SPE 500 Clinical Learning Notes
Assigned Teacher: Patricia Tessner at Rock Quarry Elementary
About Patricia Tessner
Greetings!
I am Patricia Tessner, a Special Education Teacher at The Rock. Since working here over the past seven years I have taught Special Education students in all grade levels. Currently I am teaching students from Kindergarten through 2nd grade.
I am originally from Canada but Tuscaloosa has been my home for over 17 years. My background is in Pediatric Nursing. My time spent on a Pediatric Neurosurgical ward influenced my decision to become a Special Education teacher. That background and experience has enriched my understanding of students with special needs.
I have two boys; one is in 11th grade at Northridge High and the other is a junior at the University of Alabama. I decided to become a teacher after spending time with them at school and substitute teaching between my nursing and teaching careers. I graduated from the University of Alabama from the Multiple Abilities Program in 2007 with my Master of Arts in Special Education and am certified in both General Education and Special Education.
I have learned through my experiences that the way children perceive, process and communicate about their world is unique to each and every one. I work closely with the General Education Teachers and am often in the General Education classrooms. This allows students to learn with their peers and develop the learning skills they need to become successful independent learners.
I welcome parents questions, concerns, and input. Please feel free to contact me by e-mail, leave a message for me with the office, or send a note with your child. I can arrange my schedule to be available to meet before or after school, or during the school day.
Day 1: Initial Meeting at Rock Quarry Elementary 10/20/15 (2:45pm – 3:00pm)
Met with Special Education teacher Ms. Tessner at Rock Quarry Elementary to discuss objectives and schedule to complete 15 hours of Clinical studies.
Day 2: 10/21/15 (8:10am – 1:00pm)
Met 1st graders Bryant and Alex and worked on:
Pronouncing words using flashcards and sound chart (pic in attachment)
Pronouncing words with the “long a” and “short a” sounds, using pictures/cards of words such as gas, game, pan, tape, cap, cape, cake, gate, rake, cat, map, and lamp.
Ms.Tessner gave each student a small dry erase board to practice writing the words
Kindergartners Alex and Callen started off writing the letter “e”, pronouncing the “o” sound, and used pictures to pronounce words and each syllable of the word.
I worked on reading and pronouncing words with 2nd grader Sean.
3rd grader Demarian and the Mrs. Lewis, Rock Quarry Elementary’s other Special Education teacher, worked on reading comprehension. She gave him a passage to read, along with 7 questions to answer
Assisted the Special Education students in the general education class setting, along with Ms. Tessner.
Day 3: 10/22/15 (8:00am – 12:00pm)
2nd grader S.
The document discusses Response to Intervention (RtI) and perspectives on its use for prevention of learning disabilities and identification of students with learning disabilities. It emphasizes that RtI focuses on ensuring appropriate, evidence-based instruction is provided to all students to prevent the need to classify students as learning disabled. Formative assessment within RtI is aimed at improving both student and teacher learning by focusing on instructional quality and student-teacher interactions. Effective interventions are interactive, engage students in meaningful literacy activities, and support students in developing independence.
Breaking Into the Classroom: Speech Service Delivery in the SchoolsBilinguistics
Learn how to break into the classroom and contribute significantly to the literacy and academic achievement of students with communication disorders.
Approximately 70% of speech-language pathologists use a pull-out model (ASHA, 2012). However, we are missing crucial opportunities to improve our relationships with teachers, have our therapy map directly over academic goals, and reduce our therapy planning by using the content and materials that teachers are developing each week. Break into your school’s classrooms and reap these rewards.
3 years working in education with variety of philosophies: Reggio Emilia, traditional, and other forms of alternative education. Junior student working on Bachelor's Degree in Education and Environmental Education. Compassionate listener and learner. Believe every child can succeed and has a gift. Encourage children to learn in communities and focus on whole child. Works with parents in involvement with students. Facilitate growth and track learning progress in children.
1) Teachers are responsible for ensuring students meet state standards in core subjects like language arts, math, science, and social studies.
2) In Texas, the TEKS outline the essential knowledge and skills students should master in each grade, including strands for reading, writing, research, listening, speaking, and conventions.
3) When meeting with parents, teachers should be prepared to discuss the student's performance levels based on assessments and how they relate to the grade-level standards.
Essay On Feasability Of Self-Assessment In ESL ClassroomsMonica Rivera
This document discusses observations of ESL classrooms and teaching methods. It describes two classrooms observed - a third grade classroom with 22 Mexican heritage students and a first grade classroom of 25 Mexican heritage students. Both teachers engaged students through group work, think-pair-share activities, and active learning like having students discuss and share their writing while walking around. The document analyzes the effectiveness of these teaching methods for language acquisition. It also notes the importance of creating a welcoming classroom environment for ESL students.
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When your child is special elaine l. wilmorejzamora3521
The document discusses inclusion of special needs students in mainstream classrooms from the perspective of a former teacher, principal, and parent of a learning disabled child. It outlines both the arguments for and against inclusion, and acknowledges that there are good reasons on both sides. It concludes that inclusion should be determined on a case-by-case basis considering the individual student's needs and the resources and support available to teachers.
When your child is special elaine l. wilmorejzamora3521
The document discusses inclusion of special needs students in mainstream classrooms from the perspective of a former teacher, principal, and parent of a learning disabled child. It outlines both the arguments for and against inclusion, and acknowledges that there are good reasons on both sides. It concludes that inclusion should be determined on a case-by-case basis considering the individual student's needs and the resources and support available to teachers.
The document discusses Response to Intervention (RtI) and perspectives on its use for prevention of learning disabilities and identification of students with learning disabilities. It emphasizes that RtI focuses on ensuring appropriate, evidence-based instruction is provided to all students to prevent the need to classify students as learning disabled. Formative assessment within RtI is aimed at improving both student and teacher learning by focusing on instructional quality and student-teacher interactions. Effective interventions are interactive, engage students in meaningful literacy activities, and support students in developing independence.
Breaking Into the Classroom: Speech Service Delivery in the SchoolsBilinguistics
Learn how to break into the classroom and contribute significantly to the literacy and academic achievement of students with communication disorders.
Approximately 70% of speech-language pathologists use a pull-out model (ASHA, 2012). However, we are missing crucial opportunities to improve our relationships with teachers, have our therapy map directly over academic goals, and reduce our therapy planning by using the content and materials that teachers are developing each week. Break into your school’s classrooms and reap these rewards.
3 years working in education with variety of philosophies: Reggio Emilia, traditional, and other forms of alternative education. Junior student working on Bachelor's Degree in Education and Environmental Education. Compassionate listener and learner. Believe every child can succeed and has a gift. Encourage children to learn in communities and focus on whole child. Works with parents in involvement with students. Facilitate growth and track learning progress in children.
1) Teachers are responsible for ensuring students meet state standards in core subjects like language arts, math, science, and social studies.
2) In Texas, the TEKS outline the essential knowledge and skills students should master in each grade, including strands for reading, writing, research, listening, speaking, and conventions.
3) When meeting with parents, teachers should be prepared to discuss the student's performance levels based on assessments and how they relate to the grade-level standards.
Essay On Feasability Of Self-Assessment In ESL ClassroomsMonica Rivera
This document discusses observations of ESL classrooms and teaching methods. It describes two classrooms observed - a third grade classroom with 22 Mexican heritage students and a first grade classroom of 25 Mexican heritage students. Both teachers engaged students through group work, think-pair-share activities, and active learning like having students discuss and share their writing while walking around. The document analyzes the effectiveness of these teaching methods for language acquisition. It also notes the importance of creating a welcoming classroom environment for ESL students.
Best Ways To Study Essay
Essay about Teachers and Students
Essay On Student Behavior
Why Grades Are Important Essay
Essay on English Language Learner
How to Be A Good Student Essay
Stress Among College Students Essay examples
Essay On Student Stress
First Year Students Essay
Essay on Students in Urban Schools
International Students Essay example
Student Engagement Essay
When your child is special elaine l. wilmorejzamora3521
The document discusses inclusion of special needs students in mainstream classrooms from the perspective of a former teacher, principal, and parent of a learning disabled child. It outlines both the arguments for and against inclusion, and acknowledges that there are good reasons on both sides. It concludes that inclusion should be determined on a case-by-case basis considering the individual student's needs and the resources and support available to teachers.
When your child is special elaine l. wilmorejzamora3521
The document discusses inclusion of special needs students in mainstream classrooms from the perspective of a former teacher, principal, and parent of a learning disabled child. It outlines both the arguments for and against inclusion, and acknowledges that there are good reasons on both sides. It concludes that inclusion should be determined on a case-by-case basis considering the individual student's needs and the resources and support available to teachers.
When your child is special elaine l. wilmorejzamora3521
The document discusses inclusion of special needs students in mainstream classrooms from the perspective of a former teacher, principal, and parent of a learning disabled child. It outlines both the arguments for and against inclusion, and acknowledges that there are good reasons on both sides. It concludes that inclusion should be determined on a case-by-case basis considering the individual student's needs and the resources and support available to teachers.
When your child is special elaine l. wilmorejzamora3521
The document discusses inclusion of special needs students in mainstream classrooms from the perspective of a former teacher, principal, and parent of a learning disabled child. It outlines both the arguments for and against inclusion, and acknowledges that there are good reasons on both sides. It concludes that inclusion should be determined on a case-by-case basis considering the individual student's needs and the resources and support available to teachers.
Running head scaffolding 2 scaffolding 2aryan532920
1) The document discusses scaffolding in early childhood education, specifically for children ages 4-5. It proposes two assignments to assess literacy skills: having children arrange words to form sentences and identify beginning sounds of words.
2) The assignments are designed to evaluate children's understanding of sentence structure and their ability to connect letters to sounds.
3) Regular writing tasks and helping children identify letter-sounds are important for developing literacy skills in preschoolers.
This document discusses the importance of early intervention for students with exceptionalities and the need for middle school teachers to assess for potential disabilities. It recommends that teachers observe for "fixed mindsets" that may indicate a student has not received appropriate accommodations. The document also provides guidance for administering a "Names Test" to evaluate students' phonological skills and determine whether they require specialized instruction. Teachers are advised to communicate results to special education practitioners but not diagnose disabilities themselves.
This document contains artifacts and photos from a field observation of an exceptional education classroom along with a summary of an interview with the classroom teacher. The teacher discusses the unique needs of the students in the classroom who require more one-on-one attention. The teacher also notes recommendations from parents to ensure their children have the same educational opportunities and how education policies have aimed to provide exceptional education students the same experiences as others.
I chose to _x_ support __ stretch __ stimulate __ direct __ plan
Describe your actions and language.
I reassured the child that everything was okay and that I was there with her. I gave her positive reinforcement as she was painting and exploring the different textures. When it was time to clean up I did so in a calm and gentle manner. I handed her off to one of the familiar teachers so she did not feel overwhelmed during the transition.
Reason for your response: I responded as above because ......
Explain links to knowledge of child’s abilities / interests / needs.
Child V.C has been slowly warming up to me based on the previous observations. She needed the extra reassurance and support during this
This document contains responses to questions about assessments taken by a college student. It discusses the purpose of formative assessments and how they help students improve their learning. It also defines the concepts of measurement, assessment, and evaluation in the context of a teacher grading a science test. Additionally, it discusses the role of assessment in identifying weaknesses in students' science knowledge and designing interventions to address them.
Assignment # 4 service learning journalElena Fornes
Palmetto Elementary is a public school in Pinecrest, Florida serving students in grades PK-5. It has approximately 590 students, with the student body being 43% Hispanic, 40% white, 10% black, and 7% Asian. The school offers extracurricular activities like band, cheerleading, and chess. Through her service learning assignment, the author worked with two teachers and gained experience in primary education. She observed how each teacher effectively incorporated different teaching strategies and found the experience confirmed she wants to teach at the elementary level.
The document discusses key aspects of Response to Intervention (RTI) and how speech-language pathologists (SLPs) can be involved. It outlines the tiers of intervention in RTI from universal screening to increasingly intensive supports. SLPs are encouraged to participate in universal screenings, collaborate on intervention teams, and use data to inform instruction for all students. The goal of RTI is to provide evidence-based, systematic interventions to students struggling in the general education setting before considering special education.
Summarize the key ideas of each of these texts and explain how they .docxrafbolet0
Summarize the key ideas of each of these texts and explain how they shed light on our study of American religious diversity. Point out some key citations and explain the most important thing you learned from these readings and how these readings helped you achieve the educational goals of our course
US Bill of Rights, UN DECLARATION OF HUMAN RIGHTS, and UNESCO on Diversity and Tolerance; Dignitatis Humanae, and Nostra Aetate
Clash of civilizations, Civil Religion (Reader, pp288-289), and Dominus Iesus
Dynamics of Prejudice (Reader, pp.32-39; 111-114; 295-309)
“Die Judenfrage” (Reader, pp.178-209)
The Irish case (Reader, pp.169-177)
Idolatry (Cantwell Smith, Reader, pp.259-266) and Tolerant Gods ( by Wole Soyinka, text on moodle)
Sacred Texts, Christian and Islamic vision of Religious Tolerance (Reader, p.44, and moodle)
The Real Kant, Multiculturalism, Eurocentrism and the Columbus paradigm (Reader, pp.93-103; 352-358; and pp.282-289)
“Calore-Colore” Paradigm (Reader, pp. 323-346) and scholarship on ATR, and scientific theories or mythologies of otherness (pp, 111-128; 295-346)
AAR article on Egyptology and “Egypt and Israel”
Choose 3 questions from the list above :
the papers should be clear and professonal, answer questions and explain the points that you wants to explain with examples from SACRED TEXTS (BIBLE AND KORAN). I want the writer to do the papers professionally, and to be neutral and non-racist, I want him explain that the examples of the Koran show the positive side, which is commensurate with the topic you will write, And, if possible, that there is a positive similarity between the Koran and the Bible. I already provide additional file can help the writer and you can looking for Koran and Bible to use it
.
Submit, individually, different kinds of data breaches, the threats .docxrafbolet0
This document provides instructions for an assignment to submit a paper analyzing different types of data breaches, the threats that enable them, and their severity. The paper should be APA formatted with 1-inch margins, consistent font, and double spacing, include a 1-page title page, 2-3 pages of body text, and a 1-page references section.
Submit your personal crimes analysis using Microsoft® PowerPoi.docxrafbolet0
Submit
your personal crimes analysis using Microsoft
®
PowerPoint
®
or another pre-approved presentation tool.
Create
a 10- to 15-slide presentation that includes a reference slide with at least four references cited throughout the presentation. Include the following:
·
Differentiate between assault, battery, and mayhem.
·
Identify and explain kidnapping and false imprisonment.
·
Compare and contrast between rape and statutory rape.
·
Choose two states and compare the definitions and punishment for these crimes.
Include
appropriate photos, short videos, or headlines, as needed, to represent your analysis.
Format
your presentation consistent with APA guidelines.
.
Submit two pages (double spaced, 12 point font) describing a musical.docxrafbolet0
Submit two pages (double spaced, 12 point font) describing a musical concert of your choosing, suggested in the syllabus or approved by instructor. Describe as many factors as possible: who/what/where/ when, how many musicians performed, what instruments did they play, name several of the musical pieces, how did they sound (use some of the terms we learned in the course), what did the musicians wear, describe the audience, describe the music (how did it make you feel, etc.), what did you enjoy most about the event? Share your reflections.
.
Submit the rough draft of your geology project. Included in your rou.docxrafbolet0
Submit the rough draft of your geology project. Included in your rough draft should be the text as close as possible to the way you intend on submitting it as well as data tables and rough sketches of figures.
Proofread everything and check your work according to the
Evaluation
guidelines in the original assignment in Week 02.
Geology Project Requirements
**Please review your paper for all of the below before submitting your Week 8 Rough Draft or Week 10 Final Paper.**
-
Length
·
Paper is to be 7 pages, at a minimum, in length:
o
One Cover Page
o
One Reference page
o
5 pages of written text (which does not include space taken up by photos, illustrations or charts).
-
Formatting
·
All paragraphs need to be indented.
·
Font should be Times New Roman and size 12.
·
The line spacing should be double spaced.
·
Make sure there is an introduction paragraph, thebody paragraphs are well organized and a conclusion paragraph.
·
Stay away from many short sentences in a paragraph, as the paragraph needs to flow. (These can be fragment sentences and can make the paper confusing when reading.)
·
Also stay away from many short paragraphs in the body of the paper, if organized well, then there will be medium length paragraphs.
·
Paper should be aligned to the left margin – not center or wide across.
-
Writing
·
This is a science research paper about a geology topic and must be in third person, therefore words such as we, me, I you, our, or us are not allowed to be used. Make sure these are not in your paper.
o
This also pertains to let’s. (Let’s short for let us.)
·
Make sure that all of your sentences are strong and independent.
·
Paper needs to be written using proper mechanics (clear, concise, complete sentences and paragraphs), proper spelling, grammar and punctuation.
·
Do not start your introduction or paper off with ‘This paper will look at…’ or ‘This paper will cover…’ Your thesis should not contain these words and should be a stand alone sentence with a passive lead in.
·
Spell Check Spell Check Spell Check.
·
Any introduction of a new word or scientific word that your reader may not know the definition of, be sure to include the definition for better understanding.
·
Acronyms. The first time an acronym is used, be sure to define what it stands for – such as USGS (United States Geological Survey). Then each subsequent time this acronym is used in the paper, you can just write USGS since it has already been defined to the reader.
·
Make sure to capitalize proper nouns such as Earth.
·
Make sure paragraphs transition and flow well between each other. Read the paper out loud to yourself before final submission to make sure these transitions are in place.
·
Please do not be a casual writer in this paper. What I mean by that is do not write how you would talk in a casual conversation, text on your phone or email a friend. This is a research paper and therefore the presentation and writing style needs to be.
Submit your paper of Sections III and IV of the final project. Spe.docxrafbolet0
Submit your paper of Sections III and IV of the final project. Specifically, the following critical elements must be addressed:
III. Billing and Reimbursement
A. Analyze the collection of data by patient access personnel and its importance to the billing and collection process. Be sure to address the importance of exceptional customer service.
B. Analyze how third-party policies would be used when developing billing guidelines for patient financial services (PFS) personnel and administration when determining the payer mix for maximum reimbursement.
C. Organize the key areas of review in order of importance for timeliness and maximization of reimbursement from third-party payers. Explain your rationale on the order.
D. Describe a way to structure your follow-up staff in terms of effectiveness. How can you ensure that this structure will be effective?
E. Develop a plan for periodic review of procedures to ensure compliance. Include explicit steps for this plan and the feasibility of enacting this plan within this organization.
IV. Marketing and Reimbursement
A. Analyze the strategies used to negotiate new managed care contracts. Support your analysis with research.
B. Communicate the important role that each individual within this healthcare organization plays with regard to managed care contracts. Be sure to include the different individuals within the healthcare organization.
C. Explain how new managed care contracts impact reimbursement for the healthcare organization. Support your explanation with concrete evidence or research.
D. Discuss the resources needed to ensure billing and coding compliance with regulations and ethical standards. What would happen if these resources were not obtained? Describe the consequences of noncompliance with regulations and ethical standards.
.
Submit the finished product for your Geology Project. Please include.docxrafbolet0
Submit the finished product for your Geology Project. Please include all figures, data tables, and text in the same document.
Before you submit, please proofread once more as you check the
Evaluation
guidelines from the original assignment in Week 02.
I need the sources in-text citations please and sources throughout the paper with quotation marks!!! THIS IS NECESSARY. I have the rough draft I can send it.
Geology Project Requirements
**Please review your paper for all of the below before submitting your Week 10 Final Paper.**
-
Length
·
Paper is to be 7 pages, at a minimum, in length:
o
One Cover Page
o
One Reference page
o
5 pages of written text (which does not include space taken up by photos, illustrations or charts).
-
Formatting
·
All paragraphs need to be indented.
·
Font should be Times New Roman and size 12.
·
The line spacing should be double spaced.
·
Make sure there is an introduction paragraph, the body paragraphs are well organized and a conclusion paragraph.
·
Stay away from many short sentences in a paragraph, as the paragraph needs to flow. (These can be fragment sentences and can make the paper confusing when reading.)
·
Also stay away from many short paragraphs in the body of the paper, if organized well, then there will be medium length paragraphs.
·
Paper should be aligned to the left margin – not center or wide across.
-
Writing
·
This is a science research paper about a geology topic and must be in third person, therefore words such as we, me, I you, our, or us are not allowed to be used. Make sure these are not in your paper.
o
This also pertains to let’s. (Let’s short for let us.)
·
Make sure that all of your sentences are strong and independent.
·
Paper needs to be written using proper mechanics (clear, concise, complete sentences and paragraphs), proper spelling, grammar and punctuation.
·
Do not start your introduction or paper off with ‘This paper will look at…’ or ‘This paper will cover…’ Your thesis should not contain these words and should be a stand alone sentence with a passive lead in.
·
Spell Check Spell Check Spell Check.
·
Any introduction of a new word or scientific word that your reader may not know the definition of, be sure to include the definition for better understanding.
·
Acronyms. The first time an acronym is used, be sure to define what it stands for – such as USGS (United States Geological Survey). Then each subsequent time this acronym is used in the paper, you can just write USGS since it has already been defined to the reader.
·
Make sure to capitalize proper nouns such as Earth.
·
Make sure paragraphs transition and flow well between each other. Read the paper out loud to yourself before final submission to make sure these transitions are in place.
·
Please do not be a casual writer in this paper. What I mean by that is do not write how you would talk in a casual conversation, text on your phone or email a friend. This is a research paper.
Submit the Background Information portion of the final project, desc.docxrafbolet0
Submit the Background Information portion of the final project, describing the company and business product, service, or other idea from the business pla. In the description, make sure that you include the target stakeholders and their relationship to the mission, vision, and values of the company. Concisely describe the company and business product or service. Be sure to include the company’s publicly traded name and stock symbol if these exist.
2-3 pages. APA
.
Submit Files - Assignment 1 Role of Manager and Impact of Organizati.docxrafbolet0
Submit Files - Assignment 1 Role of Manager and Impact of Organizational Theories on Managers
Assignment 1 Role of Manager and Impact of Organizational Theories on Managers (Week 3)
Purpose:
In the first assignment, students are given a scenario in which the shipping manager who has worked for Galaxy Toys, Inc. since 1969. The scenario serves to set the stage for students to demonstrate how management theories have changed over time. For example, managing 30 years ago is different than managing in the 21
st
century.
Outcome Met by Completing This Assignment:
integrate management theories and principles into management practices
Instructions:
In Part One of this case study analysis, students are to use the facts from the case study to determine two different organization theories that are demonstrated. For Part Two, students will compare the 21
st
century manager to that of the main character in the case study and the implications of change in being a 21
st
century manager.
In selecting a school of thought and an organizational theory that best describes the current shipping manager, students will use the timeline to select a school of thought and a theory or theories of that time frame. Students will to use the course material to respond to most of the assignment requirements but will also need to research the theorist(s) and theories to complete the assignment. Students are expected to be thorough in responding.
In Part Two, students are going to take what they have learned and compare the management skills of the 21st century shipping manager to the skills of the current shipping manager.
Step 1:
Review “How to Analyze a Case Study” under Week 3 Content.
Step 2:
Create a Word or Rich Text Format (RTF) document that is double-spaced, 12-point font. The final product will be between 4-6 pages in length excluding the title page and reference page.
Step 3:
Review the grading rubric for the assignment.
Step 4:
In addition to providing an introduction, students will use headings following this format:
Title page with title, your name, the course, the instructor’s name;
Background;
Part One;
Part Two.
Step 5
: In writing a case study, the writing is in the third person. What this means is that there are no words such as “I, me, my, we, or us” (first person writing), nor is there use of “you or your” (second person writing). If uncertain how to write in the third person, view this link:
http://www.quickanddirtytips.com/education/grammar/first-second-and-third-person
. Also note that students are not to provide personal commentary.
Step 6:
In writing this assignment, students are expected to support the reasoning using in-text citations and a reference list. If any material is used from a source document, it must be cited and referenced. A reference within a reference list cannot exist without an associated in-text citation and vice versa. View the sample APA paper under Week 1 content.
Step 7:
In writing thi.
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12 3 Regression Terminology12 3 Regression Terminology12.3 Regression Terminology12.3 Regression Terminology
12.4 Ordinary Least Squares Formulas12.4 Ordinary Least Squares Formulas
12 T f Si ifi12 T f Si ifi12.5 Tests for Significance12.5 Tests for Significance
12.6 Analysis of Variance: Overall Fit12.6 Analysis of Variance: Overall Fit
12.7 Confidence and Prediction Intervals for 12.7 Confidence and Prediction Intervals for YY
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LO12LO12--2: 2: Interpret Interpret the slope and intercept of a regression equation.the slope and intercept of a regression equation.
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Chapter Learning Objectives (LO’s)Chapter Learning Objectives (LO’s)
LO12LO12--7:7: Perform regression with Excel or other software.Perform regression with Excel or other software.
LO12LO12--8:8: Interpret the standard errorInterpret the standard error RR22 ANOVA table and F testANOVA table and F testLO12LO12 8: 8: Interpret the standard error, Interpret the standard error, RR , ANOVA table, and F test., ANOVA table, and F test.
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SRF Journal EntriesreferenceAccount TitlesDebitsCredits3-CType journal entries in the space provided. Link these to the T-accounts and link the T-account balancesto the financial statements provided on the tabs at the bottom of the page.4-C
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Street and Highway Fund - General Ledger
Closing EntriesBUDGETARYAccount TitleDebitsCreditsFUND BALANCE-Preclosingclosing entry-FUND BALANCE255,200Preclosingclosing entry255,200ending balanceComplete the following tableNon-spendableRestrictedCommittedAssignedUnassignedTotalFund Balance-Budgetary Fund Balance - Reserve for Encumbrances-Totals------
&L&14City of Monroe&C&14
STREET & HIGHWAY MAINTENANCE FUND - Closing Entries
Stmt of revenues & expendituresRevenuesIntergovernmental RevenuesInterest on InvestmentsTotal Revenues$ -ExpendituresCurrent:Street & Highway MaintenanceTotal Expenditures-Excess (Deficiency) of Revenues Over Expenditures-Fund Balance, January 1Fund Balance, December 31$ -
&L&"Times New Roman,Regular"&14City of Monroe
Statement of Revenues, Expenditures and Changes in Fund Balance
Street and Highway Maintenance Fund
For the year ended December 31, 2014
Balance SheetAssetsCashInvestmentsDue from State GovernmentTotal Assets$ -Liabilities and Fund EquityLiabilitiesAccounts PayableFund EquityFund Balance - Restricted forStreet and Highway MaintenanceTotal Liabilities and Fund Equity$ -
&L&"Times New Roman,Regular"&14City of Monroe
Street & Highway Maintenance Fund
Balance Sheet
As of December 31, 2014
Problem 1Problem 1Required: Identify the financial statement on which each of the following items appears by making an X in the appropriate column. The first one is done for you!(15 points total, 1 point each)IncomeBalanceStatement ofItemStatementSheetCash FlowsAccounts PayableXAccounts ReceivableAdvertising ExpenseCommon StockDividendsEquipmentFinancing ActivitiesInvesting ActivitiesLandOperating ActivitiesRent ExpenseRetained EarningsRevenueSalaries PayableUtility Expense
Problem 2Problem 2Required: Show the effects on the financial statements using a horizontal statement model as outlined below. The first one is done for you!(35 points total, 5 points each)1Sold $30,000 in merchandise for cash2Paid $5,000 for rent with cash3Paid $10,000 in salaries to employees with cash4Sold $25,000 in merchandise and customer paid on credit5Collected $10,000 cash for transaction #46Purchased a building for $100,000 and took out a loan for the money7Paid $1,200 for insuranceBala.
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Choose 3 questions from the list above :
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.
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Submit your personal crimes analysis using Microsoft® PowerPoi.docxrafbolet0
Submit
your personal crimes analysis using Microsoft
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PowerPoint
®
or another pre-approved presentation tool.
Create
a 10- to 15-slide presentation that includes a reference slide with at least four references cited throughout the presentation. Include the following:
·
Differentiate between assault, battery, and mayhem.
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Identify and explain kidnapping and false imprisonment.
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Compare and contrast between rape and statutory rape.
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Choose two states and compare the definitions and punishment for these crimes.
Include
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Format
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.
Submit two pages (double spaced, 12 point font) describing a musical.docxrafbolet0
Submit two pages (double spaced, 12 point font) describing a musical concert of your choosing, suggested in the syllabus or approved by instructor. Describe as many factors as possible: who/what/where/ when, how many musicians performed, what instruments did they play, name several of the musical pieces, how did they sound (use some of the terms we learned in the course), what did the musicians wear, describe the audience, describe the music (how did it make you feel, etc.), what did you enjoy most about the event? Share your reflections.
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Submit the rough draft of your geology project. Included in your rough draft should be the text as close as possible to the way you intend on submitting it as well as data tables and rough sketches of figures.
Proofread everything and check your work according to the
Evaluation
guidelines in the original assignment in Week 02.
Geology Project Requirements
**Please review your paper for all of the below before submitting your Week 8 Rough Draft or Week 10 Final Paper.**
-
Length
·
Paper is to be 7 pages, at a minimum, in length:
o
One Cover Page
o
One Reference page
o
5 pages of written text (which does not include space taken up by photos, illustrations or charts).
-
Formatting
·
All paragraphs need to be indented.
·
Font should be Times New Roman and size 12.
·
The line spacing should be double spaced.
·
Make sure there is an introduction paragraph, thebody paragraphs are well organized and a conclusion paragraph.
·
Stay away from many short sentences in a paragraph, as the paragraph needs to flow. (These can be fragment sentences and can make the paper confusing when reading.)
·
Also stay away from many short paragraphs in the body of the paper, if organized well, then there will be medium length paragraphs.
·
Paper should be aligned to the left margin – not center or wide across.
-
Writing
·
This is a science research paper about a geology topic and must be in third person, therefore words such as we, me, I you, our, or us are not allowed to be used. Make sure these are not in your paper.
o
This also pertains to let’s. (Let’s short for let us.)
·
Make sure that all of your sentences are strong and independent.
·
Paper needs to be written using proper mechanics (clear, concise, complete sentences and paragraphs), proper spelling, grammar and punctuation.
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Do not start your introduction or paper off with ‘This paper will look at…’ or ‘This paper will cover…’ Your thesis should not contain these words and should be a stand alone sentence with a passive lead in.
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Spell Check Spell Check Spell Check.
·
Any introduction of a new word or scientific word that your reader may not know the definition of, be sure to include the definition for better understanding.
·
Acronyms. The first time an acronym is used, be sure to define what it stands for – such as USGS (United States Geological Survey). Then each subsequent time this acronym is used in the paper, you can just write USGS since it has already been defined to the reader.
·
Make sure to capitalize proper nouns such as Earth.
·
Make sure paragraphs transition and flow well between each other. Read the paper out loud to yourself before final submission to make sure these transitions are in place.
·
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D. Describe a way to structure your follow-up staff in terms of effectiveness. How can you ensure that this structure will be effective?
E. Develop a plan for periodic review of procedures to ensure compliance. Include explicit steps for this plan and the feasibility of enacting this plan within this organization.
IV. Marketing and Reimbursement
A. Analyze the strategies used to negotiate new managed care contracts. Support your analysis with research.
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C. Explain how new managed care contracts impact reimbursement for the healthcare organization. Support your explanation with concrete evidence or research.
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Submit the finished product for your Geology Project. Please include.docxrafbolet0
Submit the finished product for your Geology Project. Please include all figures, data tables, and text in the same document.
Before you submit, please proofread once more as you check the
Evaluation
guidelines from the original assignment in Week 02.
I need the sources in-text citations please and sources throughout the paper with quotation marks!!! THIS IS NECESSARY. I have the rough draft I can send it.
Geology Project Requirements
**Please review your paper for all of the below before submitting your Week 10 Final Paper.**
-
Length
·
Paper is to be 7 pages, at a minimum, in length:
o
One Cover Page
o
One Reference page
o
5 pages of written text (which does not include space taken up by photos, illustrations or charts).
-
Formatting
·
All paragraphs need to be indented.
·
Font should be Times New Roman and size 12.
·
The line spacing should be double spaced.
·
Make sure there is an introduction paragraph, the body paragraphs are well organized and a conclusion paragraph.
·
Stay away from many short sentences in a paragraph, as the paragraph needs to flow. (These can be fragment sentences and can make the paper confusing when reading.)
·
Also stay away from many short paragraphs in the body of the paper, if organized well, then there will be medium length paragraphs.
·
Paper should be aligned to the left margin – not center or wide across.
-
Writing
·
This is a science research paper about a geology topic and must be in third person, therefore words such as we, me, I you, our, or us are not allowed to be used. Make sure these are not in your paper.
o
This also pertains to let’s. (Let’s short for let us.)
·
Make sure that all of your sentences are strong and independent.
·
Paper needs to be written using proper mechanics (clear, concise, complete sentences and paragraphs), proper spelling, grammar and punctuation.
·
Do not start your introduction or paper off with ‘This paper will look at…’ or ‘This paper will cover…’ Your thesis should not contain these words and should be a stand alone sentence with a passive lead in.
·
Spell Check Spell Check Spell Check.
·
Any introduction of a new word or scientific word that your reader may not know the definition of, be sure to include the definition for better understanding.
·
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·
Make sure to capitalize proper nouns such as Earth.
·
Make sure paragraphs transition and flow well between each other. Read the paper out loud to yourself before final submission to make sure these transitions are in place.
·
Please do not be a casual writer in this paper. What I mean by that is do not write how you would talk in a casual conversation, text on your phone or email a friend. This is a research paper.
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2-3 pages. APA
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Submit Files - Assignment 1 Role of Manager and Impact of Organizational Theories on Managers
Assignment 1 Role of Manager and Impact of Organizational Theories on Managers (Week 3)
Purpose:
In the first assignment, students are given a scenario in which the shipping manager who has worked for Galaxy Toys, Inc. since 1969. The scenario serves to set the stage for students to demonstrate how management theories have changed over time. For example, managing 30 years ago is different than managing in the 21
st
century.
Outcome Met by Completing This Assignment:
integrate management theories and principles into management practices
Instructions:
In Part One of this case study analysis, students are to use the facts from the case study to determine two different organization theories that are demonstrated. For Part Two, students will compare the 21
st
century manager to that of the main character in the case study and the implications of change in being a 21
st
century manager.
In selecting a school of thought and an organizational theory that best describes the current shipping manager, students will use the timeline to select a school of thought and a theory or theories of that time frame. Students will to use the course material to respond to most of the assignment requirements but will also need to research the theorist(s) and theories to complete the assignment. Students are expected to be thorough in responding.
In Part Two, students are going to take what they have learned and compare the management skills of the 21st century shipping manager to the skills of the current shipping manager.
Step 1:
Review “How to Analyze a Case Study” under Week 3 Content.
Step 2:
Create a Word or Rich Text Format (RTF) document that is double-spaced, 12-point font. The final product will be between 4-6 pages in length excluding the title page and reference page.
Step 3:
Review the grading rubric for the assignment.
Step 4:
In addition to providing an introduction, students will use headings following this format:
Title page with title, your name, the course, the instructor’s name;
Background;
Part One;
Part Two.
Step 5
: In writing a case study, the writing is in the third person. What this means is that there are no words such as “I, me, my, we, or us” (first person writing), nor is there use of “you or your” (second person writing). If uncertain how to write in the third person, view this link:
http://www.quickanddirtytips.com/education/grammar/first-second-and-third-person
. Also note that students are not to provide personal commentary.
Step 6:
In writing this assignment, students are expected to support the reasoning using in-text citations and a reference list. If any material is used from a source document, it must be cited and referenced. A reference within a reference list cannot exist without an associated in-text citation and vice versa. View the sample APA paper under Week 1 content.
Step 7:
In writing thi.
SS
C
ha
Simple RegressionSimple Regression
pter
Chapter ContentsChapter Contents
12
12.1 Visual Displays and Correlation Analysis12.1 Visual Displays and Correlation Analysisp y yp y y
12.2 Simple Regression12.2 Simple Regression
12 3 Regression Terminology12 3 Regression Terminology12.3 Regression Terminology12.3 Regression Terminology
12.4 Ordinary Least Squares Formulas12.4 Ordinary Least Squares Formulas
12 T f Si ifi12 T f Si ifi12.5 Tests for Significance12.5 Tests for Significance
12.6 Analysis of Variance: Overall Fit12.6 Analysis of Variance: Overall Fit
12.7 Confidence and Prediction Intervals for 12.7 Confidence and Prediction Intervals for YY
12-1
SS
C
ha
Simple RegressionSimple Regression
pter
Chapter ContentsChapter Contents
12
12 8 Residual Tests12 8 Residual Tests12.8 Residual Tests12.8 Residual Tests
12.9 Unusual Observations12.9 Unusual Observations
12 10 Oth R i P bl12 10 Oth R i P bl12.10 Other Regression Problems12.10 Other Regression Problems
12-2
C
ha
SS
pter 1
Simple RegressionSimple Regression
Chapter Learning Objectives (LO’s)Chapter Learning Objectives (LO’s)
12
Chapter Learning Objectives (LO s)Chapter Learning Objectives (LO s)
LO12LO12--1: 1: Calculate and test a correlation Calculate and test a correlation coefficient coefficient for for significancesignificance..
LO12LO12--2: 2: Interpret Interpret the slope and intercept of a regression equation.the slope and intercept of a regression equation.
LO12LO12--3: 3: Make Make a prediction for a given a prediction for a given x value using a x value using a regressionregression
equationequation..qq
LO12LO12--4: 4: Fit a simple regression on an Excel scatter plot.Fit a simple regression on an Excel scatter plot.
LO12LO12--5:5: Calculate and interpretCalculate and interpret confidenceconfidence intervals forintervals for regressionregressionLO12LO12 5: 5: Calculate and interpret Calculate and interpret confidence confidence intervals for intervals for regressionregression
coefficientscoefficients..
LO12LO12 6:6: Test hypotheses about the slope and intercept by usingTest hypotheses about the slope and intercept by using t testst tests
12-3
LO12LO12--6: 6: Test hypotheses about the slope and intercept by using Test hypotheses about the slope and intercept by using t tests.t tests.
C
ha
ff
pter
Analysis of VarianceAnalysis of Variance
Ch t L i Obj ti (LO’ )Ch t L i Obj ti (LO’ )
12
Chapter Learning Objectives (LO’s)Chapter Learning Objectives (LO’s)
LO12LO12--7:7: Perform regression with Excel or other software.Perform regression with Excel or other software.
LO12LO12--8:8: Interpret the standard errorInterpret the standard error RR22 ANOVA table and F testANOVA table and F testLO12LO12 8: 8: Interpret the standard error, Interpret the standard error, RR , ANOVA table, and F test., ANOVA table, and F test.
LO12LO12--9:9: Distinguish between confidence and prediction intervals.Distinguish between conf.
SRF Journal EntriesreferenceAccount TitlesDebitsCredits3-CType journal entries in the space provided. Link these to the T-accounts and link the T-account balancesto the financial statements provided on the tabs at the bottom of the page.4-C
&L&"Arial,Bold"&14City of Monroe- Street and Highway Fund Journal Entries
SRF T-accountsDUE FROMCASHINVESTMENTSSTATE GOV'Tbb6,500bb55,000bb200,0006,50055,000200,000BUDGETARY FUND BALANCEFUND BALANCEACCOUNTS PAYABLERESERVE FOR ENCUMBRANCESRESERVE FOR ENCUMBRANCES(beginning of year)6,300bb-bb255,200bb6,300-255,200REVENUESREVENUESEXPENDITURES - STREETINTERGOVERNMENTALINVESTMENT INTEREST& HIGHWAY MAINTENANCEENCUMBRANCES----BUDGETARY ACCOUNTSBUDGETARYESTIMATED REVENUESAPPROPRIATIONSFUND BALANCE---
&L&16City of Monroe&C&16
Street and Highway Fund - General Ledger
Closing EntriesBUDGETARYAccount TitleDebitsCreditsFUND BALANCE-Preclosingclosing entry-FUND BALANCE255,200Preclosingclosing entry255,200ending balanceComplete the following tableNon-spendableRestrictedCommittedAssignedUnassignedTotalFund Balance-Budgetary Fund Balance - Reserve for Encumbrances-Totals------
&L&14City of Monroe&C&14
STREET & HIGHWAY MAINTENANCE FUND - Closing Entries
Stmt of revenues & expendituresRevenuesIntergovernmental RevenuesInterest on InvestmentsTotal Revenues$ -ExpendituresCurrent:Street & Highway MaintenanceTotal Expenditures-Excess (Deficiency) of Revenues Over Expenditures-Fund Balance, January 1Fund Balance, December 31$ -
&L&"Times New Roman,Regular"&14City of Monroe
Statement of Revenues, Expenditures and Changes in Fund Balance
Street and Highway Maintenance Fund
For the year ended December 31, 2014
Balance SheetAssetsCashInvestmentsDue from State GovernmentTotal Assets$ -Liabilities and Fund EquityLiabilitiesAccounts PayableFund EquityFund Balance - Restricted forStreet and Highway MaintenanceTotal Liabilities and Fund Equity$ -
&L&"Times New Roman,Regular"&14City of Monroe
Street & Highway Maintenance Fund
Balance Sheet
As of December 31, 2014
Problem 1Problem 1Required: Identify the financial statement on which each of the following items appears by making an X in the appropriate column. The first one is done for you!(15 points total, 1 point each)IncomeBalanceStatement ofItemStatementSheetCash FlowsAccounts PayableXAccounts ReceivableAdvertising ExpenseCommon StockDividendsEquipmentFinancing ActivitiesInvesting ActivitiesLandOperating ActivitiesRent ExpenseRetained EarningsRevenueSalaries PayableUtility Expense
Problem 2Problem 2Required: Show the effects on the financial statements using a horizontal statement model as outlined below. The first one is done for you!(35 points total, 5 points each)1Sold $30,000 in merchandise for cash2Paid $5,000 for rent with cash3Paid $10,000 in salaries to employees with cash4Sold $25,000 in merchandise and customer paid on credit5Collected $10,000 cash for transaction #46Purchased a building for $100,000 and took out a loan for the money7Paid $1,200 for insuranceBala.
src/CommissionCalculation.javasrc/CommissionCalculation.javaimport java.util.Scanner;
import java.text.NumberFormat;
publicclassCommissionCalculation
{
publicstaticvoid main(String args[])
{
finaldouble salesTarget=600000;
//create an object of Scanner class to get the keyboard input
Scanner keyInput =newScanner(System.in);
//for currency format
NumberFormat numberFormat =NumberFormat.getCurrencyInstance();
//creating an object of SalesPerson class
SalesPerson salesPerson =newSalesPerson();
//prompt the user to enter the annual sales
System.out.print("Enter the annual sales : ");
double sale = keyInput.nextDouble();
//Calculate normal commission until sales target is reached
if(sale<=salesTarget)
{
//set the value of annual sale of sales person object
salesPerson.setAnnualSales(sale);
//displaying the report
System.out.println("The total annual compensation : "+numberFormat.format(salesPerson.getAnnualCompensation()));
}
//show compensation table with Accelerated factor when sales target exceeds
else
{
//method to show a compensation table if sales exceed 600000
salesPerson.getCompensationTable(sale);
}
}
}
src/SalesPerson.javasrc/SalesPerson.java
publicclassSalesPerson{
privatefinaldouble fixedSalary =120000.00;
privatefinaldouble commissionRate =1.2;
privatefinaldouble salesTarget=600000;
privatefinaldouble accelerationfactor=1.20;
privatedouble annualSales;
//default constructor
publicSalesPerson(){
annualSales =0.0;
}
//parameterized constructor
publicSalesPerson(double aSale){
annualSales = aSale;
}
//getter method for the annual sales
publicdouble getAnnualSales(){
return annualSales;
}
//method to set the value of annual sale
publicvoid setAnnualSales(double aSale){
annualSales = aSale;
}
//method to calculate and get commission
publicdouble getCommission()
{
if(annualSales<(0.80*salesTarget))
{
return0;
}
else
{
return annualSales *(commissionRate/100.0);
}
}
//method to calculate and calculate Compensation with Accelerated commission and display table
void getCompensationTable(double annualSales)
{
int count=0;
System.out.println("Annual Sales\t Total Compensation");
for(annualSales=salesTarget;annualSales<=((salesTarget)+(0.5*salesTarget));annualSales+=5000)
{
count=count+1;
double comm= annualSales *(commissionRate*Math.pow(1.2,count)/100.0);
System.out.println(annualSales+"\t"+(fixedSalary+comm));
}
}
//method to calculate and get annual compensation
publicdouble getAnnualCompensation(){
return fixedSalary + getCommission();
}
}
The development of any marketing mix depends on positioning, a process that influences potential customers' overall perception of a brand, product line, or organization in general. Position is the place a product, brand, or group of products occupies in consumers' minds relative to competing offering. Review positioning in your text. There are many examples to illustrate this concept. Then:
1. Describe the position .
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__MACOSX/._SQLServerFiles
“Subsea pipelines connectors”
Subsea pipeline are very popular around the world. Almost every water body has a pipeline, whether it is to transport distilled or spring water, or for gas, or for crude oil. Pipeline with great lengths are broken into segments, and has a connector between each segment; such a methodology are used to control damage and makes it easier for manufacturing and maintenance. However, theses devices are not perfect, and have different aspects that need to be considered when choosing one. Aspects are such as: pressure drop, installment, repair, and material used.
Different types of subsea pipeline connectors are being developed and used everyday in different parts of the world. Manufacturers are racing to be ahead of the technological advancement and rule the market. Starting with a fundamental article about the advancement and the market availability of subsea pipeline connectors back in 1976 to the current technology, this paper will review the literature materials of the present solutions of subsea pipeline connectors. Connectors technology in 1976
This fundamental article written by H. Mohr discusses the available subsea pipe connectors back in 1976[1]. The article offers solution that is applicable for a specific period of time, but when the technology of its time period is expired and new solutions are offered the article would hardly be discussed anymore, which actually made it impossible to find online or in nearby library. However, in general, the solutions offered and the way there were discussed are actually very relatable to this paper.
The paper lays on the three major methods of connections, then goes on to examine the current commercial product at that time. Three methods mentioned are the basic welding, elastomeric connectors, and advanced engineered horizontal systems. H. Mohr then moves to the market demand of the three methods, and two methods only were discussed, welding and mechanical connectors.
“Much emphasis had been placed on welded subsea connections in recent years, but properly designed and installed mechanical connections will always have an ap.
Square, Inc. is a financial services, merchant services aggregat.docxrafbolet0
Square, Inc. is a financial services, merchant services aggregator and mobile payment company based in San Francisco, California. The company markets several software and hardware payments products, including Square Register and Square Reader, and has expanded into small business services such as Square Capital, a financing program, and Square Payroll. The company was founded in 2009 by Jack Dorsey and Jim McKelvey and launched its first app and service in 2010.
• Square Register allows individuals and merchants in the United States, Canada, and Japan to accept offline debit and credit cards on their iOS or Android smartphone or tablet computer. The application software("app") supports manually entering the card details or swiping the card through the Square Reader, a small plastic device that plugs into the audio jack of a supported smartphone or tablet and reads the magnetic stripe. On the iPad version of the Square Register app, the interface resembles a traditional cash register.
Download and read the documents in Edgar.
– http://www.sec.gov/edgar.shtml
– And find the all files that are filed (especially S1)
• Find the information relevant to future sales.
• Construct the Pro‐forma income statement.
• Estimate future free cash flows for the next five years (account for investments, change in working capital, depreciation and taxes)
• Make a reasonable assumption about the growth rate of cash flows until infinity.
2013-10-22 22.19.51.jpg
2013-10-22 22.20.19.jpg
2013-10-22 22.21.54.jpg
Information and society
Since the advent of easy access to the internet and the World Wide Web, society has a different attitude towards information and access to information. The technology changes – from slow desk-tops with dial-up access to smartphones – have also changed our interaction with information.
This is also an area in which generational differences show up. Those of us born before the mid1980s or 1990s have followed all of these changes and have had to adapt to it. For those born in the 1990s (the millennials or digital natives), these methods of getting information have always existed. The millenials have seen some of the technology changes but don’t remember the “old” way. Keep this in mind as you read these notes.
An information society
At the beginning of the semester we talked about the many different ways we get information and the definitions of information. Now we’re going to look more at how information and information technologies have changed society.
Lester and Koehler talk about defining an information society in economic sense. While this is important, I don’t think we need to look at the percentage of our GNP to see that we do live in an information society. Think of all the companies that are based on information – computer technologies, web based businesses, cell phone and technologies, GPS, etc. There are also jobs that rely on information – customer service, stock markets, etc.
Our relationship with information .
SQL SQL 2) Add 25 CUSTOMERSs so that you now have 50 total..docxrafbolet0
The document contains SQL code that inserts 25 new customers and 25 new vehicles into database tables to increase the total numbers of customers and vehicles to 50 each. The code provides details of the customer and vehicle records being inserted such as names, addresses, vehicle details.
SPSS Input
Stephanie Crookston, Dominique Garrett-Smith, Latesha Simpson, Jannie Tollvier,
PSYCH/625
November 25, 2013
Mary Farmer
SPSS Input
After looking at the data and putting it through the ANOVA test; the conclusions are as follows:
There is a huge difference between the groups regarding degrees of freedom. And the use of ANOVA is essential because it is samples taken at different points and times of the same people. Probability is at zero percent because that means its directly at the mean and the f score is used to see if the null hypothesis can be rejected or fail to be rejected of its less than the critical value.
ANOVA
Score
Sum of Squares
df
Mean Square
F
Sig.
Between Groups
609265.938
1
609265.938
2495.987
.000
Within Groups
53213.402
218
244.098
Total
662479.340
219
In a 1000-1250 word essay, explain the meaning of one visual symbol in American Beauty and the relation of that symbol to the message of the film as a whole. Since context forms meaning, you should analyze several instances in which the symbol appears in the film, explaining the meaning of the symbol in each appearance and showing how each instance contributes to the meaning of the symbol in the film as a whole. Since film is a visual medium, I have intentionally asked you to analyze a visual element for this assignment. Therefore, while you certainly should utilize dialogue or other elements of the film’s narrative, please do not neglect to interpret the specifically filmic aspects of this text, such as (but not limited to) camera work (framing, shot length, etc.), editing (“cutting” or “splicing”), sound effects, wardrobe, and lighting.
Here are some visual symbols from which you may choose, but please don’t feel limited to these:
· Plastic bags
· Roses
· Cameras
· Windows or Mirrors
· Guns
· Extreme darkness or bright light
· Specific colors or color combinations
Please note that the task here is twofold: you should present an interpretation of the particular symbol you choose and show how that symbol helps construct the overall message of the film as you see it. A successful thesis statement will present a clear articulation of the meaning of your chosen symbol, a succinct statement as to the overall message of the film, and an explanation of the relationship between these two. As with the other essays for this class, please avoid rendering value judgments. You should not present an evaluation of whether or not you like the film (or whether it’s “good” or “bad”).
Since a successful analysis will require more viewing of the film than what we have time for in class, you may find it advantageous to rent/purchase/download a copy for yourself. For those who would rather not attain their own copy, I have also put a copy of the film on reserve in the library.
Due Dates:
Four copies of your rough draft due: Tuesday 3 December
Workshop: Thursday 5 December
Final draft due: Thursday 12/12 (the day of th.
Spring
2015
–
MAT
137
–Luedeker
Name:
________________________________
Quiz
#1
–
Introduction
to
Sigma
Notation
Directions:
Please
print
out
this
assignment
or
rewrite
the
problems
on
another
sheet
of
paper.
Write
the
final
answer
as
an
integer
or
an
improper
fraction.
You
must
show
all
work
to
receive
credit.
This
assignment
is
due
Wednesday
January
14
at
the
start
of
class.
The
notation
𝑓(𝑛)
!
!!!
is
called
Sigma
Notation.
The
symbol
Σ
means
sum
a
sequence
of
numbers.
The
first
number
in
the
sequence
is
𝑓 𝑎 ,
the
second
number
in
the
sequence
is
𝑓 𝑎 + 1 ,
the
third
number
in
the
sequence
is 𝑓 𝑎 + 2
etc.
,
and
the
last
number
in
the
sequence
is
𝑓(𝑚).
Here
are
two
examples:
𝑛 = 2 + 3 + 4 + 5 + 6 + 7 = 27
!
!!!
𝑛! + 1 =
!
!!!
3! + 1 + 4! + 1 + 5! + 1 + 6! + 1 = 10 + 17 + 26 + 37 = 90
Problems:
Simplify.
Write
your
answer
as
an
integer
or
improper
fraction.
Show
all
work.
1. 𝑛
!"
!!!
2.
1
2!
!
!!!
3.
1
𝑛
!
!!!
4. (−1)!
!
!!!
1
𝑛
5.
1
𝑛!
!
!!!
Spring
2015
–
MAT
137
–Luedeker
Name:
________________________________
Quiz
#2
–
Numerical
Integration
Directions:
Please
print
out
this
assignment
or
rewrite
the
problems
on
another
sheet
of
paper.
Write
the
final
answer
as
a
decimal
rounded
to
three
decimal
places.
You
must
show
all
work
to
receive
credit.
This
assignment
is
due
Friday
January
16
at
the
start
of
class.
Consider
the
definite
integral
𝑒!
!
𝑑𝑥!! .
Use
n
=
4
and
the
following
methods
to
estimate
the
value
of
the
definite
integral.
1. Left
Rule
2. Right
Rule
3. Midpoint
Rule
4. Trapezoid
Rule
5. Simpson’s
Rule
Spring
2015
–
MAT
137
–Luedeker
Name:
________________________________
Quiz
#3
Directions:
Please
print
out
this
assignment
or
rewrite
the
problems
on
another
sheet
of
paper.
You
must
show
all
work
to
receive
credit.
This
assignment
Springdale Shopping SurveyThe major shopping areas in the com.docxrafbolet0
Springdale Shopping Survey*
The major shopping areas in the community of Springdale include Springdale Mall, West Mall, and the downtown area on Main Street. A telephone survey has been conducted to identify strengths and weaknesses of these areas and to find out how they fit into the shopping activities of local residents. The 150 respondents were also asked to provide information about themselves and their shopping habits. The data are provided in the file SHOPPING. The variables in the survey were as follows:
A. How Often Respondent Shops at Each Area (Variables 1–3)
1. Springdale Mall
2. Downtown
3. West Mall
6 or more times/wk.
(1)
(1)
(1)
4–5 times/wk.
(2)
(2)
(2)
2–3 times/wk.
(3)
(3)
(3)
1 time/wk.
(4)
(4)
(4)
2–4 times/mo.
(5)
(5)
(5)
0–1 times/mo.
(6)
(6)
(6)
B. How Much the Respondent Spends during a Trip to Each Area (Variables 4–6)
4. Springdale Mall
5. Downtown
6. West Mall
$200 or more
(1)
(1)
(1)
$150–under $200
(2)
(2)
(2)
$100–under $150
(3)
(3)
(3)
$ 50–under $100
(4)
(4)
(4)
$ 25–under $50
(5)
(5)
(5)
$ 15–under $25
(6)
(6)
(6)
less than $15
(7)
(7)
(7)
C. General Attitude toward Each Shopping Area (Variables 7–9)
7. Springdale Mall
8. Downtown
9. West Mall
Like very much
(5)
(5)
(5)
Like
(4)
(4)
(4)
Neutral
(3)
(3)
(3)
Dislike
(2)
(2)
(2)
Dislike very much
(1)
(1)
(1)
D. Which Shopping Area Best Fits Each Description (Variables 10–17)
Springdale
Mall
Downtown
West
Mall
No
Opinion
10. Easy to return/exchange goods
(1)
(2)
(3)
(4)
11. High quality of goods
(1)
(2)
(3)
(4)
12. Low prices
(1)
(2)
(3)
(4)
13. Good variety of sizes/styles
(1)
(2)
(3)
(4)
14. Sales staff helpful/friendly
(1)
(2)
(3)
(4)
15. Convenient shopping hours
(1)
(2)
(3)
(4)
16. Clean stores and surroundings
(1)
(2)
(3)
(4)
17. A lot of bargain sales
(1)
(2)
(3)
(4)
E. Importance of Each Item in Respondent’s Choice of a Shopping Area (Variables 18–25)
Not Very
Important Important
F. Information about the Respondent (Variables 26–30)
(
18.
Easy
to
return/exchange
goods
(1)
(2)
(3)
(4)
(5)
(6)
(7)
19.
High
quality
of
goods
(1)
(2)
(3)
(4)
(5)
(6)
(7)
20.
Low
prices
(1)
(2)
(3)
(4)
(5)
(6)
(7)
21.
Good
variety
of
sizes/styles
(1)
(2)
(3)
(4)
(5)
(6)
(7)
22.
Sales
staff
helpful/friendly
(1)
(2)
(3)
(4)
(5)
(6)
(7)
23.
Convenient
shopping
hours
(1)
(2)
(3)
(4)
(5)
(6)
(7)
24.
Clean
stores
and
surroundings
(1)
(2)
(3)
(4)
(5)
(6)
(7)
25.
A
lot
of
bargain
sales
(1)
(2)
(3)
(4)
(5)
(6)
(7)
t
)26. Gender: (1) = Male (2) = Female
27. Number of years of school completed:
(1) = less than 8 years (3) = 12–under 16 years
(2) = 8–under 12 years (4) = 16 years or more
28. Marital status: (1) = Married (2) = Single or other
29. Number of people in household: pe.
Springfield assignment InstructionFrom the given information, yo.docxrafbolet0
Springfield assignment Instruction
From the given information, you are required to make a functional network. In Springfield we have a router and four switches connected as daisy chain topology. Then we have output of show commands. It is obvious that it is a non-functional network and you have to implement a solution to make functional.
Task in Springfield assignment
· From the show output commands, you can identify the problems and then provide solution.
· Configure all the tasks as in Springfield assignment as per instructions
· Create Server VLAN, Instructional VLAN, and Administrative VLAN
· Configure Access method of VLANs
· Configure Switch 1 as root bridge
· Configure trunking on all switches
· Configure default gateway
· Create and configure interface VLAN1
First of all, allow me to thank you for your email of offer dated September 2, 2015. I am writing to inform you of my acceptance to your kind offer and in my class CMIT 350/6380. This class has one technical writing assignment broken into three parts: Draft1, Draft2, and Draft3. I do not have any sample assignment, however I am reviewing student’s draft version and providing feedback. To help you in this regard I am submitting you below outline pf paper.
In the beginning please give brief descriptions of the project, such as why are you doing, what are the problems, and possible solutions.
Background information:
Springfield site network is assigned to me to investigate the problems and find the solutions to fix the problem. From the site topology and sh output commands I determined that spanning-tree protocol is misconfigured and it is blocking few ports. And these are the reasons that network is a non-functional.
Implementing
Solution
:
The following are required information for configuring the network
IP address range 10.30.x.x/16
Device to be configured
Configuring commands
Device Names
Configuration Required
Configuring command
Switch#1
All devices
Host name
Hostname Switch_Springfield1
Switch#2
Host name
Hostname Switch_Springfield2
Switch1
All devices
Create console password
Create vty password
Only on Switch1
Create VLANs
Access vlan
Interface fa0/0
Switchport mode adccess
Switchport access vlan 11
Switch1
All Switches
Create trunk connections between switches
Int gi0/0
Switchport mode trunk
Switchport trunk encapsulation dot1q
Switchport trunk allowed native vlan 1
Router
Configure ip address
Int fa0/0
Ip address 10.30.1.1 255.255.255.0
Switch1
Configure default gateway
Ip default-gateway 10.30.1.1 255.255.255.0
Switches
Configure spanning-tree protocol
Spanning-tree RPVST
Switch1
Make Swich 1 as root bridge of network
Configurations
Rough Draft
This paper will focus on the four main theoretical perspectives within sociology which include conflict, functionalism, utilitarianism and symbolic interactionism with the attempt to explain why groups of people choose to perform certain actions and how societies function or change in a certain way.
Socio.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
1. SPE 500 Clinical Learning Notes
Assigned Teacher: Patricia Tessner at Rock Quarry Elementary
About Patricia Tessner
Greetings!
I am Patricia Tessner, a Special Education Teacher at The Rock.
Since working here over the past seven years I have taught
Special Education students in all grade levels. Currently I am
teaching students from Kindergarten through 2nd grade.
I am originally from Canada but Tuscaloosa has been my home
for over 17 years. My background is in Pediatric Nursing. My
time spent on a Pediatric Neurosurgical ward influenced my
decision to become a Special Education teacher. That
background and experience has enriched my understanding of
students with special needs.
I have two boys; one is in 11th grade at Northridge High and the
other is a junior at the University of Alabama. I decided to
become a teacher after spending time with them at school and
substitute teaching between my nursing and teaching careers. I
graduated from the University of Alabama from the Multiple
Abilities Program in 2007 with my Master of Arts in Special
Education and am certified in both General Education and
Special Education.
I have learned through my experiences that the way children
perceive, process and communicate about their world is unique
to each and every one. I work closely with the General
Education Teachers and am often in the General Education
classrooms. This allows students to learn with their peers and
develop the learning skills they need to become successful
independent learners.
2. I welcome parents questions, concerns, and input. Please feel
free to contact me by e-mail, leave a message for me with the
office, or send a note with your child. I can arrange my
schedule to be available to meet before or after school, or
during the school day.
Day 1: Initial Meeting at Rock Quarry Elementary 10/20/15
(2:45pm – 3:00pm)
Met with Special Education teacher Ms. Tessner at Rock Quarry
Elementary to discuss objectives and schedule to complete 15
hours of Clinical studies.
Day 2: 10/21/15 (8:10am – 1:00pm)
Met 1st graders Bryant and Alex and worked on:
Pronouncing words using flashcards and sound chart (pic in
attachment)
Pronouncing words with the “long a” and “short a” sounds,
using pictures/cards of words such as gas, game, pan, tape, cap,
cape, cake, gate, rake, cat, map, and lamp.
Ms.Tessner gave each student a small dry erase board to
practice writing the words
Kindergartners Alex and Callen started off writing the letter
“e”, pronouncing the “o” sound, and used pictures to pronounce
words and each syllable of the word.
I worked on reading and pronouncing words with 2nd grader
Sean.
3rd grader Demarian and the Mrs. Lewis, Rock Quarry
Elementary’s other Special Education teacher, worked on
reading comprehension. She gave him a passage to read, along
with 7 questions to answer
Assisted the Special Education students in the general education
class setting, along with Ms. Tessner.
Day 3: 10/22/15 (8:00am – 12:00pm)
3. 2nd grader Sean worked on pronouncing words, sounds for
syllables, and alphabet sequencing, “tri-graph tch” (words
ending in “tch” such as match, batch, hatch, etc.)
1st graders Alex and Bryant worked on putting letters of the
alphabet in order, pronouncing words and identifying the “a”
sound used in the words. The silent “e” makes a word have the
long “a” sound and examples are: safe, name, late, came, face,
ate
Assisted special education students in general education classes.
Worked in the Self-contained special education classroom with
Neal and Jason, and took them to Physical Education to interact
with the general education students. The students were
accepted as normal and interacted with the kids.
Attended a Special Education eligibility meeting, including the
parent and staff (LEA, general education teachers of student,
special ed teacher, etc). The 2nd grader has been in RTI for a
year.
Day 4: 10/23/15 (11:15am – 1:55pm)
Worked with 2nd grader Sean with “rap” words (thankful,
restful, helpful, etc.), writing his name in cursive, and using the
textured wall in the classroom to spell words using his finger.
Assisted 1st graders in Mrs. Ford class with math:
Counting/writing to 50
Using flashcards with the numbers 1-9 to add/subtract
Paired the whole class and gave every group a cup with 10 balls
inside (one person had to take ball(s) out the cup and place
them on the table, while the other person figured out how many
balls where still inside the cup.
Day 5: 11/3/15 (8:40am – 12:00pm)
1st grader Bryant worked on learning/pronouncing vowels
Kindergartners worked on identifying and pronouncing the first
and last sounds in words
**Callen would not participate…not even talk/respond most of
4. the class. After I talked to Callen one on one, (trying to figure
out his issue, explaining to him he has to participate and listen
to his teachers, building his confidence, etc.) he finally
participated in class and answered the questions correctly.
Worked with 2nd grader Gloria for the first time…worked on
counting and pairing cubes to see if there’s an even amount or
not.
Attended a RTI meeting for 2nd graders
· New Referrals
· Children that need to be monitored
· Status of students already in RTI and progress towards goals
How will Response To Intervention (RTI) identify students with
Learning Disabilities different from a battery of standardized
assessments? State your understanding of one identification
process benefiting these students better than the other.
Chelsea,
I agree that RTI is better identifying students with learning
disabilities because using a standardize test to determine if a
child has a learning disability is not fair to the child. Everyone
is not good “test takers” and judging a child based on a
“standard” test can lead to more (unnecessary) cases of students
with “learning disabilities”. What if a student score the
minimum score of 6/10 to determine if they have a learning
disability? Does that alone determine if the student doesn’t have
a learning disability? The student passed the test…and vice
versa.
Explicit instruction is a “deceptively simple strategy” that
includes the following: teachers show students what to do, give
them opportunities to practice with teacher feedback, and then
provide opportunities for students to apply these skills on their
5. own over time (Hempenstall, 2004). It is not trial-and-error
learning, discovery, exploration, facilitated learning, or some
other approach where teachers assist or facilitate performance;
rather, the teacher’s “direct actions have a direct and
instructional influence on students’ learning” (Carnine, Silbert,
Kame’enui, & Tarver, 2010, p. 5).
Assessments commonly used with students with learning
disabilities include standardized intelligence and achievement
tests, criterion-referenced tests, curriculum-based measurement,
and direct and daily measurement.
The basic premise of response to intervention (RTI) is that
measuring a low-achieving student’s response to increasingly
intensive, scientifically validated instruction can determine
whether the child’s struggles to learn are the result of poor or
insufficient instruction or of a disability for which special
education is needed.
When done well, RTI has two functions:
screening/identification and prevention. A child’s positive
response to scientifically validated instruction eliminates
instructional quality as a viable explanation for poor academic
growth and suggests evidence of a disability (L. S. Fuchs,
Fuchs, & Hollenbeck, 2007). Children who respond favorably to
RTI’s increasingly intensive instruction benefit from the
preventive aspect of the approach. The trustworthiness of RTI
depends on two equally important elements: (a) the consistent,
rigorous implementation of research-based interventions and (b)
an accurate, reliable, easy-to-use measure for monitoring
student progress. CBM is the primary approach of progress
monitoring in RTI. Although there are numerous approaches to
RTI, a three-tiered model is most common (L. S. Fuchs &
Fuchs, 2007a, 2007b; Johnson, Mallard, Fuchs, & McKnight,
2006). A student who moves through each tier of the model
experiences all three levels of preventive intervention
introduced in Chapter 1 . The following examples describe
how RTI can be used to prevent reading problems and identify
6. children who need special education for reading disabilities.
TIER 1: PRIMARY INTERVENTION IN THE GENERAL
EDUCATION CLASSROOM
Primary prevention is provided to all students in the form of
evidence-based curriculum and instruction in the general
education classroom (Foorman, 2007).
TIER 2: SECONDARY INTERVENTION
Students who are struggling in the general education program
receive an intensive fixed-duration trial (e.g., 10 to 12 weeks)
of small-group supplemental tutoring using a research-validated
program (Vaughn & Roberts, 2007).
TIER 3: TERTIARY INTERVENTION
In most RTI models, Tier 3 is special education (Stecker,
2007). Some special educators recommend that students who do
not make progress with small-group intervention in Tier 2
receive intensive individualized interventions prior to a
determination of special education eligibility (e.g., Reschly,
2005).
I believe that Response to Intervention (RTI) is an extremely
useful tool determining if a student has a learning disability and
can be applied to students of all ages. In the text, “the basic
premise of response to intervention (RTI) is that measuring a
low-achieving student’s response to increasingly intensive,
scientifically validated instruction can determine whether the
child’s struggles to learn are the result of poor or insufficient
instruction or of a disability for which special education is
needed.” RTI also functions as a prevention method verses
battery of standard assessments only has one
function…screening/identification. RTI creates a fair playing
field for the student because it’s created based on the student
7. and not standardized. “The trustworthiness of RTI depends on
two equally important elements: (a) the consistent, rigorous
implementation of research-based interventions and (b) an
accurate, reliable, easy-to-use measure for monitoring student
progress. CBM (curriculum-based measurement) is the primary
approach of progress monitoring in RTI. Although there are
numerous approaches to RTI, a three-tiered model is most
common (L. S. Fuchs & Fuchs, 2007a, 2007b; Johnson, Mallard,
Fuchs, & McKnight, 2006).” Primary prevention (Tier 1) is
provided to all students in the form of evidence-based
curriculum and instruction in the general education classroom
(Foorman, 2007). In Tier 2, students who are struggling in the
general education program receive an intensive fixed-duration
trial of small-group supplemental tutoring using a research-
validated program (Vaughn & Roberts, 2007). In Tier 3, the
student is placed in special education. It seems as RTI is used
to eliminate or reduce a student’s diagnosis of having a learning
disability.
Dan,
I agree with you, especially when you mentioned how RTI
"takes the student that is having issues, and measures the way
they react to the different screening techniques." Using a
standardized test does not identify the student's main problem.
By using the tiers, the student's problem can be identified and
certain techniques can be used to help the student.
Chapter 3: Collaborating with Parents and Families in a
Culturally and Linguistically Diverse Society
The first parent group on behalf of children with disabilities
was the National Society for Crippled Children, organized in
1921. The United Cerebral Palsy Association, founded in 1948,
and the National Association for Retarded Citizens (now called
The Arc), organized in 1950, are two national parent
organizations largely responsible for making the public aware
of the special needs of children with disabilities. The Learning
8. Disabilities Association of America, formed in 1963, also
organized by and consisting mostly of parents, has been
instrumental in bringing about educational reform. Parent
members of the Association for Persons with Severe Handicaps
(TASH), founded in 1975, have been effective advocates for
family-focused educational services and the inclusion of
students with severe disabilities in neighborhood schools and
general education classrooms. The mission of the Association
for Science in Autism Treatment, founded in 1998 by parents
and professionals, is to disseminate accurate, scientifically
sound information about autism and its treatment. Many other
parent-led organizations continue today to advocate for
effective education, community acceptance, needed services,
and the rights of individuals with disabilities.
Educators: Seeking Greater Effectiveness
Research shows a strong correlation between parent
involvement and improvements in a variety of measures of
academic achievement and school performance such as better
attendance, higher grades, better scores on standardized tests,
higher graduation rates, and improved social skills (Fan &
Chen, 2001; Hoover-Dempsey et al., 2005; Pomerantz,
Moorman, & Litwack, 2007; Speth, Saifer, & Forehand, 2008;
Westat and Policy Studies Associates, 2001).
Legislators: Mandating Parent and Family Involvement
Parent participation in the form of shared decision making is
one of the basic principles of IDEA that provide the general
framework for carrying out national policies for the education
of children with disabilities. IDEA stipulates procedures
schools must follow to ensure parents of children with
disabilities have input with regard to referral, testing, program
planning, placement, and evaluation. In addition, the law
mandates due process procedures if parents believe that their
child’s needs are not being met.
The No Child Left Behind Act of 2001 also views parent
involvement as a key to academic success of students and spells
9. out three parent involvement components: schools must (a)
notify parents of their improvement status; (b) collaborate with
parents in developing and implementing a school improvement
plan in which parents, school staff, and students share
responsibility for improving academic achievement; and (c)
include strategies that promote “effective” parent involvement
in the plan (though “effective” strategies are not defined).
But the most important reasons that families and educators
should develop and maintain collaborative partnerships are that
children with disabilities will benefit from
• increased likelihood of targeting meaningful IEP goals;
• Greater consistency and support in their two most important
environments—home and school;
• increased opportunities for learning and development; and
• Access to expanded resources and services.
Early research on parents’ responses to having children with
disabilities identified mostly negative outcomes as parents went
through three stages of adjustment some call a grief cycle:
confronting, adjusting, and accepting or adapting (e.g.,
Anderegg, Vergason, & Smith, 1992; Blacher, 1984; Ferguson,
2003). First, parents experience a period of emotional crisis
characterized by shock, denial, and disbelief. This initial
reaction is followed by a period of alternating feelings of anger,
guilt, depression, shame, lowered self-esteem, rejection of the
child, and overprotectiveness. Eventually, parents reach a third
stage in which they accept and adapt to their child’s disability.
The Many Roles of the Exceptional Parent
CAREGIVER Caring for any young child is a demanding task.
But the additional caregiving requirements of children with
disabilities can be tremendous and cause added stress.
PROVIDER Food, clothing, shelter, transportation, health-
related expenses, childcare, not to mention music lessons,
sports, hobbies: it takes a lot of money to raise a child. The
U.S. Department of Agriculture calculated that raising a child
10. without disabilities from birth to age 17 costs an average of
$226,920 in 2010 dollars (Leno, 2011). Providing for a child
with disabilities means additional expenses.
TEACHER Most children learn many skills without anyone
teaching them. Children with disabilities, however, often do not
acquire new skills as naturally or independently as their
typically developing peers do.
COUNSELOR All parents are counselors in the sense that they
deal with their children’s changing emotions, feelings, and
attitudes. But parents of a child with disabilities must also deal
with their child’s feelings that result from his particular
disability
BEHAVIOR SUPPORT SPECIALIST All parents are
challenged and frustrated from time to time by their children’s
noncompliance and misbehavior. But the frequency and severity
of challenging behaviors exhibited by some children with
disabilities can make it nearly impossible for their families to
experience and enjoy normal routines of daily life.
PARENT OF SIBLINGS WITHOUT DISABILITIES Children
are deeply influenced by having a brother or a sister with
special needs (McHugh, 2003); the nature of that influence,
however, is varied. Some studies have found negative effects,
such as a higher incidence of emotional or behavioral problems
(Orsillo, McCaffrey, & Fisher, 1993), lower self-esteem
(McHale & Gamble, 1989), or resentment or jealousy (Hutton &
Caron, 2005) in siblings of children with disabilities.
MARRIAGE PARTNER Having a child with disabilities can
put stress on a marriage. Specific stressors can be as diverse as
arguing over who is to blame for the child’s disability;
disagreeing about expectations for the child’s behavior; and
spending so much time, money, and energy on the child with
disabilities that little is left for each other
INFORMATION SPECIALIST Grandparents, aunts and uncles,
neighbors, the school bus driver: all of these people can be
11. important influences on a child’s development. While parents of
children without disabilities can reasonably expect them to
receive certain kinds of treatment from significant others,
parents of children with disabilities know they cannot depend
on appropriate actions and reactions from others.
ADVOCATE IDEA not only defines the rights of parents of
children with disabilities, it also requires specific efforts and
responsibilities. Although involvement in their child’s
education is desirable for all parents, participation is a must for
parents of children with disabilities.
Principles of Effective Communication
Ongoing two-way communication is the key operational element
of the family– professional partnership. The family members in
the study by Blue-Banning and colleagues (2004) said they
needed frequent communication, but they also highlighted the
importance of the quality of communication.
ACCEPT PARENTS’ STATEMENTS Accepting parents’
statements means conveying through verbal and nonverbal
means that parents’ input is valued. Parents are more likely to
speak freely and openly when they believe that what they say is
respected.
LISTEN ACTIVELY Good listeners attend and respond to a
conversation partner in a sincere and genuine manner. A good
listener pays attention to content, noting who said it and how.
QUESTION EFFECTIVELY Educators should ask mostly
open-ended questions when communicating with parents. An
open-ended question such as “What did Shareena do with her
homework project last week?” is more likely to evoke a
descriptive and informative reply from parents than is the
closed-ended question “Is Shareena having trouble with her
homework?” which might result in a yes or no response.
12. Parent–Teacher Conferences
Parent–teacher conferences are a universal method of home–
school communication. In a face-to-face meeting, teachers and
parents can exchange information and coordinate their efforts to
assist the child with disabilities in school and at home.
CONDUCTING THE CONFERENCE The child’s classroom is
an appropriate setting for most parent–teacher conferences
because it provides ready access to student records and
curriculum materials and reminds the teacher and parents that
the purpose of the conference is to work together to improve the
child’s education.
Written Communication
Although much can be accomplished in a face-to-face meeting,
parent–teacher conferences should not be the sole means of
home–school communication. Written messages, especially
when part of a systematic program of ongoing information
exchange, can be an effective way to maintain home–school
communication.
Teachers should never rely on written messages, regardless of
their form, as the sole method of communicating with parents.
Educators must also be sensitive to the cultural and linguistic
backgrounds and educational levels of parents.
HOME–SCHOOL CONTRACTS A home–school contract
specifies parent-delivered rewards for the child contingent on
her behavior or academic performance in the classroom.
Parent-to-Parent Groups
Parent-to-parent (P2P) programs help parents of children with
special needs become reliable allies for one another (Santelli,
Poyadue, & Young, 2001). The programs give parents of
children with disabilities the opportunity to receive support
from a parent who has experienced similar circumstances and
challenges.
13. SUMMARY
Support for Family Involvement
• Three factors are responsible for the increased emphasis on
parent and family involvement in the education of children with
disabilities: parent advocacy, educators’ desire to increase their
effectiveness, and legislative mandates.
• A successful parent–teacher partnership provides benefits for
the professional, the parents, and, most important, the child.
Understanding Families of Children with Disabilities
• Many parents experience similar sequences of emotions and
challenges as they react and adjust to the birth or diagnosis of a
child with a disability (e.g., shock, denial, grief, reflection,
advocacy, appreciation).
• After a period of uncertainty, most families of children with
disabilities exhibit strength and resilience, reestablish healthy
family functioning, and become determined to do whatever they
can to meet their children’s needs and to move forward with an
enlightened sense of optimism.
• Parents of children with disabilities fulfill at least nine roles
and responsibilities: caregiver, provider, teacher, counselor,
behavior support specialist, parent of siblings without
disabilities, marriage partner, information specialist/trainer for
significant others, and advocate for school and community
services.
14. • A child’s disability affects parents and siblings without
disabilities in different ways during the different lifecycle
stages of the family.
• Respite care—the temporary care of an individual with
disabilities by nonfamily members—is a critical support for
many families of children with severe disabilities.
Developing and Maintaining Family–Professional Partnerships
• Five principles of effective communication between educators
and parents are accepting what is being said, active listening,
questioning appropriately, encouraging, and staying focused.
• Attitudes of and behaviors by professionals that serve as
barriers to communication with parents and families include
making assumptions about the services and information that
parents need, treating parents as clients or adversaries instead
of partners, keeping professional distance, acting as if parents
need counseling, blaming parents for their child’s disability or
performance, disrespecting parents’ suggestions, and labeling
parents who don’t act the way the professionals believe they
should.
• Dialoguing is an approach to conflict resolution in which both
parties try to see each other’s point of view.
Working with Culturally and Linguistically Diverse Families
• Differences in the cultural beliefs and linguistic practices of
professionals and families often serve as barriers to parent
involvement.
• Cultural interpreters help school personnel understand the
home culture and help the family understand school culture,
policies, and practices.
• Understanding differences between our own perspectives and
those of people from other cultures and ethnic groups requires
careful examination of our own cultural background and belief
system.
Home–School Communication Methods
• The most common modes of home–school communication are
15. parent–teacher conferences, written messages, and telephone
calls. Teachers are using class newsletters, websites, and e-mail
to communicate with families with increasing frequency and
effectiveness.
• Ten guidelines for communicating with parents of children
with disabilities:
• Don’t assume you know more about a child than the parents
do.
• Junk the jargon, and speak in plain, everyday language.
• Don’t let assumptions or generalizations guide your efforts.
• Be sensitive and responsive to cultural and linguistic
differences.
• Don’t be defensive toward or intimidated by parents.
• Refer families to other professionals when needed.
• Help parents strive for a realistic optimism.
• Start with something that parents can be successful with.
• Allow and respect parents’ right to say no.
• Don’t be afraid to say, “I don’t know.”
Other Forms of Parent Involvement
• Many parents can help teach their child with disabilities.
• Parents and professionals should work together in planning
and conducting parent education groups.
• Parent-to-parent groups provide new parents of children with
disabilities support from parents who have experienced similar
circumstances and challenges.
• Parents who serve as research partners help brainstorm
research questions, collect performance data on their children,
and share those data with other parents and teachers.
• The mirror model of parent involvement assumes that not all
parents need everything that professionals have to offer and that
no parent should be expected to participate in every form of
school involvement.
· Question 1
1 out of 1 points
16. Mrs. Lucas is preparing for an annual review of Mia's IEP. The
team has recommended that Mia receive services in the resource
room rather than a self-contained classroom. Mia's current
teacher has informed Mrs. Lucas that her parents expect Mia to
receive lots of individual attention in class. Mrs. Lucas is
expecting Mia's parents to be angry about the decision and she
has prepared herself to stand firm and defend the team's
decision. Which barrier to effective communication is being
displayed by Mrs. Lucas?
Selected Answer:
She is treating Mia's parents like adversaries.
Correct Answer:
She is treating Mia's parents like adversaries.
· Question 2
1 out of 1 points
All of the following are features of two-way home- school
communication forms except
Selected Answer:
17. they include spaces for students to write comments
Correct Answer:
they include spaces for students to write comments
· Question 3
1 out of 1 points
Which of the following statements has the least support from
the literature on culturally diverse families?
Selected Answer:
They may view school officials as part of their extended family.
Correct Answer:
They may view school officials as part of their extended family.
· Question 4
1 out of 1 points
Effective home-school partnerships are characterized by
18. Selected Answer:
a climate of mutual respect and trust
Correct Answer:
a climate of mutual respect and trust
· Question 5
1 out of 1 points
Principles for effective communication between parents and
educators include all of the following except
Selected Answer:
Passive Listening
Correct Answer:
Passive Listening
· Question 6
19. 1 out of 1 points
The steps in the RERUN approach to conflict resolution
described by Gonzales-Mena (2006) are
Selected Answer:
reflect, explain, reason, understand, negotiate
Correct Answer:
reflect, explain, reason, understand, negotiate
· Question 7
1 out of 1 points
Which of the following is not one of the ten guidelines for
communicating with parents and families?
Selected Answer:
Don't take "No" for an answer.
Correct Answer:
20. Don't take "No" for an answer.
· Question 8
1 out of 1 points
Mrs. Rodriquez thinks that Byron, a student with a physical
disability should have surgery so that he can use special
equipment that will allow him to stand for several minutes each
day. Byron's mother, Mrs. Williams will not consent to the
surgery because it is very risky and will not enable him to walk.
Therefore, she feels it is not worth it, Mrs. Rodriquez respects
the decision that Byron's mother has made. She is demonstrating
Selected Answer:
cultural reciprocity
Correct Answer:
cultural reciprocity
· Question 9
1 out of 1 points
21. Teachers who implement home-school contracts
Selected Answer:
depend on parents to deliver rewards for progress in the
classroom
Correct Answer:
depend on parents to deliver rewards for progress in the
classroom
· Question 10
0 out of 1 points
Patricia is a 5th grade student with a learning disability. Mrs.
Duley, her teacher, wants Patricia's mother to provide some
home tutoring in reading. She has sent a list of tutoring
guidelines to Patricia's mother. Which of the following
guidelines on Mrs. Duley's list is inappropriate?
Selected Answer:
Tutoring should allow your child to practice or extend skills
learned at school.
Correct Answer:
22. Set aside time each day for tutoring.
· Question 11
1 out of 1 points
Which of the following statements about phone calls to parents
is true?
Selected Answer:
Regular phone can be effective in maintaining parent
involvement.
Correct Answer:
Regular phone can be effective in maintaining parent
involvement.
· Question 12
1 out of 1 points
Research on the use of a Talking Photo Album as a strategy to
enable parents of English language learners to provide tutoring
23. in vocabulary concluded that
Selected Answer:
the strategy was effective for teaching new vocabulary to
parents and children
Correct Answer:
the strategy was effective for teaching new vocabulary to
parents and children
· Question 13
1 out of 1 points
What percentage of parents' rights documents are written so that
most parents are able to read and understand them?
Selected Answer:
4%-8%
Correct Answer:
4%-8%
24. · Question 14
1 out of 1 points
The key operational element of family-professional partnerships
is
Selected Answer:
ongoing two-way communication
Correct Answer:
ongoing two-way communication
· Question 15
1 out of 1 points
Common feelings of siblings of children with disabilities
include all of the following except
Selected Answer:
25. fear that they will be rejected by their disabled sibling
Correct Answer:
fear that they will be rejected by their disabled sibling
· Question 16
1 out of 1 points
Which of the following strategies would be least effective in
increasing the involvement of families from culturally and
linguistically diverse backgrounds?
Selected Answer:
Scheduling meetings during the teacher's planning time
Correct Answer:
Scheduling meetings during the teacher's planning time
· Question 17
1 out of 1 points
Which of the following is an assumption of the mirror model for
26. parent involvement?
Selected Answer:
Parents may not need everything that professionals offer.
Correct Answer:
Parents may not need everything that professionals offer.
· Question 18
1 out of 1 points
Which of the following is a universal method of home-school
communication?
Selected Answer:
Parent-teacher conferences
Correct Answer:
Parent-teacher conferences
27. · Question 19
1 out of 1 points
Which of the following statements about parent involvement
and special education is true?
Selected Answer:
Parent involvement is an essential element of special education.
Correct Answer:
Parent involvement is an essential element of special education.
· Question 20
1 out of 1 points
Who is/are the most powerful and pervasive influence(s) in a
child's life?
Selected Answer:
Family
Correct Answer:
28. Family
In reference to Chapter 1 of the text, how do you envision
special education having an impact on your teaching based upon
individual planning, Specialized instruction, Intensive teaching,
or Goal-directed curriculum design? You may want to reflect on
pages 36-37 of the text.
An educator’s primary responsibility is designing and
implementing instruction that helps students with special needs
learn useful academic, social, vocational, and personal skills. A
teacher should not wait patiently for an exceptional student to
learn, attributing lack of progress to some inherent attribute or
faulty process within the child, such as intellectual disabilities,
learning disability, attention-deficit disorder, or emotional
disturbance. Instead, the teacher should select evidence-based
practices and then use direct and frequent measures of the
student’s performance as the primary guide for modifying those
methods as needed to improve their effectiveness. This,
I believe, is the real work of the special educator. I find that
overcorrecting students does not get the behavior to stop, but
that encouraging those who are doing the right thing usually
leads the others to follow suit.
All children exhibit differences from one another in terms of
their physical attributes (e.g., some are shorter, some are
stronger) and learning abilities (e.g., some learn quickly and use
what they have learned in new situations; others need intensive
instruction and have difficulty maintaining and generalizing
29. new knowledge and skills).
The term exceptional children includes children who
experience difficulties in learning as well as those whose
performance is so advanced that modifications in curriculum
and instruction are necessary to help them fulfill their potential.
Thus, exceptional children is an inclusive term that refers to
children with learning and/or behavior problems, children with
physical disabilities or sensory impairments, and children with
superior intellectual abilities and/or special talents. The term
students with disabilities is more restrictive than exceptional
children because it does not include gifted and talented
children.
Impairment refers to the loss or reduced function of a particular
body part or organ (e.g., a missing limb). A disability exists
when an impairment limits a person’s ability to perform certain
tasks (e.g., walk, see, add a row of numbers). A person with a
disability is not handicapped , however, unless the disability
leads to educational, personal, social, vocational, or other
problems. For example, if a child who has lost a leg learns to
use a prosthetic limb and functions in and out of school without
problems, she is not handicapped, at least in terms of her
functioning in the physical environment. Handicap refers to a
problem or a disadvantage that a person with a disability or an
impairment encounters when interacting with the environment.
A disability may pose a handicap in one environment but not in
another. The child with a prosthetic limb may be handicapped
(i.e., disadvantaged) when competing against nondisabled peers
on the basketball court but experience no disadvantage in the
classroom. The term at risk refers to children who, although not
currently identified as having a disability, are considered to
have a greater than usual chance of developing one. The term is
also used to refer to students who are experiencing significant
learning or behavioral problems in the general education
classroom and are therefore at risk of being diagnosed with a
disability.
Although the pros and cons of using disability category labels
30. have been widely debated for several decades (Hobbs, 1976a,
1976b), neither conceptual arguments nor research has produced
a conclusive case for the total acceptance or absolute rejection
of labeling practices.
Labeling is bad because it focuses on the child’s deficits,
labeling makes it more likely that others will expect poor
performance or bad behavior from the child, and labels may
damage the child’s self-esteem.
Schools must use nonbiased, multifactored methods of
evaluation to determine whether a child has a disability and, if
so, whether the child needs specially designed instruction to
benefit from education.
An individualized education program (IEP) must be developed
and implemented to meet the unique needs of each student with
a disability. The IEP specifies the child’s present levels of
performance, identifies measurable annual goals, and describes
the specific special education and related services that will be
provided to help the child attain those goals and benefit from
education.
Fluency is the combination of accuracy and speed that
characterizes competent performance. A person who is fluent
performs a skill automatically, without hesitations, as if by
second nature. Whereas two students might each complete a
page of math problems with 100% accuracy, the one who
finishes in 2 minutes is much more accomplished than the one
who needs 7 minutes to answer the same problems.
Employers with 15 or more workers may not discriminate
against a qualified individual with a disability in the application
and hiring process or in opportunities for advancement.
The ultimate goal of NCLB was that all children would be
proficient in reading and math by 2014 and be taught by
qualified teachers highly trained in their subjects.
Special education is, first of all, purposeful intervention
designed to prevent, eliminate, and/or overcome the obstacles
that might keep a child with disabilities from learning and from
31. full and active participation in school and society. Special
education provides three basic types of intervention: preventive,
remedial, and compensatory.
PREVENTIVE INTERVENTION Special educators design
preventive intervention to keep a potential or minor problem
from becoming a disability. Preventive interventions include
actions that stop an event from happening and those that reduce
the negative outcomes of a disability or condition that has
already been identified. Prevention can occur at three levels:
Primary prevention- designed to reduce the number of new
cases ( incidence ) of a disability;
Secondary prevention- is aimed at individuals who have already
been exposed to or are displaying specific risk factors and is
intended to eliminate or counteract the effects of those risk
factors.
Tertiary prevention- is aimed at individuals with a disability
and intended to prevent the effects of the disability from
worsening.
REMEDIAL INTERVENTION Remediation attempts to
eliminate specific effects of a disability. The word remediation
is primarily an educational term; to teach the person with
disabilities skills for independent and successful functioning.
COMPENSATORY INTERVENTION Compensatory
intervention involves teaching a substitute (i.e., compensatory)
skill that enables a person to engage in an activity or perform a
task in spite of a disability.
WHO We have already identified the most important who in
special education: exceptional children whose educational needs
necessitate an individually planned program of instruction.
WHAT Special education can sometimes be differentiated from
general education by its curriculum—that is, by what is taught.
Educators often use the term functional curriculum to describe
the knowledge and skills that some students with disabilities
need in order to achieve as much success and independence as
32. they can in school, home, community, and work settings.
HOW Special education also differs from general education by
its use of specialized, or adapted, materials and methods.
WHERE Special education can sometimes be identified (but
not defined) by where it takes place. Although the majority of
children with disabilities spend most of the school day in
general education classrooms, others are in separate classrooms
or separate residential and day schools. And many of the
students in general education classrooms spend a portion of
each day in a resource room, where they receive individualized
instruction.
General education is an entitlement for all students; it is the
universal, basic, compulsory, and free education developed in
the United State to offer opportunity to all, regardless of race,
class, or social standing. Special education, on the other hand,
is reserved for students with disabilities who need a unique,
different, and special education.
The focus of general and special education is different. General
education is oriented to the group. Students are placed in
classes and grades and, while there continue to be lively debates
about optimal class size, these debates do not question the basic
premise that general education is delivered to groups. In
contrast, special education is directed to the individual. The
right to a special education is based on individualized decision
making and involves individualized educational programming.
General education is a place. It is the “normal” educational
setting. It is where everyone goes to school. Special education
is not a place; it is a service. The service can be delivered in
any number of places from mainstream classroom to residential
school. And no matter the place, students with disabilities in
need of a special education should be receiving instruction that
is specialized, individualized, and intensive.
33. SUMMARY
Who Are Exceptional Children?
• Exceptional children are those whose physical attributes
and/or learning abilities differ from the norm, either above or
below, to such an extent that an individualized program of
special education is necessary.
• Impairment refers to the reduced function or loss of a
particular body part or organ.
• A disability exists when an impairment limits a person’s
ability to perform certain tasks in the same way that most
people do.
• Handicap refers to the problems a person with a disability
encounters when interacting with the environment.
• A child who is at risk is not currently identified as having a
disability but is considered to have a greater than usual chance
of developing one if intervention is not provided. How Many
Exceptional Children Are There?
• About 6 million children with disabilities, birth through age
21, received special education services in 2009–2010.
• Children in special education represent approximately 12% of
the school-age population.
• Children receiving special education under the two largest
disability categories, learning disabilities and speech or
language impairments, make up 60% of all school-age special
education students.
Why Do We Label and Classify Exceptional Children?
• Some educators believe that disability labels have negative
effects on the child and on others’ perceptions of her and can
lead to exclusion; others believe that labeling is a necessary
first step to providing needed intervention and is important for
comparing and communicating about research findings.
As a future counselor, my focus is to form plans based on
34. individuals, rather than groups, which is similar to special
education. I agree with Naomi Zigmond saying, “General
Education and Special Education are (and Should be) Different”
because every person has their own way of learning, but the
general educators gives options to their students to receive the
information versus forming a plan for each individual student.
“Special education” is viewed as negative, but why? I coach
high school baseball and one my players is in special education,
but I wouldn’t have guessed it because he