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1. AED 222 Week 9 Final Project Student Profile
AED 222 Week 9 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. In this scenario, you are an aide in the
child’s homeroom class and will present the following information at the
meeting:
A detailed description of the student, including observed conduct at school and
reported conduct at home
The strengths, interests, needed areas of improvement, and special needs of the
student
A definition of the perceived exceptionality and its prevalence
The specific reasons for this classification of the student
The best educational practices, including assistive technology, behavior
management, and accommodations used in the classroom to address the needs of
the student
Note: You may choose to combine more than one exceptionality in the student
profile.
Compile the information into a 1,050- to 1,400-word report for presentation at an
IEP meeting.
Format your paper according to APA guidelines, including in-text citations and a
reference page.
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2. AED 222 Week 9 Capstone Checkpoint
AED 222 Week 9 Capstone Checkpoint
Write a 200- to 300-word 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.
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AED 222 Week 8 DQ 2
AED 222 Week 8 DQ 2
Post your response to the following: In the following scenarios, determine which
level of behavior management is addressed and describe the factors involved that
led you to these conclusions
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AED 222 Week 8 DQ 1
AED 222 Week 8 DQ 1
Post the highlighted portions of the Appendix C matrix. (Be sure you 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 8 CheckPoint Blooms Taxonomy Within A Planning Pyramid
AED 222 Week 8 CheckPoint Blooms Taxonomy Within a Planning Pyramid
Resource: Ch. 5 in Special Education for Today’s Teachers: An Introduction

3. Identify, using the planning pyramid on p. 115 of Special Education for Today’s
Teachers: An Introduction, which goals in the boxes on the left side of the form (in
Figure 5.1 on p. 113) contain a verb from Bloom’s taxonomy.
Assign a verb to each of the others to clarify each goal.
Locate additional resources as references, if needed.
Read pp. 115-121 in Special Education for Today’s Teachers: An Introduction.
Explain, in 200 to 300 words, how the adaptations included in the middle section
on the right-hand side of the planning form (on p. 115) relate to any of the
following systematic teaching strategies:
· Instructional grouping
· Content presentation
· Provided practice
· Progress monitoring
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AED 222 Week 7 Individual Assignment Channeling Students Into Special
Services
AED 222 Week 7 Individual Assignment Channeling Students into Special
Services
Resource: Ch. 4 (pp. 93-105) in Special Education for Today’s Teachers: An
Introduction

4. Read pp. 93-105 in Special Education for Today’s Teachers: An Introduction
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.
Describe in 350 to 700 words which processes and procedures would be followed
after the identification and how services would be planned.
Format your paper according to APA guidelines, including in-text citations and a
reference page if additional resources are used.
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AED 222 Week 7 Exercise Creating A Student Profile For A Mock Case Study
Appendix C
AED 222 Week 7 Exercise Creating a Student Profile for a Mock Case Study
Appendix C
Resources: Appendix B, Appendix C, and the All Kinds of Minds Case Studies
Complete Appendix C to begin the first step of the Final Project, using the
information you compiled in Appendix B. This exercise consists of creating a
profile for a special needs student. Specific information requirements are listed in
Appendix C.
Refer to the All Kinds of Minds Case Studies at
http://www.allkindsofminds.org/caseStudies.aspx for examples.
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AED 222 Week 7 CheckPoint IEP
AED 222 Week 7 CheckPoint IEP

5. Resource: IEP video
Watch the IEP video at http://www.pearsoncustom.com/az/axia_sped/
Explain, in 200 to 300 words, who is present at Star’s IEP and the role each plays.
Also, determine who else might be involved and why?
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AED 222 Week 6 DQ 2
AED 222 Week 6 DQ 2
Post your response to the following: After completing Reflective Exercise 4
found on p. 415 of Special Education for Today’s Teachers: An Introduction,
how much influence do you think IQ test scores should have in determining
giftedness? What other factors should be part of the classification system?
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AED 222 Week 6 DQ 1
AED 222 Week 6 DQ 1
Post your response to the following: After comparing Renzulli’s three ring
conception of giftedness to the Marland definition on pp. 412-413 in Special
Education for Today’s Teachers: An Introduction, which model do you think has
greater significance for educators and why?
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AED 222 Week 6 CheckPoint Channeling Students Into A Gifted Program
AED 222 Week 6 CheckPoint Channeling Students into a Gifted Program
Resources: Ch. 15 in Special Education for Today’s Teachers: An Introduction and
Acceleration Program Options

6. Refer to Acceleration Program Options at
http://www.bced.gov.bc.ca/specialed/gifted/strategies.htm#Acceleration and pp.
419-425 of Special Education for Today’s Teachers: An Introduction.
Develop a protocol for channeling students into a gifted program. In 200 to 300
words, include the following:
Early interventions that might be used
Information about how students can be referred to or identified for the program
Which interventions the program offers
What students will experience within those programs.
Cite any additional resources used in APA format.
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AED 222 Week 5 Individual Assignment Supports For TBI Physical
Disabilities And Health Impairments
AED 222 Week 5 Individual Assignment Supports for TBI Physical
Disabilities and Health Impairments
Resources: Ch. 13 & 14 in Special Education for Today’s Teachers: An
Introduction
Refer to Ch. 13 & 14 in Special Education for Today’s Teachers: An Introduction.
Research two devices and associated teaching practices that can aid students with
sensory impairments in the classroom. One of the devices should assist with
hearing impairments and one with visual impairments. Some examples include the
following: hearing aids, computer assisted real-time transcription (CART), video

7. magnifiers/closed-circuit televisions (CCTV), Braille embossers, and alternate
format materials.
Explain the following for each device in a total of 350 to 500 words:
How is the assistive device used in the classroom to help students with sensory
impairments reach their full academic potential?
What type of student benefits from using the device? Include information about the
characteristics and classification of the student.
How much additional information absorption can be expected with use of the
device?
How can effective practices, used in conjunction with the device, provide added
benefits? Be specific.
Cite any additional resources used in APA format.
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AED 222 Week 4 DQ 2
AED 222 Week 4 DQ 2
Post your response to the following: After watching both the Who Is George? and
the Communication Disorders—George’s Support video clips at
http://www.pearsoncustom.com/az/axia_sped/ do you think that George’s
communication disorder is a speech or language disorder, or a combination of
both? Differentiate between them and support your answer with information from
the text
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8. AED 222 Week 5 CheckPoint Devices And Practices For Sensory
Impairments
AED 222 Week 5 CheckPoint Devices and Practices for Sensory Impairments
Resource: Ch. 13 and 14 in Special Education for Today’s Teachers: An
Introduction
Read about the special supports on pp. 401-403 in Special Education for Today’s
Teachers: An Introduction that have been designed to help students with medical
and physical conditions in the classroom.
Research several available supports.
Create a 5- to 7-slide PowerPoint® presentation that portrays information about
three specific supports: one that might benefit a child with TBI, one for a physical
disability, and one for health impairment. Be sure to include the following
information:
A definition of each impairment
A detailed description of each support
A description of how each support could be used
At least one APA-formatted reference for each support
Post your assignment as an attachment. At the beginning of Week Six, your
instructor will post a thread that will allow you to share your PowerPoint®
presentation as an attachment with your classmates.
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AED 222 Week 4 DQ 1

9. AED 222 Week 4 DQ 1
Post your response to the following: After watching both the Reading and Writing
and the Social Skills video clips at http://www.pearsoncustom.com/az/axia_sped/
what characteristics of ASD do Ayah and Ally display? Under which
classifications of ASD might the girls be identified? How do the teachers respond
to each child? Why?
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AED 222 Week 4 CheckPoint The Life Of A Special Education Teacher
AED 222 Week 4 CheckPoint The Life of a Special Education Teacher
Resources: pp. 321-322 in Special Education for Today’s Teachers: An
Introduction and the Students to Students: Classroom Application – Severe and
Sensory video
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. 321-322.
Explain in a 200 to 300 word response the different ways that the reading and
video portrayed special education teachers interacting with severely disabled
students and classify the types of intellectual disabilities that these teachers may
encounter in their work.
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AED 222 Week 3 CheckPoint Classifying Emotional And Behavioral
Disabilities And Attention Deficit Disorders
AED 222 Week 3 CheckPoint Classifying Emotional and Behavioral
Disabilities and Attention Deficit Disorders
Resources: Ch. 7 & 9 in Special Education for Today’s Teachers: An Introduction,
Does My Child Have an Emotional or Behavioral Disorder?, and Classifying EBD
and ADHD at http://corptrain.phoenix.edu/axia/aed222/E1/Ex_1.htm

10. Complete the multimedia activity, Classifying EBD and ADHD, which
demonstrates the many considerations involved with identifying emotional and
behavioral disabilities and attention deficit hyperactivity disorders.
Take a screen shot of your notes from the Classifying EBD and ADHD activity
from your computer screen and paste it into the body of a new Microsoft® Word
document.
To do this, complete the following instructions:
Press the Print Screen or Prt Scr key on the upper-right hand corner of your
keyboard.
Open a new Word document.
Press Ctrl V. Your screen shot should paste directly into the body of your
document.
Explain the following in a 200- to 300-word response, using Ch. 7 & 9 in Special
Education for Today’s Teachers: An Introduction, Does My Child Have an
Emotional or Behavioral Disorder? at http://www.pacer.org/ebd/ebdart.asp, and the
notes you made during the multimedia activity as references:
What difficulties did you experienced with classifying each of the students?
What thought processes allowed you to come to your conclusions?
Why do you feel that EBD and ADHD might be difficult to define and identify?
Cite any additional resources used in APA format.
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AED 222 Week 3 Individual Assignment The Controversy Of Medication

11. AED 222 Week 3 Individual Assignment The Controversy of Medication
Resources: Ch. 7 & 9 in Special Education for Today’s Teachers: An Introduction
and Medicating Kids videos Watch the Medicating Kids videos
at http://www.pbs.org/wgbh/pages/frontline/shows/medicating/watch/
Determine the benefits of the medications and the concerns associated with treating
EBD and ADHD with medication using the Medicating Kids videos and Ch. 7 & 9
of Special Education for Today’s Teachers: An Introduction as references.
Write a 350- to 700-word paper that includes the following:
· Your personal opinion about the highly controversial topic of medicating
children for EBD or ADHD
· Supporting facts and data
· Possible alternate treatments
Format your paper according to APA guidelines.
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AED 222 Week 2 DQ 2
AED 222 Week 2 DQ 2
Post your response to the following: After reading Can You Help Me with
This Student? on p. 222, why do you think Ms. Hodges is apprehensive about
Ernest being in her classroom? Which educational practices that she is
already implementing in her classroom do you recognize as effective, and how
would they benefit students like Ernest? Why?
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AED 222 Week 2 DQ 1

12. AED 222 Week 2 DQ 1
Post your response to the following: After reading Can You Help Me with This
Student? on pp. 156-157, how could you, as Juan’s teacher, provide him emotional
and instructional support?
Consider the following before responding: Have you ever experienced a lack of
success despite how much effort you put into succeeding? Do you think you would
have benefited from receiving emotional support during the ordeal? Do you
remember seeking comfort or help?
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AED 222 Week 2 CheckPoint Final Project Matrix Appendix B
AED 222 Week 2 CheckPoint Final Project Matrix Appendix B
Resources: Ch. 6 & 8 in Special Education for Today’s Teachers: An
Introduction and Appendix B
Refer to Ch. 6 and 8 in Special Education for Today’s Teachers: An Introduction.
Record the following information regarding learning disabilities and mild
intellectual disabilities in the appropriate sections of the matrix in Appendix B:
· Definition of the exceptionality
· Classification criteria and characteristics
· Prevalence
· Associated educational practices
· Any additional relevant information
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13. AED 222 Week 1 Checkpoint IDEA 2004
AED 222 Week 1 Individual Assignment Special Education and the Principles
of NCLB
Resource: Ch. 2 in Special Education for Today’s Teachers: An Introduction
Refer to Ch. 2 (pp. 42-45) in Special Education for Today’s Teachers: An
Introduction.
Identify how each of the five core principles of NCLB strong accountability,
expanded flexibility and control, methods based on scientific research, expanded
options for parents, and highly qualified teachers might affect diverse learners,
both positively and negatively.
Write a 350- to 700-word paper, addressing the potential pros and cons of each
principle.
Format your paper according to APA guidelines, including in-text citations and a
reference page if additional resources are used.
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AED 222 Week 1 Individual Assignment Special Education And The
Principles Of NCLB
AED 222 Week 1 Checkpoint IDEA 2004
Resources: Ms. Green Elementary: Professionalism—IDEA video and Ch. 2
(pp. 34-42 and 45-46) in Special Education for Today’s Teachers: An
Introduction
Watch the Ms. Green Elementary: Professionalism—IDEA video at
http://www.pearsoncustom.com/az/axia_sped/. Please note: The video may take a
few moments to download.

14. Refer to pp. 34-42 and 45-46 in Special Education for Today’s Teachers: An
Introduction.
Think about what IDEA 2004 has accomplished since it was enacted in 1975.
Determine the following, explaining your answers in 200 to 300 words and citing
any additional resources used in APA format:
· Has the law satisfied its purpose?
· In what ways does it affect diverse learners?
· How does Section 504 of the Rehabilitation Act contrast with IDEA 2004?
· Is there room for improvement?
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AED 222 Complete Course
AED 222 Complete Course
AED 222 Week 1 Checkpoint IDEA 2004
AED 222 Week 1 Individual Assignment Special Education and the Principles
of NCLB
AED 222 Week 2 DQ 1
AED 222 Week 2 DQ 2
AED 222 Week 2 CheckPoint Final Project Matrix Appendix B
AED 222 Week 3 CheckPoint Classifying Emotional and Behavioral
Disabilities and Attention Deficit Disorders
AED 222 Week 3 Individual Assignment The Controversy of Medication
AED 222 Week 4 DQ 1
AED 222 Week 4 DQ 2
AED 222 Week 4 CheckPoint The Life of a Special Education Teacher

15. AED 222 Week 5 CheckPoint Devices and Practices for Sensory Impairments
AED 222 Week 5 Individual Assignment Supports for TBI Physical
Disabilities and Health Impairments
AED 222 Week 6 DQ 1
AED 222 Week 6 DQ 2
AED 222 Week 6 CheckPoint Channeling Students into a Gifted Program
AED 222 Week 7 CheckPoint IEP
AED 222 Week 7 Exercise Creating a Student Profile for a Mock Case Study
Appendix C
AED 222 Week 7 Individual Assignment Channeling Students into Special
Services
AED 222 Week 8 DQ 1
AED 222 Week 8 DQ 2
AED 222 Week 8 CheckPoint Blooms Taxonomy Within a Planning Pyramid
AED 222 Week 9 Capstone Checkpoint
AED 222 Week 9 Final Project Student Profile
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