American Psychological Association) 2009 guidelines for writing references.
Keywords: These should be keywords that define the major topics of the article, i.e., if someone were searching a database of these articles, then they would search these keywords much as you searched ERIC databases. Examples: gender equity, cooperative learning, spatial sense, etc. [7 or more]
Introduction: Write a very short intro to the article. Why did you decide to look at this article and review it for your current project? [3 – 5 sentences]
Abstract and Overview: Write a short summary of the article. This abstract and overview can be a little longer. Nevertheless, try to keep it to a few paragraphs at most. [200 – 250 words]
Analysis and Synthesis: Here is where you actually “review” the article. What are the most important conclusions of the article or the most important aspects from your perspective? How, specifically, does this inform your group and your project? What did you learn from the article? Are there points in the article with which you agree or disagree? Why? Pull it all together–what conclusions or implications do you feel are the most important? Again, don’t feel that you need to write a long document. A few well-crafted paragraphs that are succinct and relate directly to the point with sound arguments supporting your position are all that are needed. [200 – 250 words]
Implications for the Classroom: Concluding comments. This may even be redundant with some of your analysis and synthesis section. Try to make this a short paragraph or even a bullet list. [at least three implications; 100 – 150 words]
This template is based on the educator’s article review template found at web address: http://mste.illinois.edu/courses/ci302msp00/article_review_template.htm
6/22/21: pbb
Online Scholarly Journal Article: Citing DOIs
Please note: Because online materials can potentially change URLs, APA recommends providing a Digital Object Identifier (DOI), when it is available, as opposed to the URL. DOIs are an attempt to provide stable, long-lasting links for online articles. They are unique to their documents and consist of a long alphanumeric code. Many—but not all—publishers will provide an article’s DOI on the first page of the document.
Note also that some online bibliographies provide an article’s DOI but may “hide” the code under a button which may read “Article” or may be an abbreviation of a vendor’s name like “CrossRef” or “PubMed.” This button will usually lead the user to the full article which will include the DOI. Find DOIs from print publications or ones that go to dead links with doi.org’s “Resolve a DOI” function, available on the site’s home page.
APA 7 also advises writers to include a DOI (if available), even when using the print source.
Article from an Online Periodical with DOI Assigned
Lastname, F. M., & Lastname, F. M. (Year). Title of article. Title of Periodical, Vol.(Issue), page numbers. DOI
Drollinger, T., Comer, L. B., & Warrington, P. T. (2006). Development and validation of the active empathetic listening scale. Psychology & Marketing, 23(2), 161-180. https://doi.org/10.1002/mar.20105
Article from an Online Periodical with no DOI Assigned
Perreault, L. (2019). Obesity in adults: Role of physical activity and exercise. UpToDate. Retrieved January 12, 2020, from https://www.uptodate.com/contents/obesity-in-adults-role-of-physical-activity-and-exercise