Cash-basis and Accrual AccountingThe practice of reporting fin.docx

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tidwellveronique

Cash-basis and Accrual Accounting The practice of reporting financial information as a function in today’s operation of a medical practice is particularly important due to intense demands for fiscal acuity. Therefore, it's important to understand the difference between cash and accrual accounting. What is the difference between cash-basis accounting and accrual accounting? How does each method affect the financial statements? Financial Statements and their Use A healthcare organization’s financial statements provide various financial information that key stakeholders (investors, vendors, financial institutions, employees, etc.) use to evaluate an entity’s financial performance. Financial statements are also important to an organization’s managers because by publishing financial statements, management can communicate with interested outside parties about its accomplishment running the organization. Different financial statements focus on different areas of financial performances. What are the four basic financial statements and what does each report tell the healthcare manager? ...

Cash-basis and Accrual Accounting
The practice of reporting financial information as a function in
today’s operation of a medical practice is particularly important
due to intense demands for fiscal acuity. Therefore, it's
important to understand the difference between cash and accrual
accounting.
What is the difference between cash-basis accounting and
accrual accounting? How does each method affect the financial
statements?
Financial Statements and their Use
A healthcare organization’s financial statements provide various
financial information that key stakeholders (investors, vendors,
financial institutions, employees, etc.) use to evaluate an
entity’s financial performance. Financial statements are also
important to an organization’s managers because by publishing
financial statements, management can communicate with
interested outside parties about its accomplishment running the
organization.
Different financial statements focus on different areas of
financial performances.
What are the four basic financial statements and what does each
report tell the healthcare manager?

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EDUC 364 The Role of Cultural Diversity in Schooling A dialecti.docx

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EDUC 144 Writing Tips The writing assignments in this class require students to engage in critical thinking and analysis, producing papers that go beyond simple summaries of course readings by utilizing concepts, ideas, and findings in course readings to critically analyze contemporary schooling and academic achievement in the United States. Below is a list of suggestions to help you write strong papers that are critical and analytical. The introductory paragraph should briefly mention the topic and purpose/focus of your paper and state your thesis in clear, specific terms (i.e. “In this paper, I will argue…” or “I will contend...,” or “I will demonstrate…”). Each paragraph in the body of the paper should be tightly organized around one main idea. Each paragraph should build on previous ones and provide concrete examples/findings from the week’s readings that serve as data that support your analysis, or examples from your own experiences and observations of schooling that serve as evidence in support of your analysis. If you are drawing on a specific theoretical concept(s) or idea(s) in your analysis, remember to clearly define and explain the concept(s) or idea(s) before using that concept(s) or idea(s) to investigate and analyze particular aspects of contemporary schooling. The concluding paragraph needs to restate the thesis and main points addressed in the paper. Sometimes writers do not know what their argument is until they have reached the end of the paper—or the thesis has changed by the end. If either of these happens to you, be sure to put your thesis in the first paragraph as well and/or make sure that you are making the same argument throughout the paper. Things to keep in mind, at the level of the paragraph: Make sure your comments are relevant to the topic at hand: one way to do this is to make an outline of each paragraph’s main idea; each one should clearly relate to the topic and focus/purpose or thesis of your paper. It is writer’s responsibility to select relevant concepts or ideas, examples of research findings from the week’s readings, and/or personal experiences and observations that relate directly to the topic and purpose/focus of the paper. It is not appropriate to expect the reader to do this instead. Remember, examples/research findings and personal experiences and observations are not “obviously” evidence in support of your analysis until you explicitly explain how these examples/findings/ experiences/observations support the claims in your analysis. Make sure each paragraph’s main idea is clearly connected to your thesis. *Smoothly transition between paragraphs: connect first line of new paragraph with main idea of previous paragraph. *Stick to the facts at hand—do not overstate your case. Things to keep in mind, at the level of the sentence: *Tighten sentence structure: combine sentences when possible by eliminating redundant information. *Employ p.

EDUC 144 Writing Tips The writing assignments in this cla.docx

EDUC 144 Writing Tips The writing assignments in this cla.docx

EDUC 144 Writing Tips The writing assignments in this cla.docx

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EDUC 1300- LEARNING FRAMEWORK Portfolio Page Prompts INTRODUCTION This page introduces, not you, but your portfolio. . Invite people into the portfolio and give them a reason for exploring further Convey your purpose in creating the portfolio. Include a picture of yourself, and a quote that is meaningful to you. No attachment is needed on this page. (10 points) ABOUT ME This page introduces you. Share information about yourself – your family, hobbies, work, and what you enjoy. Don’t just TELL people, SHOW who you are, too. Things you might include: photos, images, or video/links that interest you. Attach your Quality World Essay or another paper about yourself to this page. (10 points) GOALS List your long-term goals: personal, education, career. Identify the short-term and intermediate goals that will help you progress toward these long-term goals. Include images that help you and your viewer visualize your goals. Attach your degree plan/Timeline assignment to show your academic plans/goals. (10 points) LEARNING This page showcases what you’ve learned about your learning. Collect information you’ve gathered about yourself and how you learn, such as learning styles inventories, personality type indicators, and your Strengthsquest assessment. Interpret those results and draw conclusions about yourself from this evidence and write about it. Attach your Insight Report from Strengthsquest so your viewer can learn more about your top 5 strengths or another assessment report which have helped you identify how you learn. (15 points) THINKING What have you learned this semester about critical thinking? What have you created that demonstrates the quality of your thinking? Select examples and identify these qualities in your reflection. Attach an assignment/paper from this class or another that show your thinking abilities. (15 points) RESEARCH On this page, post a question that you’ve selected to research and write what you found. What did you learn about using the online databases? How will that help you in future classes? Attach your annotated bibliography/research organizers and/or a research paper from another course. (15 points) REFLECTION: Your Introduction page described the purpose of the portfolio. On this page, provide a conclusion. Reflect on your experience in the course and semester in creating this portfolio. Consider the following prompts:  What expectations or assumptions did you have before the course began? Were they valid or invalid?  How has the course contributed to your understanding of yourself and others?  What impact did the course have on your understanding of your quality world?  How do you now assume responsibility for your learning? What thinking and behaviors will you further develop on your journey to becoming an autonomous learner? (15 points) EDUC 1300 Learning Framework Grading Rubric Page Unsatisfactory .

EDUC 1300- LEARNING FRAMEWORK Portfolio Page Prompts .docx

EDUC 1300- LEARNING FRAMEWORK Portfolio Page Prompts .docx

EDUC 1300- LEARNING FRAMEWORK Portfolio Page Prompts .docx

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EDU734: Teaching and Learning Environment Week 5: Curriculum Development Topic goals  To gain an understanding of the concept of curriculum development and its importance   To gain an understanding of how curriculum is implemented in different cultural contexts Task – Forum  Do you think that the current school curriculum needs to be adapted more to the modern culture? If so, in what ways do you think it can be done?   What do you consider to be the implications for the nature of valid knowledge in the future school curriculum? EDU734: Teaching and Learning Environment Page 1 EDU734: Teaching and Learning Environment 5.1 Introduction Curriculum lies at the heart of educational policies and practices. They are are highly political documents which convey ideological positions about the type of education that should be given in different cultural contexts and the citizenship values that can be shared by the citizen of a state (Apple, 2004). Each society has its own values and beliefs which they want to be translated into educational objectives via the curriculum. “Curriculum is a comprehensive plan for an educational programme/institute/ course to offer new or improved manpower to accomplish the rising needs of a dynamic society” (Pillai, 2015). 5.1.1 Orientations to curriculum  Child-centred   Society-centred   Knowledge-centred   Eclectic 5.1.2 Determinants of the curriculum  Basic needs   Social aspects   Cultural factors   Individual talents   Ideals: intellectual, moral, aesthetic, religious   Tradition (Pillai, 2015) EDU734: Teaching and Learning Environment Page 2 EDU734: Teaching and Learning Environment 5.2 Definition of Curriculum Development Curriculum development is defined as the process which is planned, purposeful, progressive, and systematic in order to create positive improvements in the educational system.  The curriculum is affected by any changes or developments that affect society (Alvior, 2014).   It needs to correspond to those changes but at the same time to respect all people despite of gender, ethnicity, disability, religion etc. (Symeonidou and Mavrou, 2014). 2. How can 1. What learning 3. How can 4. How can the educational experiences learning effectiveness of purposes that are likely to experiences be learning should the be useful in organised for experiences be school seek to attaining these effective evaluated? attain? objectives be instruction? selected? Diagram 5.1: Four questions for the organization and development of the curriculum (Tyler, 1949, cited in Howard, 2007) EDU734: Teaching and Learning Environment Page 3 EDU734: Teaching and Learning Environment 5.2.1 Four principles for the development of any curriculum:  Def.

EDU734 Teaching and Learning Environment Week 5.docx

EDU734 Teaching and Learning Environment Week 5.docx

EDU734 Teaching and Learning Environment Week 5.docx

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EDU 505 – Contemporary Issues in Education COURSE DESCRIPTION Examines theory, research, and practices relating to critical issues faced by educators today. Discusses contemporary concerns in American and global education: National and local initiatives in education, the evolving relationship between schools and communities, impacts of public policy on the educational enterprise, and current social, political, economic, and legal issues influencing schools are explored from American and global perspectives. Evaluates the future of education in both industrial and developing countries, including growth of learning needs and inequities both within and between countries. Emphasizes problem identification, analysis, and remediation, with the latter focusing on “best of breed” innovative practices. INSTRUCTIONAL MATERIALS Required Resources – Textbook Tozer, S. E., Senese, G., & Violas, P. C. (2013). School and society: Historical and contemporary perspectives (7th ed.). New York, NY: McGraw-Hill. Required Resources – Articles Baker, B., Sciarra, D., & Farrie, D. (2014). Is School Funding Fair? A National Report Card. Retrieved from http://www.schoolfundingfairness.org/National_Report_Card_2014.pdf Baker, B., & Corcoran, S. (2012). The Stealth Inequities of School Funding: How State and Local School Finance Systems Perpetuate Inequitable Student Spending. Center for American Progress. Retrieved from https://www.americanprogress.org/issues/education/report/2012/09/19/38189/the-stealth-inequities-of-school-funding/ Brackemyre, T. (2012). Education to the Masses: The Rise of Public Education in Early America. History Scene. Retrieved from http://www.ushistoryscene.com/uncategorized/riseofpubliceducation/ Cobb, N. (2014). Climate, Culture and Collaboration: The Key to Creating Safe and Supportive Schools. Techniques: Connecting Education and Careers. Retrieved from: http://eds.b.ebscohost.com/eds/pdfviewer/pdfviewer?sid=1bde4a76-6090-47af-8294-13f37c6936c7%40sessionmgr110&vid=16&hid=112 Gardner, H. (2011). To improve U.S. education, it’s time to treat teachers as professionals. The Washington Post. Retrieved from http://www.washingtonpost.com/national/on-leadership/to-improve-us-education-its-time-to-treat-teachers-as-professionals/2011/07/18/gIQA8oh2LI_story.html Garrity, C., & Jens, K. (1997). Bully Proofing Your School: Creating a Positive Climate. Intervention in School & Clinic. Retrieved from http://eds.b.ebscohost.com/eds/detail/detail?vid=2&sid=1bde4a76-6090-47af-8294-13f37c6936c7%40sessionmgr110&hid=112&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#db=a9h&AN=9703123351 Hiler, T., & Hatalsky, L.(2014). TEACH Grant Trap: Program to Encourage Young People to Teach Falls Short. Third Way. Retrieved from http://www.thirdway.org/memo/teach-grant-trap-program-to-encourage-young-people-to-teach-falls-short Hinduja, S., & Patchin, J. (2015). Cyberbullying Legislation and Case Law: Implications for School Policy and Practice. Retrieved from.

EDU 505 – Contemporary Issues in EducationCOURSE DESCRIPTION.docx

EDU 505 – Contemporary Issues in EducationCOURSE DESCRIPTION.docx

EDU 505 – Contemporary Issues in EducationCOURSE DESCRIPTION.docx

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EDU 3338 Lesson Plan Template Candidate Name: Cooperating Teacher Name: Placement Site: Grade Level: Subject: Length of Lesson: Lesson Title: Date of Lesson: Learning Central Focus Central Focus What is the central focus for the content in the learning segment? Content Standard What standard(s) are most relevant to the learning goals? Student Learning Goal(s)/ Objective(s) Skills/procedures What are the specific learning goal(s) for student in this lesson? Concepts and reasoning/problem solving/thinking/strategies[footnoteRef:1] [1: The prompt provided here should be modified to reflect subject specific aspects of learning. Language here is mathematics related. See candidate edTPA handbooks for the “Making Good Choices” resource for subject specific components. ] What are the specific learning goal(s) for students in this lesson? Prior Academic Knowledge and Conceptions What knowledge, skills, and concepts must students already know to be successful with this lesson? What prior knowledge and/or gaps in knowledge do these students have that are necessary to support the learning of the skills and concepts for this lesson? Theoretical Principles and/or Research–Based Best Practices Why are the learning tasks for this lesson appropriate for your students? Materials What materials does the teacher need for this lesson? What materials do the students need for this lesson? Assessments, Instructional Strategies, and Learning Tasks Description of what the teacher (you) will be doing and/or what the students will be doing. Launch __________ Minutes How will you start the lesson to engage and motivate students in learning? Pre-Assessment How will you find out what students already know about the lesson objective? What tangible pre-assessments will you administer? How will you evaluate student performance on the pre-assessment? Instruction __________ Minutes What will you do to engage students in developing understanding of the lesson objective(s)? How will you link the new content (skills and concepts) to students’ prior academic learning and their personal/cultural and community assets? What will you say and do? What questions will you ask? How will you engage students to help them understand the concepts? What will students do? How will you determine if students are meeting the intended learning objectives? Structured Practice and Application __________ Minutes How will you give students the opportunity to practice so you can provide feedback? How will students apply what they have learned? How will you structure opportunities for students to work with partners or in groups? What criteria will you use when forming groups? Formative Assessment What formative assessment techniques will you utilize to determine if students are meeting the intended learning objectives? Differentiation/ Planned Support How will you provide students access to learning based on individual and group need.

EDU 3338 Lesson Plan TemplateCandidate NameCooperatin.docx

EDU 3338 Lesson Plan TemplateCandidate NameCooperatin.docx

EDU 3338 Lesson Plan TemplateCandidate NameCooperatin.docx

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EDU 3215 Lesson Plan Template & Elements Name: Andres Rodriguez Email address: [email protected] Content Areas: English Language Arts and Social Studies Common Core Standard(s): (list and write all applicable) ELA CCSS: RI 7.1 - Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI 7.3 - Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). RI 7. 4 - Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. CCSS: RH.6–8.1: Cite specific textual evidence to support analysis of primary and secondary sources. RH.6–8.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. Essential Question(s): How did colonists, African Americans, and Native Americans choose sides during the Revolutionary War? Introduction and Lesson Objective (outline the purpose for the lesson in 50 -100 words) E.g., This lesson is focused on the role of the Native Americans during the American Revolution. Students explored the roles of the Patriots and the Red Coats and will synthesize this information with the roles of Native Americans during the American Revolution. The purpose is for students to understand the variety of people and reasons who were involved in the American Revolution. Resources/Materials/Technology Utilized: E.g., Computer, Smartboard, NewsELA article, Reading about Mohawk Mary Molly Bryant, Notebooks, Pens, Pencils, Index cards, looseleaf Instructional Sequence (x amount of minutes/ how many days will this lesson cover). Include evidence of Explicit Instruction within the tasks/activity: ortliebe Highlight ortliebe Highlight Time Allocation Objective Activity Assessment/Evaluatio n 7-9 minutes This will help the teacher gauge what knowledge the students are coming into the lesson with. Do Now - Answer the following question: Who do you think the Native Americans fought with/along side during the American Revolution? Why do you believe they chose this side. Teacher will walk around and take note of how many students choose Patriots or Red Coats. This will help with grouping in future lessons. 10 minutes Reading a document about Mohawk Mary Molly Bryant as a class to help students with annotating relevant facts and details that will help them answer critical thinking questions later on. Reading a document about a Native American woman, Mohawk Mary Molly Bryant as a class. Teacher asks the following questions during the reading and students underline/annotate the answers based on t.

EDU 3215 Lesson Plan Template & Elements Name Andres Rod.docx

EDU 3215 Lesson Plan Template & Elements Name Andres Rod.docx

EDU 3215 Lesson Plan Template & Elements Name Andres Rod.docx

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EDST 1100R: SITUATED LEARNING EDST 1100 N: Situated Learning Thursdays, 2.30 – 5.30 Keele Campus, Mac 050B Winter, 2020 Instructor: Dr. Lorin Schwarz Email: [email protected] Office Hours: ½ hour after class, or by appointment * Learning is intentional and contextual, and it involves developing systems and structures that not only allow but also encourage organization members to learn and grow together –to develop “communities of practice.” -Preskill and Torres The idea of a subject that calls to us is more than metaphor. In the community of truth, the knower is not the only active agent –the subject itself participates in the dialectic of knowing...geologists are people who hear rocks speak, historians are people who hear the voices of the long dead, writers are people who hear the music of words. The things of the world call to us, and we are drawn to them –each of us to different things, as each is drawn to different friends. --Parker J. Palmer Teaching is a complex, relational, and creative event. When I teach, I am simultaneously involved in several dynamic relations: with myself, with my everyday world, with my subject matter, and with my students. I cannot really teach if I am not engaged with my students or if my students are not involved with me. --Carol S. Becker The relationship between our physical constraints and the assertion of our freedom is not a 'problem' requiring a solution. It is simply the way human beings are. Our condition is to be ambiguous to the core, and our task is to learn to manage the movement and uncertainty in our existence, not banish it...the ambiguous human condition means tirelessly trying to take control of things. We have to do two near-impossible things at once: understand ourselves as limited by circumstances, and yet continue to pursue our projects as though we are truly in control. --Sarah Bakewell Course Description Welcome to EDST 1100: “Situated Learning.” As described in the university calendar, the aims of this seminar are as follows: “This course is framed around situated learning theories in relation to the provisioning of educational experiences in a variety of contexts (e.g., early familial experiences, formal educational experiences, cultural educational experiences, employment educational experiences). Students are first introduced to the major principles of families of learning theories (e.g., behaviourism, cognitivism, social learning theory, social constructivism). This introduction is followed by in-depth study of situated learning theory drawing from Lave and Wenger (1991) a seminal text in the field. Students engage in exploring exemplars of situated learning drawing from theory to understand the factors at play in the exemplars because, as situated learning theory would suggest, the representations of situated learning theory must be situated in relation to reference points. Given any particular learning engagement’s situational parameters, stu.

EDST 1100R SITUATED LEARNING EDST 1100 N Situated Learning .docx

EDST 1100R SITUATED LEARNING EDST 1100 N Situated Learning .docx

EDST 1100R SITUATED LEARNING EDST 1100 N Situated Learning .docx

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EDU 151 Thematic Unit Required Components Thematic Unit Requirements Component Parts of Selected Thematic Unit A) Study Topic - Select a specific appropriate topic reflecting children’s interests and experiences. Topics that are too broad or not developmentally applicable will not be considered. Examples of this type of topic include Ocean, Rain Forest, Outer Space. Examples of specific appropriate topics are shoes, worms, rocks. A) B) Age Level –“Birth through Second Grade” Select an age or grade level. B) C) Focus - Develop a one-sentence focus statement that summarizes the direction and intent of the unit. C) D) Objectives - Identify three or four specific objectives you wish children to master by the completion of the unit, use the appropriate NC Early Learning Standards for the age of the child. D) E) Resources - You will need to cite all resources used throughout the study topic. For example: Internet resources (specific web site), printed resources, magazines, newspaper, journals, audio/visual resources, field trips, etc. E) F) Extensions Activities - Complete the attached Lesson Plan Forms in detail. You should also include two extension activities (extended activities or enrichment activities). F) G) Discussion Questions – Include at least three open-ended questions that will help children think about the topic in varied and divergent ways. G) H) Literature Selections - Select children’s books that relate to the theme and are developmentally appropriate for the children you will be working with H) I) Culminating activity - The culminating activity is a project or activity that engages children in a meaningful summarization of their discoveries and leads to new ideas, understandings and connections. J) Evaluation - Devise appropriate means of evaluating children’s progress throughout the unit based on the objectives chosen above. Student Name: _________ Date: _________ Assessment Name: Study Topic Unit This assessment is used in every section of EDU 151 This assessment is designed to focus on Standards #4 and #5 This assessment is designed to focus on Supportive Skill # 3, #4, and #5 D/F C B A 100 Unsatisfactory Average Good Very Good Standard or Supportive Skill Key Elements Basic Knowledge Comprehension Application Synthesis Comments Standard 4: Using Developmentally Effective Approaches to Connect with Children and Families (Attach Weekly Planning Form to Standard 4c in School Chapters) 4c. Using a broad repertoire of developmentally appropriate teaching/learning approaches Activities are not developmentally appropriate and do not incorporate a range of teaching approaches 0 – 12 Activities are mostly developmentally appropriate and incorporate a few teaching approaches 13 Activities are developmentally appropriate and incorporate varied teaching approaches 14 Activities are developmentally appropriate and incorporate a wide array of teaching approache.

EDU 151 Thematic Unit Required ComponentsThematic Unit Requireme.docx

EDU 151 Thematic Unit Required ComponentsThematic Unit Requireme.docx

EDU 151 Thematic Unit Required ComponentsThematic Unit Requireme.docx

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EDSP 429 Differentiated Instruction PowerPoint Instructions The purpose of this assignment is to produce a PowerPoint presentation that demonstrates your ability to apply course concepts and vocabulary to the topic of differentiated instruction. Differentiated instruction is a form of instruction that seeks to maximize each student’s growth by recognizing that students have different ways of learning, different interests, and different ways of responding to instruction. In practice, it involves offering several different learning experiences in response to students’ varied needs. You will use theories, vocabulary, and models to construct a PowerPoint presentation that gives an overview of differentiated instruction. 1. Construct the PowerPoint presentation as if you were addressing peers in an in-service training on differentiated instruction. 2. The PowerPoint presentation must be 7–12 slides. 3. The PowerPoint presentation must address the following topics: · Definition of differentiated instruction · Advantages to students with special needs · At least 3 specific examples of differentiated instruction · References page The Differentiated Instruction PowerPoint is due by 11:59 p.m. (ET) on Monday of Module/Week 5. EDSP 429 D IFFERENTIATED I NSTRUCTION P OWER P OINT I NSTRUCTIONS The purpose of this assignment is to produce a PowerPoint p resentation that demonstrates your ability to apply course concepts and vocabulary to the topic of d ifferentiated i nstruction . Differentiated instruction is a form of instruction that seeks to maximize each student ’ s growth by recognizing that students have different ways of learning, different interests, and different ways of responding to instruction. In practice, it involves offering several different learning experiences in response to students ’ varied needs. You will use theories, vocabulary, and models to construct a PowerPoint p resentation that gives an overview of differentiated instruction . 1. Construct the PowerPoint presentation as if yo u were addressing peers in an in - service training on differentiated instruction. 2. The PowerPoint presentation must be 7 – 12 slides . 3. The PowerPoint presentation must address the following topics: · Definition of differentiated i nstruction · Advantages to student s with special needs · At least 3 specific examples of differentiated instruction · References page The Differentiated Instruction PowerPoint is due by 11:59 p.m. (ET) on Monday of M odule/ W eek 5 . EDSP 429 DIFFERENTIATED INSTRUCTION POWERPOINT INSTRUCTIONS The purpose of this assignment is to produce a PowerPoint presentation that demonstrates your ability to apply course concepts and vocabulary to the topic of differentiated instruction. Differentiated instruction is a form of instruction that seeks to maximize each student’s growth by recognizing that students have different ways of learning, different interests,.

EDSP 429Differentiated Instruction PowerPoint InstructionsThe .docx

EDSP 429Differentiated Instruction PowerPoint InstructionsThe .docx

EDSP 429Differentiated Instruction PowerPoint InstructionsThe .docx

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EDSP 429 Fact Sheet on Disability Categories Instructions The purpose of this assignment is to produce a Fact Sheet that demonstrates your ability to articulate the characteristics of each of the IDEA recognized categories of disabilities. The Individuals with Disabilities Education Act guarantees a free appropriate public education to eligible children with disabilities. It specifically identifies 13 categories of disabilities that are entitled to special education services. Using relevant reliable websites and your text, you are to construct a Fact Sheet that explains each of the disability categories in terms that are understandable for the general public. 1. Develop the Fact Sheet as if it would be used to educate parents or others in the general public about disabilities that receive special education services. 2. Include an introduction stating the purpose of the fact sheet and the information provided. 3. Each disability category must be fully defined. 4. A minimum of 3 sources should be cited and referenced, one of which should be the textbook. 5. A reference page must be included. The Fact Sheet on Disability Categories is due by 11:59 p.m. (ET) on Monday of Module/Week 2. EDSP 429 F ACT S HEET ON D ISABILITY C ATEGORIES I NSTRUCTIONS The purpose of this assignment is to produce a Fact Sheet that demonstrates your ability to articulate the charac teristics of each of the IDEA recognized categories of disabilities. The Individuals with Disabilities Education Act guarantees a free appropriate public education to eligible children with disabilities. It specifically identifies 13 categories of disabilities that are entitled to special education services. Using relevan t reliable websites and your text, you are to construct a Fact Sheet that explains each of the disability categories in terms that are understandable for the general public. 1. Develop the Fact Sheet as if it would be used to educate parents or others in th e general public about disabilities that receive special education services. 2. Include an introduction stating the purpose of the fact sheet and the information provided. 3. Each disability category must be fully defined . 4. A minimum of 3 sources should be cited and referenced, one of which should be the textbook. 5. A reference page must be included. The Fact Sheet on Disability Categories is due by 11:59 p.m. (ET) on Monday of M odule/ W eek 2 . EDSP 429 FACT SHEET ON DISABILITY CATEGORIES INSTRUCTIONS The purpose of this assignment is to produce a Fact Sheet that demonstrates your ability to articulate the characteristics of each of the IDEA recognized categories of disabilities. The Individuals with Disabilities Education Act guarantees a free appropriate public education to eligible children with disabilities. It specifically identifies 13 categories of disabilities that are entitled to special education services. Using relevant reliable websites and your.

EDSP 429Fact Sheet on Disability Categories InstructionsThe pu.docx

EDSP 429Fact Sheet on Disability Categories InstructionsThe pu.docx

EDSP 429Fact Sheet on Disability Categories InstructionsThe pu.docx

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EDSP 370 Individualized Education Plan (IEP) Instructions The purpose of this assignment is to provide a means of practice in IEP development. You will be expected to produce an IEP – full in its overall scope but not in-depth. This will allow you to apply the knowledge learned within the course as a whole. The IEP will be written in three phases in order to provide assistance and feedback as well as allow for improvements. ONLY DO PHASE 1. STOP WORKING WHEN YOU SEE THIS: THIS IS THE END OF THE WEEK 3 ASSIGNMENT. · Phase 1 You will complete the following components of the IEP: Notice Cover Page Factors Present Level of Performance (PLOP) Diploma Status Phase 11 and 111 will get competed in weeks to follow (DO NOT COMPLETE THIS PORTION). · Phase II You will revise IEP 1 based on instructor comments and complete the following additional components: Goals Objectives Accommodations/Modifications Participation in State Accountability and Assessment System · Phase III You will revise IEP II based on instructor comments and complete the following additional components: Least Restrictive Environment (LRE) Transition Extended School Year (ESY) Parent Consent You will be using the Michael Jones case study which has been provided with the instucstions to this. All portions of the IEP will pertain to Michael. It is understood that it will be difficult to fully consider the development of an IEP without more exhaustive details considering Michael’s educational and functional strengths and weaknesses. To complete the IEP, it will be necessary to review all of the assigned reading and presentations. You may also research current information on Virginia Department of Education’s website. These resources provide valuable information and examples to help create the IEP. You will use the IEP template that is a sample created from the VA DOE’s sample IEP, also located in the Assignment Instruction folder for Module/Week 3. Page 1 of 1 SAMPLE School Division Letterhead IEP MEETING NOTICE Date: To: Susie and Robert Jones________________ and Michael______________________________________ Parent(s)/Adult Student Student (if appropriate or if transition will be discussed) You are invited to attend an IEP meeting regarding Michael Jones Student’s Name PURPOSE OF MEETING (check all that apply): · IEP Development or Review · IEP Amendment · Transition: Postsecondary Goals, Transition Services · Manifestation Determination · Other: ________________________________________________________________________________ The meeting has been scheduled for: Date Time Location Meetings are scheduled at a mutually agreed upon place and time by y.

EDSP 370Individualized Education Plan (IEP) InstructionsThe .docx

EDSP 370Individualized Education Plan (IEP) InstructionsThe .docx

EDSP 370Individualized Education Plan (IEP) InstructionsThe .docx

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EDSP 377 Scenario Instructions Scenario 2: Teaching communication skills Scenario assignments are designed to help the candidate synthesize and apply course content to real-world situations involving individuals with ASD. In Scenario #2, candidates will create a lesson plan for a pre-K student with autism who has communication needs. Scenario: You are a pre-K teacher for a 4-year-old student with autism named Johnsaan. Johnsaan has difficulty asking for help when he needs something. Instead of asking for help using words, he grunts and waves his hands until he gets a response and engages in challenging behaviors. As Johnsaan's teacher, you need to teach him to use words to ask for help, which should decrease his challenging behavior. What components need to be included in your lesson plan? Assignment: Drawing on the lesson planning and delivery techniques discussed in Chapter 5, create a lesson plan that could be used to teach Johnsaan to ask for help. Be sure your lesson plan includes the 5 major components of a lesson plan, outlined in Chapter 5, that will enhance your student's ability to express himself when he needs help. The final assignment should be a completed lesson plan, approximately 2 pages (Times New Roman, 12-point font) and an additional 1-page candidate reflection. Step 1: Identify the main components of the lesson including the goal and/or objective, specific information related to the conditions for responding, types of reinforcers and reinforcement schedule, mastery criteria and evaluation methods. Step 2: Develop a formal lesson incorporating at least 1 specified presentation style outlined in Chapter 5: Direct Instruction (DI), Discreet Trial Training (DTT), Milieu Teaching (MU), Grouping, or Embedded ABA Teaching Strategies. The formal lesson plan must include an opportunity for guided practice and independent practice. Opportunities for generalization and maintenance should be outlined. Step 3: Reflect upon the lesson planning process. The reflection should integrate course materials and a biblical world-view, including at least 2 in-text citations and reference list following APA formatting. The following considerations should be addressed within the reflection: · Rationale for the identification of selected target skill and presentation style(s). · Review of the lesson planning process including consideration of pre-requisite skills and next steps after lesson implementation. · Identification of possible challenges with implementation and how these potential challenges will be addressed prior to and during instruction. EDSP 377 S CENARIO I NSTRUCTIONS S CENARIO 2 : T EACHING COMMUNICATIO N SKILLS Scenario assignments are design ed to help the candidate synthesize and apply course content to real - world situations involving individuals with ASD. In Scenario #2 , candidates will create a lesson plan for a pre - K student with aut ism who has communication needs. Scenario: You are a pre.

EDSP 377Scenario InstructionsScenario 2 Teaching communicatio.docx

EDSP 377Scenario InstructionsScenario 2 Teaching communicatio.docx

EDSP 377Scenario InstructionsScenario 2 Teaching communicatio.docx

tidwellveronique

EDSP 377 Autism Interventions 1. Applied Behavior Analysis (ABA) 2. Auditory Integration Training (AIT) 3. Biochemical Therapies 4. Circle of Friends 5. Computer Aided Instruction 6. Dietary Restrictions and/or Supplements (including enzymes and vitamins) 7. DIR/Floortime Approach (Greenspan) 8. Discrete Trial Training (DTT) 9. Early Intervention Behavioral Intervention (EIBI) 10. Early Start Denver Model (ESDM), for young children with autism 11. Functional Communication Training (FCT) 12. Holding Therapies 13. Hyperbaric Oxygen Chamber Treatments 14. Joint Attention Interventions 15. Music Therapy 16. Naturalistic Intervention 17. Options Therapy (Son Rise) 18. Peer Mediated Instruction and Intervention 19. Pharmacological Approaches 20. Picture Exchange Communication System (PECS) 21. Pivotal Response Training (PRT) 22. Play Groups 23. Power Cards 24. Relationship Development Intervention (RDI) 25. Research on Connection with Mercury and the MMR to autism 26. Research on Siblings of Children with Autism 27. Research on Transition Services for Employment 28. Research on Transition to the Adult World 29. Research on Twin Studies 30. SCERTS Model (Social Communication, Emotional Regulation, and Transactional Support) 31. Sensory Integration 32. Sign Language 33. Social Stories 34. TEACCH (Treatment and Education of Autistic and related Communication-handicapped Children) 35. Visual Strategies and Supports 36. Video Modeling A UTISM I NTERVENTIONS 1. Applied Behavior Analysis (ABA) 2. Aud itory Integration Training (AIT) 3. Biochemical Therapies 4. Circle of Friends 5. Computer Aided Instruction 6. Dietary R estrictions and/or S upplements (including enzymes and vitamins) 7. DIR/Floortime Approach (Greenspan) 8. Discrete Trial Training (DTT) 9. Early Intervention Behavioral Intervention (EIBI) 10. Early Start Denver Model (ESDM) , for young children with autism 11. Functional Communication Training (FCT) 12. Holding Therapies 13. Hyperbaric Oxygen C hamber Treatments 14. Joint Attention Interventions 15. Music Therapy 16. Naturalistic Intervention 17. Options Therapy (Son Rise) 18. Peer M ediated I nstruction and I ntervention 19. Pharmacological A pproaches 20. Picture Exchange Communication System (PECS) 21. Pivotal Response Training (PRT) 22. Play Groups 23. Power Cards 24. Relationship Development Intervention (RDI) 25. Research on C onnection with M ercury and the MMR to autism 26. Research on S iblings of C hildren with A utism 27. Research on T ransition S ervices for E mployment 28. Research on T ransition to the A dult W orld 29. Research on T win S tudies 30. SCERTS Model (Social Communication , Emotional Regulation , and Transactional Support) 31. Sensory Integration 32. Sign L anguage 33. Social Stories 34. TEACCH (Treatment and Education of Autistic and related Communication - handicapped C h ildren) 35. Visual Strategies and .

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