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EDU 564 Technology Plans. Pretend that the school board wants to use more technology in both instruction and evaluation. Given the demographics of your school district, research three issues that a school board must consider when creating a technology implementation plan. My School District is Wake County Public School System in North Carolina. .

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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 .

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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.

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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.

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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

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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.

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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

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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.

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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

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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

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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

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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 .

EDSP 377Autism Interventions1. Applied Behavior Analysis (ABA).docx

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EDSP 370 Essay on Intellectual Disabiities Instructions The focus of this course is on students with intellectual disabilities. It is important that you gain a good understanding of the full range of characteristics identified as intellectual disabilities. This essay will demonstrate your understanding of the characteristics and the implications for education for each of the subcategories of intellectual disabilities. In the essay you will define each of the subtypes of intellectual disability and identify the characteristics to include cognitive processing, academic skills, and social skills. The description of the subtypes is to be followed by a one page reflection stating your personal philosophy on how individuals with intellectual disabilities should be viewed/treated, including how this is guided by faith and including Biblical references. Your paper should include a title page, the essay with at least 3 citations, a reflection page with Biblical references, and a reference page. The paper, citations and references should be in APA format, double-spaced, with 12-point font and 1” margins. You may use headings to organize your essay. The length of the essay should be at least two pages and the reflection should be at least one page in addition to the title page and reference page. Page 1 of 1 11 Chapter 2: The Interest of the SS in the Monumental Building Economy As Albert Speer has written, the SS never efficiently maximized its use of forced labor even after 1942 when forced-labor operations were made a key part of centralized government wartime economic policy.1 But such a retrospective assessment misrepresents a crucial point: while SS economic managers and on-site camp administrations never efficiently used their forced-labor population, this population nevertheless was coerced into functioning productively. The SS did not temper the punitive and brutal goal of the camps in suppressing supposed enemies of the Party and state in order to address the individual needs of the forced-laborer to make him more efficient. Rather, it was through the day-to-day oppression of individual prisoners that the productive goals of SS administrators came together with the punitive initiatives of the on-site camp personnel. But for what end were productivity and punishment combined? From the founding of major forced-labor operations in 1938 until their reorientation to the armaments industry in 1942–3, the predominant answer to this question is: to provide materials for the monumental building economy. The building economy in general was one of the most dynamic sectors of growth in National Socialist Germany. Monumental projects favored by Hitler provided a high-profile symbolic focus to contemporary discussions concerning the strength of the German economy. As one of Hitler’s major peacetime initiatives, the reconstruction of specific cities on a massive scale and with particular aesthetic materials (above all, stone) helped revive par.

EDSP 370Essay on Intellectual Disabiities InstructionsTh.docx

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EDR-8202: Statistics II Week 2 Assignment Worksheet: Conduct Hypothesis Testing You will now have the opportunity to become re-acquainted with hypothesis testing concepts, and the use of SPSS to review some of the basic statistical concepts learned and to enhance APA format when presenting statistical results. The following small data set is from a study conducted within a single middle school. Fundamentally, this study is a comparison of the differences between male and female teachers in personal Confidence Scores and was conducted to determine if a relationship exists between the number of Years of Experience and Confidence Scores. The researcher wants to examine if years of experience could be used as a predictor of confidence scores and if gender could also impact confidence scores. Sex Years of Experience Confidence Scores Male 15 110 Male 3 117 Female 12 118 Male 8 120 Female 23 104 Female 9 100 Male 37 107 Male 14 115 Male 10 114 Female 4 115 Female 11 115 Male 1 100 Female 3 117 Female 7 115 Male 2 103 Female 21 125 Male 28 115 Female 9 115 Male 5 110 Female 3 110 Using scholarly writing and proper APA format, complete, and then submit the following: I. Please answer the following questions using the readings assigned for this week. 1. What is hypothesis testing? 2. Discuss the following statement: “The sample must be representative of the population.” In your discussion, please include the concepts of generalizability and sampling procedures. 3. In hypothesis testing, there are some errors that could be committed if the wrong decision is made regarding the null hypothesis. These errors are Type I and Type II errors. Please describe each one of them, and provide an example when you are committing a Type I and Type II error. 4. Discuss each of the three main assumptions for parametric statistics. Be sure your discussion includes the variables that will be tested for the assumptions, the independent or dependent variable. a. Normality b. Homogeneity of variance (please provide an example of an analysis where this assumption is important) c. Independence II.Please open the file used in assignment 1 (Confidence scores and years of experience), or type the data provided in the table above in SPSS. Once the dataset is open or the data is typed, proceed to answer questions 4 and 5. 5. Conduct the appropriate test (Kolmogorov-Smirnov or Shapiro-Wilk’s) for normality, and provide the results, and a brief discussion of the results below (test used, test results, p-value, etc.). Be sure to discuss if the assumption of normality was met or violated. 6. Conduct the test homogeneity of variance, and provide the results, and a brief discussion of the results below (test used, test results, p-value, etc.). Be sure to discuss if the assumption of normality was met or violated. iii Preface xxv About the Authors xxxiv PART I Introduction to Analytics and AI 1 Chapter 1 Overview of Business Intelligence, Analytics, .

EDR-8202 Statistics IIWeek 2 Assignment Worksheet C.docx

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EDPT 516: Vocational and Transition Planning Iris Peabody Transition Module Activities: Answer each question. Explain what Secondary Transition is and why is it important for students with disabilities. What can school personnel do to help students I n the transition planning process 1. What is secondary transition? Why is it important for school personnel to help students plan for post-school transitions? 2. List and describe the five components of the Taxonomy for Transition Programming. 3. Explain why self-determination is important for students with disabilities. .

EDPT 516 Vocational and Transition PlanningIris Peabody Tra.docx

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EDPT 516: Vocational and Transition StrategiesModule 2 AssignmentsWeek 2 Technology Assignment #1 Research the parish where you are employed or reside to identify the names and contact information for three businesses or agencies that hire postsecondary students with disabilities; three housing sources for individuals with disabilities; three agencies that provide services for individuals with disabilities. Article Critique 1:(Topic: Transition Planning) Article Critique Format (See Canvas for specific guidelines for the article critique format)The article must be a research article from a refereed journal. Summarize the article and include salient points about the participants involved, problem/issue, treatment, methodology used, and outcome(s). Provide a reaction to the article that includes your personal opinion and/or related experiences regarding the content of the article. Use the APA format to cite the source of the article. Cite the source on a separate page and provide a cover sheet for the critique. Research Entry # 3: 1. Provide a definition for secondary programs. 2. Describe how IDEA 2004 changed the transition mandate in terms of a) post-secondary transition goals, b) accountability for student’s post-school outcomes, and c) the timeline for starting transition planning. 3. Define task analysis and chaining? (research internet) 4. What does assistive technology include? (research internet) 5. Develop a post school goal for a student with a disability. Describe what the student would need to do one year prior to graduation to aid a smooth transition. Continue backward planning for two and three years prior to graduation. Technology Assignment #2 : Examine the GSU website(www,gram.edu) to identify admissions requirements and support services that are available to students with mild learning disabilities. Discuss the Career Readiness skills that are required for successful matriculation at a 2 or 4 year college/university located in the state of Louisiana. Week 3: Student Interview The course instructor will provide the interview form. The candidate will select a student to interview. Write a one page reflection to summarize the findings of the interview. Field-Based Virtual or Onsite Activity : Observe an inclusion class at a secondary school. Observe a class at a traditional secondary school. (Write a 2 page reflection to compare and contrast curricula, environment, instructional styles, technology integration, and assessments used to determine mastery) Research Entry #4 Provide a detailed explanation for the following: Use the internet and supplementary textbooks for this assignment. Part I Entry #4 1. Instructional/Behavioral Objectives 2. Bloom”s Taxonomy 3. Standards-based Learning 4. Universal Design for Learning 5. Interdisciplinary Curriculum 6. Integrated Curriculum 7. Fading 8. Hidden Curriculum 9. Community-.

EDPT 516 Vocational and Transition StrategiesModule 2 Assignmen.docx

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EDL 5200: Case Study 2 – Leadership Traits and Theories 1 There will be 3 case study prompts posted in the forum. Please post a response to each case presented. Remember, there is no wrong answer; however, you must justify your response and provide evidence to support your stance when necessary. Please review the handout on leadership and leadership traits and theories on Moodle. The cases are based on traits outlined in the handout. Hiring a New Assistant Middle School Principal An affluent public-school district in the Midwest is completing construction on a new middle school housing students in Grades 5–8. The school is slated to open in the fall, and the district administrative team has filled all the building’s leadership positions except for the assistant principal. The role of assistant principal includes managing school operations, discipline, parent conferences, and instruction planning. Maureen Moser, a dynamic, engaging, intelligent leader with eight years of building-level administrative experience, is being transferred to the new building as its lead principal. She has a reputation for being confident, determined, and sociable with all members of the staff and community. Maureen assembled a team of five individuals comprising teachers, support staff, and parents to assist her in selecting the new assistant principal. Most of the applications received are from certified administrators with no administrative experience. After two months of screening applications, the team has interviewed the five most qualified candidates. The only two candidates with any formal administrative experience are interviewed but dismissed for various reasons. The interviewing team has selected two finalists but is divided on which one would be the better fit for the new school and best serve in the capacity as the assistant. Maureen has strong feelings toward one of the two candidates. While she sees one as a mirror image of herself, she admits the other has complementary traits that would make a well-rounded teammate. One finalist is Jamie Patte, a fifth-grade teacher at a neighboring progressive suburban elementary school. She is in her ninth year of teaching, all in Grade 5 in the same district. Most recently, Jamie completed her administrative certification program through a prestigious state university. Jamie’s references describe her as organized, dependable, creative, accepting, trusting, and nurturing. These traits surfaced during her first-round interview through her interactions with committee members and responses to the various questions. During a tour of the new building, Jamie was curious about its layout, noted some possible safety issues, and asked insightful questions about how the building meets the needs of the students and programs. The second finalist is Dwayne Boren, a seventh-grade language arts teacher at a middle school in an urban district. He has 10 years of teaching experience spanning Grades 6–8 mainly in language art.

EDL 5200 Case Study 2 – Leadership Traits and Theories 1The.docx

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EDITORIAL THE ETHICAL IMPLICATIONS OF THE SOCIAL DETERMINANTS OF HEALTH: A GLOBAL RENAISSANCE FOR BIOETHICS In this special issue, Bioethics explores the ethical issues that relate to the social determinants of health. As the articles demonstrate, the recognition that social factors help to determine a population’s health offers bioethics new challenges and new opportunities. With this recognition, fundamental bioethical concepts, such as cau- sation, autonomy, rights, and justice, take on new meanings. Likewise, mainstay bioethical issues, including the equitable distribution of resources, the duties of professionals, and the conflict between paternalism and autonomy, become amenable to new perspectives. The realization that social forces help to determine health is hardly new. For millennia people have recognized a relationship between the social environment and disease. In the 19th century, sanitarians blamed the rampant filth of growing cities for the incessant outbreaks of disease. Later progressive reformers lambasted both poverty and poor working conditions for disease and premature death. The pioneers of epidemiology docu- mented these relationships. The field of bioethics has never been closed to such concerns. Since its inception in the 1960s and 1970s, however, bioethics has deployed much of its intellectual energy on the moral issues that relate to the development, distribution, and delivery of health care services. In so doing, the field reflected medicine’s eclipse of public health in the 20th century. As medicine became predominant and illness became more and more amenable to individualized medical treatment, ethical discourse came to emphasize clinical encounters. At the same time, as disease and health increasingly came to be seen as result- ing from individual factors, individuals began to be viewed as morally culpable for both their illnesses and the impact of those illnesses on others. Not surprisingly, given the importance that bioethics placed upon individual patients and providers, autonomy surfaced as a key concern. In the early years bioethicists focused on the autonomy of patients. Following the lead of John Stuart Mill, bioethicists revealed the dangers of medical paternalism and explained why and how patient autonomy should be respected. In this they were highly successful, as informed consent became both widely regarded and legally established. Individual autonomy remained of paramount interest in the 1990s. By then, however, the concern widened to include the autonomy of physicians. At least within the USA, physicians criticized managed care for interfering with their ability to make decisions for their patients and infringing upon their professional autonomy. And throughout the developed world, as health care costs rose, market solutions were debated. Patients began to be viewed as ‘consumers’ of medical care instead of as patients in need of treatment and care. Not surprisingly, once patients were.

EDITORIALTHE ETHICAL IMPLICATIONS OF THESOCIAL DETERMINA.docx

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Editor’s Note: From Ritzer, G., McDonaldization of Society, Revised New Century Edition, copyright © 2004, reprinted with permission of Sage Publications, Inc. 3 1 An Introduction to McDonaldization George Ritzer RayKroc (1902–1984), the geniusbehind the franchisingofMcDonald’srestaurants, was a man with big ideas and grand ambitions. But even Kroc could not have anticipated the astounding impact of his creation. McDonald’s is the basis of one of the most influential developments in contemporary society. Its reverberations extend far beyond its point of origin in theUnitedStates and in the fast-foodbusiness. It has influencedawide range of undertakings, indeed the way of life, of a significant portion of the world. Andhaving rebounded fromsomewell-publicized economicdifficulties, that impact is likely to expand at an accelerating rate in the early 21st century. However, this is not a book about McDonald’s, or even about the fast- food business, although both will be discussed frequently throughout these pages. I devote all this attention to McDonald’s (as well as to the industry of which it is a part and that it played such a key role in spawning) because it 4——PART I McDonaldization serves here as the major example of, and the paradigm for, a wide-ranging process I call McDonaldization—that is, the process by which the principles of the fast-food restaurant are coming to dominate more and more sectors of American society as well as of the rest of the world. McDonaldization has shown every sign of being an inexorable process, sweeping through seemingly impervious institutions (e.g., religion) and regions (European nations such as France) of the world. The success of McDonald’s itself is apparent: In 2006, its revenues were $21.6billion,withoperating incomeof$4.4billion.McDonald’s,which first began operations in 1955, had 31,667 restaurants throughout the world at thebeginningof 2007.MartinPlimmer, aBritish commentator, archly notes: There are McDonald’s everywhere. There’s one near you, and there’s one beingbuilt rightnowevennearer toyou. Soon, ifMcDonald’s goesonexpand- ing at its present rate, there might even be one in your house. You could find Ronald McDonald’s boots under your bed. And maybe his red wig, too. McDonald’s andMcDonaldizationhavehad theirmostobvious influence on the restaurant industry and, more generally, on franchises of all types: 1. According to the International Franchise Association, there were 767,483 small franchised businesses in the United States in late 2006, and they did about $1.5 trillion in annual sales. They employed more than 18 million people. Franchises are growing rapidly; over 57% of McDonald’s restaurants are franchises.McDonald’s invested inaDenver chain,Chipotle, in 1998 and became its biggest investor in 2001. At the time, Chipotle had 15 stores. By the time McDonald’s divested itself of its interest in the com- pany on October 13, 2006, there were over 500 Chipotle restaurants. (St.

Editor’s Note From Ritzer, G., McDonaldization of Society, Re.docx

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Editing Key and Writing Tips Redundancy (RED) Avoid using the same word/expression multiple times in the same paragraph. Avoid using redundant synonyms: “Schaffer’s writing and prose is terrible.” Passive Voice (PV) The passive voice allows the writer to avoid saying who did what, which are crucial questions for historians. Watch out for the passive voice, often lurking in conjunction with the verb to be. Passive: The cane was harvested. Active: The field workers hacked down the cane. Passive: The decision to add beef fat to the cookies was made last week. Active: Last week, the pastry chef decided to add fat to the cookies [To be] + noun; adjective; gerund (i.e. –ing words as nouns]; preposition = often OK [To be] + verb = usually NOT OK Verb Tense (VT) Avoid using the present tense for historical action [Ex. “Stalin is paranoid”]. When discussing the past, use the past tense. However, with writers/artists, verb tenses can get tricky: When referring to Benedict Anderson as a “textual actor” (a voice in his “still-living” text) --> use the present tense (“Anderson argues that imagined communities are important”) When referring to Benedict Anderson as a “historical actor” (a person in history) --> use the past tense (“Anderson was a professor at Cornell in 1980.”) When discussing the historical effect of a text, the reception or interpretation at the time --> use the past tense (“Anderson’s work was not popular upon its publication”). When discussing a text as a text per so (tone, structure) or your own interpretation --> use the present tense (“Anderson’s text is an incomprehensible rant”) Again, the best rule of thumb is when discussing the past, use the past tense. And Linking Verbs (LV) Although linking verbs are often useful and sometimes necessary, try not to use them too frequently. Run-on Sentences (R-O) or Incomplete Sentences (INC) Avoid run-on sentences. Sometimes long sentences are useful and necessary, but be careful of run-ons (two independent clauses not distinguished within the same sentence). Tip: Vary your sentence structure (after a few long sentences, try using a short, simple sentence for emphasis and force). Remember, there are three ways to split up a run-on: a period, a comma and conjunction, a semi-colon: Incorrect: The Cult of Washington emerged in the late eighteenth century, people were excited. Correct: The Cult of Washington emerged in the late eighteenth century. People were excited. Correct: The Cult of Washington emerged in the late eighteenth century, and people were excited. Correct: The Cult of Washington emerged in the late eighteenth century; people were excited. Note that “however” is NOT a conjunction: Incorrect: George Washington cut down the tree, however he refused to tell a lie about it. Correct: George Washington cut down the tree. However, he refused to tell a lie about it. Correct: George Washington cut down t.

Editing Key and Writing Tips Redundancy (RED) Avoid u.docx

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