This document contains information about various online courses and discussion questions. It discusses topics like inclusion, accommodations and modifications for students with disabilities, teaching approaches like explicit instruction and differentiation, response to intervention (RTI), and creating supportive classroom environments. The document provides prompts for students to reflect on concepts from their readings and share experiences related to educating students with special needs.

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In this pack of HIS 125 Week 8 Discussion Question 1 you will
find the next information: How did the Great Depression
affect the nation, economically and psychologically? Why was
the Great Depression called the great leveler?
Business - General Business
ESE 315 Week 1 DQ 1 Inclusion
Inclusion. In Chapter 2 of your text, the concept of inclusion
is discussed. As Powell and Driver (2013) state, “In an
inclusion setting, students with disabilities are instructed
alongside peers without disabilities for some or all of the
school day” (Section 2.1). Complete the Inclusion Chart
(available in your online course) and view the article,
“Regular Educators on the IEP Team.”
Imagine you are a teacher getting ready for your first IEP/504
meeting for one of your students who has a mild hearing
disability (you can choose any age range from the Inclusion
Chart you completed).
As an integral part of the IEP/504 team, how will you prepare
yourself for this meeting?
What are three important items to consider about this
student before making any recommendations to the
committee (e.g., what needs might this child have)?
What are two accommodations that might be beneficial for
this student and why (see table 2.1 in your course text)?
What is one modification that might help this student and
why?
Lastly, what are the differences between accommodations

2. and modifications?
Please also include your completed Inclusion Chart as an
attachment.
c. What information is important to know about a mild
hearing disability and how will that information affect
performance/learning/behavior in the classroom?
ESE 315 Week 1 DQ 2 Teaching Approaches Debate
Teaching Approaches Debate. According to the text, when
students with disabilities are placed in the general education
classroom, there are three widely used teaching approaches
that provide a starting point for helping students participate
in the general curriculum (Section 2.2). While there are many
other approaches, the three most widely used teaching
approaches are: explicit instruction, differentiation, and
universal design for learning (UDL). For this post, you will
provide support for one of these approaches outlined below
and explain why it is a valuable approach and should be used
in the teaching of students with disabilities.
Find your assigned debate group below (by first letter of last
name):
A-H: Explicit Instruction
I-Q: Differentiation
R-Z: Universal Design for Learning (UDL)
Develop a cohesive and research-based argument for the
position you have been assigned. Be sure to include the
principles that guide each approach and set it apart from the
others, as well as in-text research that supports this
approach.
ESE 315 Week 1 Journal Reflection and Preparation

3. Reflection and Preparation.
Part One: EAHCA Reflection. The Education of All
Handicapped Children Act (EAHCA or EHA), or PL 94- 142,
“was the first to mandate that schools provide education to
students with disabilities” (Powell Driver, 2013, Section 1.3).
Reflect on how key aspects of this law such as FAPE, LRE, IEP,
and due process will specifically impact you as a teacher or
caregiver. What is your role in ensuring that each portion of
this law is upheld in your classroom? What concerns do you
have regarding your role and why?
Part Two: Interview Preparation. In preparation for the Week
Two assignment, you will need to identify, reach out to, and
confirm the contact information for the person you will
interview.
Research early childhood education programs in your area
and/or online.
Contact a professional at a preschool, Head Start, or Early
Head Start program via email or phone, and inquire about
the possibility of setting up an interview.
Confirm a date and a time for the interview. The actual
interview needs to be completed by the end of Week Two.
Include the contact information of the person you will
interview and the date and the time of the interview at the
bottom of your Journal.
ESE 315 Week 2 DQ 1 Response to Intervention
Response to Intervention. Mary Quest, an early childhood
teacher of 15 years, has shared two narratives of her
experiences with response to intervention (RTI). After
reading Chapter 3, Chapter 4, and the two case narratives
below, describe what you see as both the strengths and
challenges of RTI. How do you see children getting the

4. support and services they may need through RTI? As you
read the following case studies what would you like to learn
more about? If RTI is new to you, what have you learned? If
you have experience with RTI, what can you share about your
experience with RTI?
ESE 315 Week 2 DQ 2 Environment
Environment. Read the article on creating supportive
environments, “Including Children With Special Needs: Are
You and Your Early Childhood Program Ready?”
Often in early childhood programs, the environment is seen
as the third teacher as it guides and invites children to
interact in various ways. As you reflect on this idea of the
environment supporting children's play, list and describe in
your discussion three ideas that you would implement from
the reading into your classroom that will support all children
(e.g., smooth and predictable transitions).
ESE 315 Week 2 Journal Choice Topic
Choice Topic. Choose one of the following topics to write
about:
When creating appropriate, individualized curriculum, it is
important to remember that “fair” and “equal” are not the
same thing. In other words, if all children are given the same
thing, it might be fair, but when children are given what they
need, it is fair. For example, if a child is unable to sit at circle
time, that child has the option to move outside the group
and do something that will not disturb the group, or perhaps
use a fidget toy during meeting time. In thinking about this,
what does the idea of fair not being the same as equal mean
in a classroom? Generate an example of a fairness issue and
explain how you might resolve it.
Write about the first time you met a person with learning

5. differences. As you think back to this experience, what did
the adults say to you? What was implied and not spoken?
What was spoken? How did their comments or actions affect
how you saw or understood that person? How might your
own biases and possible fears of people with differences
been shaped by some of these early experiences? What are
some of your current fears or possible biases? What are
some ways you can work to overcome these biases and
fears? What is important for adults in classrooms to think
about as they support all children in their classrooms?
It is important to think about how we frame or view all
children. Therefore the idea of naming the person first and
the difference second affects how we view children. For
example, instead of saying “challenging children,” we move
to the idea of “children whose behaviors challenge our skills.”
This shifts from the idea that children need to change to how
we support ...
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