Choose one of the four case studies provided to analyze and refl.docx

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Choose one of the four case studies provided to analyze and reflect upon. Sarah is in the 7th grade. She has an intellectual disability. Her academic skills are at the 2nd grade level. She has significant speech delays. People who do not regularly interact with her have a difficult time understanding her. When Sarah is not able to communicate with others, she gets very frustrated and angry. This can lead to her becoming physically aggressive. Gabriel is in kindergarten. He has cerebral palsy and is in a wheelchair, wears a diaper, and is tube fed. He is nonverbal and is able to communicate some through eye contact. Gabriel can make choices between two things this way. He has very limited hand strength and needs to work on grasping things on his own. Micah is in the 11th grade. He has learning disabilities in the areas of written expression and reading comprehension and reads at the 9th grade level. Micah is very social and involved in extracurricular activities in school. He does not like to receive accommodations that make him stand out from his peers. Jacob is in the 5th grade. He has ADHD and an emotional/behavioral disorder. He gets along with very young kids and adults, but struggles with getting along with other kids his age. He is very aggressive and gets in people’s faces. Jacob does not pick up on social cues from others and does not recognize when he is making people uncomfortable. Jacob speaks very loudly. His academic skills are at the 3rd grade level. He does not put much effort into his work because he does not see the point in learning or going to school. His frustration can easily and quickly turn into a temper tantrum and it takes a very long time for him to calm down. A large part of his school day is spent working through emotional/behavioral issues. Based on what you learned about special education including, inclusive and self-contained classrooms, write a 1,500-1,750-word essay. Address the questions below pertaining to each of the placement options: Inclusion, Resource, and Self-Contained. Summarize the placement option and discuss why it would or would not work for the student in the case study. What type of related services would the student require and why? What type of technology could be used to support the student within assessment, planning, and delivery? What type of collaboration model would be appropriate for the student’s teachers to use and why? Summary/Reflection What type of classroom setting would be most appropriate for the student and why? Choose two of the CEC standards and discuss how they are applicable to the placement option you chose. Reference a minimum of three scholarly articles within your writing. Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for succ.

Education

word essay. Address the questions below pertaining to each of
the placement options:
Inclusion, Resource, and Self-Contained.
Summarize the placement option and discuss why it would or
would not work for the student in the case study.
What type of related services would the student require and
why?
What type of technology could be used to support the student
within assessment, planning, and delivery?
What type of collaboration model would be appropriate for the
student’s teachers to use and why?
Summary/Reflection
What type of classroom setting would be most appropriate for
the student and why?
Choose two of the CEC standards and discuss how they are
applicable to the placement option you chose.
Reference a minimum of three scholarly articles within your
writing.
Prepare this assignment according to the APA guidelines found
in the APA Style Guide, located in the Student Success Center.
An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to
beginning the assignment to become familiar with the
expectations for successful completion.

1-Pretend that you are a new teacher. You see that one of your students likes to tease and joke on the other students. This student targets some students more than others and is meaner to them. The students who are targeted most often are those who appear to be less socially adept than some of the others. They may be younger, seem to have a more obvious disability or be overweight, wear glasses or not dress in trendy clothes. The student's behavior goes well beyond "friendly banter" and often leaves the other students feeling hurt and ashamed. How do you stop the student from bullying his or her peers and work to build the self-esteem of the students who have been picked on? What could be some of the causes of the student's bullying behavior and how might you work to address the root of the behavior? 2-Tiered Behavior Management and Response to Intervention (RtI Please share a situation where you have worked with a challenging or difficult student. Was a tiered program or RtI a part of the program used to work with the student? How does a tiered program encourage student success? What are some of the challenges you have experienced while working with a tiered program? How have your students responded to the program or programs? 3-Special education teachers may work at different education levels at various points in their careers. Inclusion will be different in the lower grades than it would be in a high school classroom. How do you think that inclusion may look different for students at the elementary level as opposed to the high school level? What are some of the methods used to include students at all educational levels? What are some of the benefits and challenges you can see of the different inclusion models used with the different age students? 4-As a teacher of students with mild disabilities your class may be a diverse mix of students with various abilities and disabilities. How might inclusion and classroom management change when working with students with Autism and Autism Spectrum Disorders or other specific disabilities such as Down Syndrome? What would you need to take into account when developing behavior intervention plans (BIPs) and Individual Education Plans (IEPs)? How do you think these would change as the student grew and progressed through school? 5- This week you have a special task for the discussion. You will need to read about a disability category or specific disability that is of interest to you. Many of you may have a student, friend or family member with a specific disability we have not talked about so far in class. Use what you learn in the materials you read, the professional organization's website you visit or the videos you watch to talk about the specific inclusion and behavior management needs of students with that disability. Example: My niece has ADHD and Asperger's Syndrome. She has been receiving services part time since she was in kindergarten. She also sees a counselor a.

Part 1 Assessment SummaryIn 500-750-words, summarize the fo.docx

sherni1

Part 1: Assessment Summary In 500-750-words, summarize the following: What areas should an AAC assessment evaluate? What areas of communication do AAC assessments address? How do assessment results inform AAC strategies/techniques? Identify AAC assessments used within your school or district and explain when each assessment would most appropriately be used. Support your assessment summary with 1-3 scholarly resources. Part 2: Case Studies Read the following case studies to inform Part 2 of the assignment. Case Study 1: Mandy Mandy is a 3-year-old preschool student who has been diagnosed with ASD and is nonverbal. She is sensitive to loud noises and certain textures. She was recently referred to a child study team by the family physician. Her family doctor described her as having low muscle tone, delayed communication, and delayed motor skills. She uses her behavior and physicality for communicating needs. Mandy does point and reach for desired items, but she has not been able to reproduce any signs, despite her parents' attempts to teach her sign language for the past year. She often appears to be disengaged when playing or when her parents are encouraging her to sign. Her eye contact is minimal, tantrums are common, crying happens daily, and change is very difficult for her. Case Study 2: Wilson Wilson is an 11-year-old boy who was diagnosed with ASD as a toddler. He is physically healthy, but he is very sensitive to hot, cold, noises, and pain. He does not like crowds or lines and struggles with class assemblies, lunch time periods, and recesses. He is in a self-contained special education classroom on a public school campus and attends general education class for music only. He is capable of doing some general education class work, but his behavior is far too unpredictable to make further placement in a general education classroom feasible at this time. He can be impulsive and destructive when frustrated or overwhelmed. He is quite social and enjoys interacting with his peers in both settings; however, it can be difficult to discern when he will have a meltdown. He has tantrums and destroys property, and his participation in some aspects of school is limited. When changes in the schedule occur, such as school assemblies or fire drills, Wilson has a hard time adjusting and oftentimes tips over desks or kicks. He has not been able to attend the last two field trips due to his parents’ concerns for his safety. Case Study 3: Cole Cole is a 16-year-old boy with ASD and cognitive delays. He was born three weeks premature and required intensive neonatal care for six weeks after birth, but he is currently in good health. He passed all hearing and vision screenings. Cole uses gestures and a few verbal words to express his needs and wants; for example yes/no and hungry. He uses a few sign language gestures and some picture symbols, but mostly relies on a communication device in order to communicate with teachers, peers, and parents.

Running Head APPLICATION .docx

joellemurphey

Running Head: APPLICATION 1 Week 2 Application EDUC – 3003 Obs and Asmnt Child Rona Harris Walden University SUMMARY OF REFLECTION 1. How the information that you gleaned from the interview contributes to your knowledge of the child you selected for your Child Observation Project Based on the observation of Hillary it is clear to realize that she is a relatively intelligent child. This is due to the fact that at 4 years old, she is capable of depicting the advanced use of cognitive functions. This is evident by the fact that at first she is quiet always seeming to be self-absorbed but this is just a ploy. She is very quiet at first and this can often be confused for being due to the notion that she is shy but that is not the case as deduced. Hillary has adapted the art of critical thinking as it was evident because she was not self-absorbed as we gathered when we tried to talk about her thinking she wasn’t listening only for her to answer, saying that she did not actually have a problem with socializing but she just understood that not every situation required a response. She said that her mother had expressly told her to learn to take time and think of something before she spoke. This observation had started with the intent of investigating her social development but it was becoming clear that she did not necessarily have a social problem but she was just a product of her environment. 2. Information, knowledge, and/or advice from the Parent/Family Member Interview Sheet that you want to remember in order to facilitate your observation Hillary is clearly a product of growing up around four teens and adults in her life and for the most part she is bound to inherit their behavior. This was not meant to be the focus of the observation, but it was clearly turning into a cognitive war on social development. More critical analysis I came to the realization that Hillary was a product of her environment and socialization as she was a direct mirror of her relative. But the most amazing part of the visit and subsequent observation is the fact that through it became apparent that the behavior is not the only thing that was being influenced by the family but rather the family was helping to nurture Hillary’s cognitive development. This is due to the fact that it requires a tremendous amount of brain ability to be instructed and Hillary clearly was keen on following instructions. Also, as the observation went on it was apparent to see that Hillary had heightened thinking and deduction capability as she was watching a television show meant for the age group of 13 years and above and she actually very intriguing and charismatic. She expressed extensive concentration and thinking as she was subjected by me and other grownups. For her age, it was clear from other activities the level of maturity that she possessed, but more so the thinking cap ...

Benchmark - Summative Examination Part of a special educator’s r.docx

tangyechloe

Benchmark - Summative Examination Part of a special educator’s responsibilities include understanding the characteristics of the major disability categories and how the characteristics affect typical development. When conducting observations and consulting with staff who work with students with disabilities, teachers must be able to articulate the differences in development and prescribe appropriate interventions. Understanding the effect of culture and language development must also be considered in meeting student needs. Part 1: Short Answer Responses Evaluate the following case studies and, in 100-250 words, classify the IDEA disability category for each student. Provide a rationale for your identification choice that takes into consideration each student's developmental milestones. Tomas, Kindergarten Tomas entered Mrs. Richards' kindergarten classroom at the beginning of the school year with great excitement! He showed great interest in learning and being in the classroom with other students. As the school year progressed, however, Tomas' excitement quickly turned into frustration. He struggled with recognizing the letters in his name, identifying different shapes, and consistently could not follow two-part instructions. He also was dramatically less able than his peers to focus on a task. His frustrations have led to impulsive actions. Mrs. Richards has called a meeting with his parents to address her concerns. Harper, 3rd Grade Harper attends Sunset Elementary School and is in a class with 25 other third graders. Harper loves her teacher Mrs. Hernandez and struggles when a substitute takes her place. She excels in math and tends to get bored when the other kids in her class struggle. Harper also loves reading about the weather, somewhat obsessively, and can share weather facts and details for hours. She enjoys going to school, but does struggle with the loud noises a school brings. In school assemblies, for instance, she becomes overly upset about the noise level and tends to rock back and forth to calm herself. She also does not like fire drills and has refused to leave the classroom because of the sound of the fire alarm. Instead, she will flop to the ground, kick, and cover her ears. Austin, 5th Grade Austin was 9 years old when he was hit by a car while riding his bike on the sidewalk. He broke his arm and leg and hit his head very hard. When he came home from the hospital he looked just fine, but he needed help. Now back at school, there are changes in Austin that are hard to understand. It takes Austin longer to do things, and he has trouble remembering. He cannot always find the words he wants to use. Math is hard for him now, but it was his strongest academic area before the accident. Mary, 9th Grade Mary and her mother recently moved to the school district from Mexico after divorcing her father, who still lives in Mexico. Mary and her mother now live with Mary’s uncle, his wife, and five kids. Mom is working two .

The Writing Program grades holistically by evaluating the studen.docx

christalgrieg

The Writing Program grades holistically by evaluating the student’s essay as a whole, balancing its strengths and weaknesses, in order to arrive at an overall grade. Grade of A: An essay that earns an A demonstrates a high degree of competence and meets the following criteria: □ Presents an argument that responds to the writing assignment thoroughly and insightfully □ Demonstrates a nuanced understanding of the assigned texts □ Is very well focused, organized, and developed at the essay level, integrating assigned texts and/or research □ Is very well framed and developed at the paragraph level, including effective assertions, analysis, and textual evidence □ Demonstrates strong facility with language, using effective vocabulary, syntax, and sentence variety □ Demonstrates strong control of the grammar, rules of usage, and mechanics of standard English Grade of B: An essay that earns a B is written in a clearly competent manner and meets the following criteria: □ Presents an argument that responds to all of the elements of the writing assignment effectively and thoughtfully □ Demonstrates a solid understanding of the readings □ Is effectively focused, organized, and developed at the essay level, integrating assigned texts and/or research □ Is effectively framed and developed at the paragraph level, including appropriate assertions, analysis, and textual evidence □ Demonstrates good facility with language, using appropriate vocabulary, syntax, and sentence variety □ Shows good control of the grammar, rules of usage, and mechanics of standard English, but may have some errors Grade of C: An essay that earns a C demonstrates adequate competence but is limited in one or more of the following ways: □ Presents an argument that responds to the writing assignment adequately, but may be somewhat limited □ Demonstrates a competent, though sometimes superficial, understanding of the readings □ Is adequately focused at the essay level, though the paragraphs could be more effectively organized or explicitly connected and the assigned texts and/or research could be better integrated □ Is thinly developed at the paragraph level, inconsistent in its inclusion of assertions, analysis, or textual evidence. ...

Question 4 Read the case study about Ms Zandi and then answer the following questions. Ms Zandi is the Grade 4 Social Science teacher at an urban school. She has 40 learners in her class who come from diverse backgrounds. Over the first term of the year, she has acquired an in- depth knowledge of her learners. She has become aware of the diversity amongst them in terms of language proficiency, reading and writing competence, interests, learning preferences, learning behaviours, attitudes to learning, motivational levels, prior knowledge and levels of achievement in 7 INC3701/103/2023 numeracy. She has one learner, Mbali, who is hearing impaired and underperforms in Social Sciences. Ms Zandi believes that Mbali can do better if given support. Three learners are new to the school. From her assessments, Ms Zandi realises that they are functioning below the grade level in Social Sciences. They have not mastered a lot of the content and skills in the Grade 2 and 3 Social Sciences curricula. They are struggling with reading and writing skills in the language of teaching and learning, which is English. Although they are working hard, they need to be closely supervised especially during group work, or they become playful and do not focus on the task at hand. Ms Zandi has four learners in her class who are highly motivated and have a special liking for, curiosity about, and interest in Social Sciences. Ms Zandi tries her best to stimulate them and provide them with a more enriching and expanded curriculum. Njabulo appears to have developmental delays and, speaking to his previous teachers, she learns that he has made progress but is below the grade level in most subjects. In addition, she has Karabo in her class, a pleasant child who tries hard when Ms Zandi works with him individually. He enjoys practical activities and working with manipulatives but is easily distracted. He has gaps in Social Sciences learning and has not mastered some of the content in the Grade 2 and 3 curricula. 4.1. What challenges does Ms Zandi face with the three new learners in her class? [3] 4.2. Which support do you think Mbali should be given and why? [3] 4.3. How would you support the four highly motivated learners in Ms Zandi's class who have a special interest in Social Sciences? Mention four ways. [4] 4.4 Identify five strategies you would suggest to Ms Zandi to ensure that all learners are included and that they are not prejudged based on how they are grouped. [10] [20] Question 4 Read the case study about Ms Zandi and then answer the following questions. Ms Zandi is the Grade 4 Social Science teacher at an urban school. She has 40 leamers in her class who come from diverse backgrounds: Over the first term of the year, she has acquired an in-depth knowledge of her learners. She has become aware of the diversity amongst them in terms of language proficiency, reading and writing competence, interests, learning prefertences, learning behaviours, atstudes to leaming. moti.

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Case study – VignetteSean is a proficient classroom teacher and .docx

wendolynhalbert

Case study – Vignette Sean is a proficient classroom teacher and currently has a grade 3 class. He is based at a low socioeconomic school with a high population of ESL and Indigenous students. He has prepared a science enquiry unit for the term that links to the school-based curriculum plan and the Australian Curriculum expectations. The topic is chemical science - A change of state between solid and liquid can be caused by adding or removing heat (ACSSU046). During the implementation of the first session on this topic, he sets a pre-test and finds that the students have very little prior knowledge in this area. He is unsure of how to progress and is aware that some of the students’ literacy levels are below the state benchmark. The topic being covered is technical and requires students to understand terms, complex ideas about their environment and also have knowledge of specific genres for writing. The writing genres for this term’s assessment are 1. Procedural (impersonal) and 2. Information report (descriptive – clarifying) text types. The unit plan that Sean has developed will not support his students as it stands – he is aware that he needs to go back and reassess his teaching strategies and unit content. His school is also in the process of implementing the Teaching and learning cycle (Links to an external site.) to support the student learning process. Sean is concerned that he won’t be able to cover the required content in the detail that would be expected. There is also the need for Sean to ensure that his students are engaged and that the learning is differentiated across the class of 25 students. Sean also works collaboratively with his team of 3 other grade 3 teachers of which he is the most senior. He takes this discussion to his unit meeting and they are all feeling the same way. How can Sean ensure that the students will receive the literacy support they need in order to be successful and achieve the outcomes required for assessment within this science unit? After reading the case study please respond to this in 350 words · An explanation of formal and informal literacy learning, along with a discussion of how informal and formal literacy learning and thinking might be applied to the scenario which clearly differentiates between the two. Some points from the tutor When you developing this task - think about how you can extend your suggested practice into the next assignment, as this is where you will design and implementation strategy to assist Sean and the team. Consider how this fits into context in schools today for instance · Links to the standards · Know students and how they learn · Know the content and how to teach it · Plan for and implement effective teaching and learning Marking guide · A comparison describing and identifying formal and informal literacy learning opportunities has been included. · Strategies for improvement in context to the dimensions of literacy and formal and informal literacy have been i ...

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