Week one powerpoint (F2011)
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This document provides an overview of the first week of a course on students with mild to moderate intervention needs. It outlines introducing the syllabus and technology platforms, facilitating an introductory online discussion to establish community and address any technical issues, and securing the required textbook in preparation to define and discuss the prevalence of mild to moderate disabilities in the following week.
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This document discusses using Web 2.0 tools to facilitate student project work. It introduces a workshop on using online tools to help students plan projects and monitor progress, and contrasts features of the old web like high cost and limited access versus new Web 2.0 technologies that enable easy publishing of multimedia, communication, and access from anywhere.
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This document discusses using Web 2.0 tools to facilitate student project work. It introduces a workshop on using online tools to help students plan projects and monitor progress, and contrasts features of the old web like high cost and limited access versus new Web 2.0 technologies that enable easy publishing of multimedia, communication, and access from anywhere.
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This document discusses the characteristics of students with mild to moderate intervention needs. It notes that these students often have specific learning disabilities, emotional/behavioral disorders, or cognitive disabilities. Additionally, students with ADHD, traumatic brain injuries, or autism spectrum disorders may require similar intervention levels. For each of these disabilities - ADHD, TBI, and ASD - the document provides definitions from sources like the DSM-IV and characteristics commonly associated with each disability.
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This week introduces the course on exceptionalities, ensuring students can access the online systems and discussing any issues. The instructor provides an overview of the semester procedures and technology requirements, and facilitates an introductory discussion to build community. The syllabus and additional screencasts are also made available to outline expectations and topics for the next week on the context, history, and law surrounding exceptionalities.
Week 14 collaboration a
This document discusses strategies for teaching students with mild to moderate intervention needs. It covers explicit instruction, strategy instruction, differentiated instruction, collaboration, consultation, and co-teaching. Explicit instruction uses a clear multi-step process to teach content. Strategy instruction teaches skills that apply across topics rather than specific content. Differentiated instruction modifies what or how a student learns based on their needs through accommodations or modifications. Collaboration involves teams working together for students. Consultation provides support between professionals. Co-teaching uses two teachers with shared responsibility in the classroom.
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Sped 23000 introduction
This 3 sentence summary provides an overview of an introductory document for an exceptionalities course. The document outlines getting started for the semester, addressing any technology issues, and reviewing the syllabus and online discussion procedures to facilitate a sense of community and ensure all students can access course materials. It also references introductory screencasts for the class.
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2. Specific learning disabilities are a heterogeneous group of disorders that can affect areas such as reading, writing, math, reasoning, and organization. Identification is typically done through a discrepancy model or response to intervention.
3. Prevalence rates show that over half of students with SLD spend less than 60% of the day outside general education, and early indicators may be present in areas like motor skills, processing, and attention.
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This document provides an overview of topics that will be covered in an introductory special education course over the semester. Some of the key topics introduced include inclusion, labels, universal design for learning, differentiated instruction, technology, accommodations and modifications, identification, assessment, early intervention, transition, and discipline. The instructor acknowledges there is a lot of material to cover from the textbook and certain topics will be examined more closely than others.
Week nine sped 23000 communication
Students with communication disorders may have speech or language impairments that adversely affect their educational performance, such as stuttering, impaired articulation, language impairments, or voice impairments. Speech and language services can exist as the principal service or as a related service to assist a child with another disability. Language acquisition involves the development of phonology, morphology, syntax, semantics, and pragmatics. Types of communication disorders include phonological disorders, articulation disorders, voice disorders, fluency disorders like stuttering, and motor speech disorders. When working with students with communication disorders, teachers should be sensitive, aware, collaborate with speech language pathologists, and provide early intervention.
Week eight sped 23000 ebd
1) The document discusses students with emotional and behavioral disorders (EBD) and provides Ohio's legal definition which includes inability to learn or build relationships, inappropriate behavior, unhappiness, or physical fears associated with school or personal problems.
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Week seven sped 23000 adhd
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2) It defines ADHD and clarifies that it is classified as an "other health impairment" rather than having its own category. ADHD is generally diagnosed by medical professionals based on DSM criteria.
3) The document recommends several research papers and textbooks for understanding the characteristics of ADHD and effective treatment options, noting these sources provide better analysis than typical lectures.
Week five cd sped_23000
This document provides an overview of cognitive disabilities, including definitions, prevalence, causal factors, identification, and instructional implications. It discusses how cognitive disabilities are defined based on IQ scores below 70-75 and adaptive skill deficits. Approximately 15% of students with cognitive disabilities spend less than 21% of the day outside general education, while 41% spend more than 60% of the day outside general education. Causal factors include prenatal, peri-natal, and postnatal issues, though cognitive disabilities are often idiopathic. Students are identified through IQ and adaptive behavior assessments. Instruction should focus on generalization, maintenance, direct instruction, and functional curriculum, with modifications for assessments.
Week four sped23000
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Week two--sped 23000
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Week one powerpoint (F2011)
- 1. CHARACTERISTICS OF STUDENTS WITH MILD/MODERATE INTERVENTION NEEDS SPED 4/53050 INSTRUCTOR: BRIAN FRIEDT Week one: Getting started