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AED 222 Entire Course

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AED 222 Entire Course

AED 222 Entire Course

AED222

AED 222 Full Course

Course Description

This course provides an overview of the exceptional learner, with an emphasis on factors relating to current practices, identification, characteristics, and educational adaptations. The course focuses on issues related to mildly disabled, severely disabled, emotionally and behaviorally disordered, mentally retarded, and gifted students.

Course Topics & Objectives

Week One: Special Education under Construction

  • Determine how the Individuals with Disabilities Education Improvement Act (IDEA 2004) affects diverse learners.
  • Identify the positive and negative influences the No Child Left behind Act of 2001 (NCLB) has on special education.
  • Contrast the protections in Section 504 of the Rehabilitation Act with those in IDEA 2004.

Week Two: Learning Disabilities and Mild Intellectual Disabilities

  • Describe the classification criteria for students with learning disabilities and mild intellectual disabilities.
  • Recognize effective educational practices for students with learning disabilities and mild intellectual disabilities.

Week Three: Emotional and Behavioral Disabilities and Attention Deficit Hyperactivity Disorders

  • Explain the difficulties in recognizing emotional and behavior disabilities (EBD) and attention deficit hyperactivity disorder (ADHD).
  • Determine the benefits and concerns associated with the use of medication in the treatment of students with EBD and ADHD.
  • Identify effective educational practices for students with EBD and ADHD.

Week Four: Brain-Based Conditions

  • Discuss the classifications for autism spectrum disorder (ASD).
  • Differentiate between language and speech disorders.
  • Classify various categories of intellectual disabilities.
  • Identify effective educational practices for students with ASD, communication disorders, severe intellectual disabilities, and multiple disabilities.

Week Five: Body-Based Conditions

  • Explain the various disability characteristics and classifications of students with sensory impairments.
  • Define the characteristics of students with traumatic brain injury (TBI), physical disabilities, and other health impairments.
  • Analyze the benefits of available assistive devices and how they can be used in conjunction with effective educational practices.

Week Six: The Talented and Gifted

  • Compare the Marland federal definition of giftedness to Renzulli’s three-ring conceptualization.
  • Develop a protocol for channeling students into a gifted program that includes potential academic interventions.

Week Seven: Addressing Special Needs in the Classroom

  • Describe the process and procedures used for the initial recognition of school-aged students who may need special education services.
  • Explain the role of each member of an individualized education program (IEP) team.

Week Eight: Instruction and Classroom Management

  • Identify elements of Bloom’s Taxonomy within a planning pyramid.
  • Explain how adaptations can be integrated into systematic teaching strategies.
  • Determine the characteristics of the three tiers of behavior management.

Week Nine: Understanding Special Education on a Personal Level

  • Distinguish the greatest strength and the greatest weakness of the current special educational system in America.
  • Create a mock case study to define exceptionality, describe its classification criteria and characteristics, determine its prevalence, and identify educational practices associated with it.

Course Materials

Rosenberg, M. S., Westling, D. L., & McLeskey, J. (2008). Special education for today’s teachers: An introduction. Upper Saddle River, NJ: Pearson/Merill/Prentice Hall.

All electronic materials are available on your student Web site.

Point Values for Course Assignments

ASSIGNMENTS Points
Individual (100%)
WEEK One

  • CheckPoint: IDEA 2004
  • Assignment: Special Education and the Principals of NCLB 2001
4070
WEEK Two

  • CheckPoint: Final Project Matrix
  • Discussion Questions
  • Participation
4015

10

WEEK Three

  • CheckPoint: Classifying EBD and ADHD
  • Exercise: Final Project Matrix
  • Assignment: The Controversy of Medication
4010

70

WEEK Four

  • CheckPoint: The Life of a Special Education Teacher
  • Discussion Questions
  • Participation
4015

10

WEEK Five

  • CheckPoint: Devices and Practices for Sensory Impairments
  • Exercise: Final Project Matrix
  • Assignment: Support for TBI, Physical Disabilities and Health Impairments
40

10

70

WEEK Six

  • CheckPoint: Channeling Students into a Gifted Program
  • Discussion Questions
  • Participation
40

15

10

WEEK Seven

  • CheckPoint: IEP
  • Exercise: Creating a Student Profile for a Mock Case Study
  • Assignment: Channeling Students into Special Services
40

10

70

WEEK Eight

  • CheckPoint: Bloom’s Taxonomy, Planning Pyramids and Systematic
  • Discussion Questions
  • Participation
40

15

10

WEEK NineCapstone CheckPointFinal Project: Student Profile 40230
Total 1000

Week One

Special Education Under Construction

  • Determine how the Individuals with Disabilities Education Improvement Act (IDEA 2004) affects diverse learners.
  • Identify the positive and negative influences the No Child Left Behind Act of 2001 (NCLB) has on special education.
  • Contrast the protections in Section 504 of the Rehabilitation Act with those in IDEA 2004.

Weekly Reminders

Discussion Questions

Discussion question responses will not count towards the class participation requirement and will be evaluated separately.

Only posts in the Main classroom forum will count towards your class participation score.

Summary of Week 1 Deliverables

  1. Course Preparation
  • Read the course description and objectives.
  • Read the instructor’s biography and post your own.
  1. Readings
  • Read Appendix A regarding the final project requirements.
  • Read Ch. 2 of Special Education for Today’s Teachers.
  • Review this week’s Electronic Reserve Readings.
  1. CheckPoint: IDEA 2004

Note. The video may take a few moments to download.

  • Refer to pp. 34–42 and 45–46 of Special Education for Today’s Teachers.
  • Think about what IDEA 2004 has accomplished since it was enacted in 1975.
  • Determine the following, explaining your answers in 200 to 300 words and citing any additional resources used in APA format:
  • Has the law satisfied its purpose?
  • In what ways does it affect diverse learners?
  • How does Section 504 of the Rehabilitation Act of 1973 contrast with IDEA 2004?
  • Is there room for improvement?
  1. Assignment: Special Education and the Principles of NCLB 2001
  • Refer to Ch. 2 (pp. 42-45) of Special Education for Today’s Teachers.
  • Identify how each of the five core principles of NCLB 2001—strong accountability, expanded flexibility and control, methods based on scientific research, expanded options for parents, and highly qualified teachers—might affect diverse learners, both positively and negatively.
  • Write a 350- to 700-word paper, addressing the potential pros and cons of each principle.
  • Format your paper according to APA standards, including in-text citations and a reference page if additional resources are used.
Assignment Location Due
Checkpoint: IDEA 2004 Assignment Section eCampus Week 1 Day 4
Assignment: Special Education andthe Principals of NCLB 2001  Assignment Section eCampus Week 1 Day 7

Week Two

Learning Disabilities and Mild Intellectual Disabilities

  • Describe the classification criteria for students with learning disabilities and mild intellectual disabilities.
  • Recognize effective educational practices for students with learning disabilities and mild intellectual disabilities.

Weekly Reminders

Discussion Questions

Discussion question responses will not count towards the class participation requirement and will be evaluated separately.

Only posts in the Main classroom forum will count towards your class participation score.

Summary of Week 2 Deliverables

  1. Readings
  • Read Ch. 6 & 8 of Special Education for Today’s Teachers.
  • Review this week’s Electronic Reserve Readings.
  1. CheckPoint: Final Project Matrix
  • Refer to Ch. 6 & 8 of Special Education for Today’s Teachers.
  • Record the following information regarding learning disabilities and mild intellectual disabilities in the appropriate sections of the matrix in Appendix B:
  • Definition of the exceptionality
  • Classification criteria and characteristics
  • Prevalence
  • Associated educational practices
  • Any additional relevant information
  1. Discussion Questions
  • After reading Can You Help Me with This Student? on pp. 156–157, how might you, as Juan’s teacher, provide him emotional and instructional support? Have you ever experienced a lack of success despite how much effort you put into succeeding? Do you think you would have benefited from receiving emotional support during the ordeal? Do you remember seeking comfort or help?
  • After reading Can You Help Me with This Student? on p. 222, why do you think Ms. Hodges is apprehensive about Ernest being in her classroom? Which educational practices that she is already implementing in her classroom do you recognize as effective and how would they benefit students like Ernest? Explain why.
Assignment Location Due
Checkpoint: Final Project Matrix Assignment Section eCampus Week 2 Day 5
Discussion Question Responses Main Forum Week 2 Day 1Week 2 Day 3
Participation Main Forum

Week Three

Emotional and Behavioral Disabilities and Attention Deficit Hyperactivity Disorders

  • Explain the difficulties in recognizing emotional and behavior disabilities (EBD) and attention deficit hyperactivity disorder (ADHD).
  • Determine the benefits and concerns associated with the use of medication in the treatment of students with EBD and ADHD.
  • Identify effective educational practices for students with EBD and ADHD.

Weekly Reminders

Discussion Questions

Discussion question responses will not count towards the class participation requirement and will be evaluated separately.

Only posts in the Main classroom forum will count towards your class participation score.

Summary of Week 3 Deliverables

  1. Readings
  • Read Ch. 7 & 9 of Special Education for Today’s Teachers.
  • Review this week’s Electronic Reserve Readings.
  1. CheckPoint: Classifying Emotional and Behavioral Disabilities and Attention Deficit Disorders
  • Complete the multimedia activity, Classifying EBD and ADHD, which demonstrates the many considerations involved with identifying emotional and behavioral disabilities and attention deficit hyperactivity disorders.
  • Take a screen shot of your notes from the Classifying EBD and ADHD activity from your computer screen and paste it into the body of a new Microsoft® Word document. To do this, complete the following instructions:
  • Press the Print Screen or Prt Scr key on the upper-right hand corner of your keyboard.
  • Open a new Word document.
  • Press Ctrl V. Your screen shot should paste directly into the body of your document.
  • Explain the following in a 200- to 300-word response, using Ch. 7 & 9 of Special Education for Today’s Teachers, Does My Child Have an Emotional or Behavioral Disorder? at http://www.pacer.org/ebd/ebdart.asp, and the notes you made during the multimedia activity as references:
  • What difficulties did you experienced with classifying each of the students?
  • What thought processes allowed you to come to your conclusions?
  • Why do you feel that EBD and ADHD might be difficult to define and identify?
  • Cite any additional resources used in APA format.
  1. Exercise: Final Project Matrix
  • Resource: Ch. 7 and 9 of Special Education for Today’s Teachers.
  • Record the following information regarding EBD and ADHD in the appropriate sections of the matrix in Appendix B:
  • Definition of the exceptionality
  • Classification criteria and characteristics
  • Prevalence
  • Associated educational practices
  • Any additional relevant information
  1. Assignment: The Controversy of Medication
  • Resources: Ch. 7 & 9 of Special Education for Today’s Teachers and Medicating Kids videos
  • Determine the benefits of the medications and the concerns associated with treating EBD and ADHD with medication using the Medicating Kids videos and Ch. 7 & 9 of Special Education for Today’s Teachers as references.
  • Write a 350- to 700-word paper that includes the following:
  • Your personal opinion about the highly controversial topic of medicating children for EBD or ADHD
  • Supporting facts and data
  • Possible alternate treatments

Format your paper according to APA standards, including in-text citations and a reference page if additional resources are used

Assignment Location Due
Checkpoint: Classifying EBD and ADHD Assignment Section eCampus Week 3 Day 4
Exercise: Final Project Matrix Assignment Section eCampus Week 3 Day 5
Assignment: The Controversy of Medication Assignment Section eCampus Week 3 Day 7

Week Four

Brain-Based Conditions

  • Discuss the classifications for autism spectrum disorder (ASD).
  • Differentiate between language and speech disorders.
  • Classify various categories of intellectual disabilities.
  • Identify effective educational practices for students with ASD, communication disorders, severe intellectual disabilities, and multiple disabilities.

Weekly Reminders

Discussion Questions

Discussion question responses will not count towards the class participation requirement and will be evaluated separately.

Only posts in the Main classroom forum will count towards your class participation score.

Summary of Week 4 Deliverables

  1. Readings
  • Read Ch. 10, 11, & 12 of Special Education for Today’s Teachers.
  • Review this week’s Electronic Reserve Readings.
  1. CheckPoint: The Life of a Special Education Teacher
  • Explain in a 200- to 300-word response the different ways that the reading and video portrayed special education teachers interacting with severely disabled students and classify the types of intellectual disabilities that these teachers may encounter in their work.
  1. Discussion Questions
  • After watching both the Reading and Writing and the Social Skills video clips at http://www.pearsoncustom.com/az/axia_sped/ what characteristics of ASD do Ayah and Ally display? Under which classifications of ASD might the girls be identified? How do the teachers respond to each child? Explain why.
  • After watching both the Who Is George? and the Communication Disorders—George’s Support video clips at http://www.pearsoncustom.com/az/axia_sped/ do you think that George’s communication disorder is a speech or language disorder, or a combination of both? Differentiate between them and support your answer with information from the text.
Assignment Location Due
Checkpoint: The Life of a Special Education Teacher Assignment Section eCampus Week 4 Day 5
Discussion Question Responses Main Forum Week 4 Day 1Week 4 Day 3
Participation Main Forum

Week Five

Body-Based Conditions

  • Explain the various disability characteristics and classifications of students with sensory impairments.
  • Define the characteristics of students with traumatic brain injury (TBI), physical disabilities, and other health impairments.
  • Analyze the benefits of available assistive devices and how they can be used in conjunction with effective educational practices.

Weekly Reminders

Discussion Questions

Discussion question responses will not count towards the class participation requirement and will be evaluated separately.

Only posts in the Main classroom forum will count towards your class participation score.

Summary of Week 5 Deliverables

  1. Readings
  • Read Ch. 13 & 14 of Special Education for Today’s Teachers.
  • Review this week’s Electronic Reserve Readings.
  1. CheckPoint: Devices and Practices for Sensory Impairments
  • Refer to Ch. 13 & 14 of Special Education for Today’s Teachers.
  • Research two devices and associated teaching practices that may aid students with sensory impairments in the classroom. One of the devices must assist with hearing impairments and one with visual impairments. Some examples include the following: hearing aids, computer assisted real-time transcription (CART), video magnifiers or closed-circuit televisions (CCTV), Braille embossers, or alternate format materials.
  • Explain the following for each device in a total of 350 to 500 words:
  • Cite any additional resources used in APA format.
  1. Exercise: Final Project Matrix
  • Record the following information regarding the exceptionalities discussed in Weeks Four and Five in the appropriate sections of the matrix in Appendix B using Ch. 13 & 14 of Special Education for Today’s Teachersas references:
  • Definition of the exceptionality
  • Classification criteria and characteristics
  • Prevalence
  • Associated educational practices
  • Any additional relevant information
  1. Assignment: Supports for TBI, Physical Disabilities, and Health Impairments
  • Read about the special supports on pp. 401–403 of Special Education for Today’s Teachers that have been designed to help students with medical and physical conditions in the classroom.
  • Research several available supports.
  • Create a 5- to 7-slide PowerPoint® presentation that portrays information about three specific supports: one that might benefit a child with TBI, one for a physical disability, and one for health impairment. Include the following information:
  • A definition of each impairment
  • A detailed description of each support
  • A description of how each support could be used
  • At least one APA-formatted reference for each support

At the beginning of Week Six, your instructor will post a thread that will allow you to share your PowerPoint®presentation as an attachment with your classmates.

Assignment Location Due
Checkpoint: Devices and Practicesfor Sensory Impairments Assignment Section eCampus Week 5 Day 4
Exercise: Final Project Matrix Assignment Section eCampus Week 5 Day 5
Assignment: Supports for TBI,Physical Disabilities, and Health Impairments Assignment Section eCampus Week 5 Day 7

Week Six

The Talented and Gifted

  • Compare the Marland federal definition of giftedness to Renzulli’s three-ring conceptualization.
  • Develop a protocol for channeling students into a gifted program that includes potential academic interventions.

Weekly Reminders

Discussion Questions

Discussion question responses will not count towards the class participation requirement and will be evaluated separately.

Only posts in the Main classroom forum will count towards your class participation score.

Summary of Week 6 Deliverables

  1. Readings
  • Read Appendix A.
  • Review this week’s Electronic Reserve Readings.
  1. CheckPoint: Channeling Students into a Gifted Program
  • Develop a protocol for channeling students into a gifted program. In 200 to 300 words, include the following:
  • Early interventions that might be used
  • Information about how students can be referred to or identified for the program
  • Which interventions the program offers
  • What students will experience within those programs.
  • Cite any additional resources used in APA format.
  1. Discussion Questions
  • After comparing Renzulli’s three-ring conception of giftedness to the Marland definition on pp. 412–413 of Special Education for Today’s Teachers, which model do you think has greater significance for educators and why?
  • After completing Reflective Exercise 4 found on p. 415 of Special Education for Today’s Teachers, how much influence do you think IQ test scores should have in determining giftedness? What other factors should be part of the classification system?
Assignment Location Due
Checkpoint: Channeling Studentsinto a Gifted Program Assignment Section eCampus Week 6 Day 5
Discussion Question Responses Main Forum Week 6 Day 1Week 6 Day 3
Participation Main Forum

Week Seven

Addressing Special Needs in the Classroom

  • Describe the process and procedures used for the initial recognition of school-aged students who may need special education services.
  • Explain the role of each member of an individualized education program (IEP) team.

Weekly Reminders

Discussion Questions

Discussion question responses will not count towards the class participation requirement and will be evaluated separately.

Only posts in the Main classroom forum will count towards your class participation score.

Summary of Week 7 Deliverables

  1. Readings
  • Read Ch. 4 of Special Education for Today’s Teachers.
  • Review this week’s Electronic Reserve Readings.
  1. CheckPoint: IEP
  1. Exercise: Creating a Student Profile for a Mock Case Study
  • Complete Appendix C to begin the first step of the Final Project, using the information you compiled in Appendix B. This exercise consists of creating a profile for a special-needs student. Specific information requirements are listed in Appendix C.
  1. Assignment: Channeling Students into Special Services
  • Read pp. 93–105 of Special Education for Today’s Teachers before reading Can You Help Me with This Student? on p. 99. At the end of the initial evaluation, assume that Jeffrey will need special services when he enters school.
  • Describe in 350 to 700 words which processes and procedures would be followed after the identification and how services would be planned.
  • Format your paper according to APA standards, including in-text citations and a reference page if additional resources are used.
Assignment Location Due
Checkpoint: IEP Assignment Section eCampus Week 7 Day 4
Exercise: Creating a Student Profile for a Mock Case Study Assignment Section eCampus Week 7 Day 5
Assignment: Channeling Students into Special Services Assignment Section eCampus Week 7 Day 7

Week Eight

Instruction and Classroom Management

  • Identify elements of Bloom’s Taxonomy within a planning pyramid.
  • Explain how adaptations can be integrated into systematic teaching strategies.
  • Determine the characteristics of the three tiers of behavior management.

Weekly Reminders

Discussion Questions

Discussion question responses will not count towards the class participation requirement and will be evaluated separately.

Only posts in the Main classroom forum will count towards your class participation score.

Summary of Week 8 Deliverables

  1. Readings
  • Read Ch. 5 of Special Education for Today’s Teachers.
  • Review this week’s Electronic Reserve Readings.
  1. CheckPoint: Bloom’s Taxonomy Within a Planning Pyramid
  • Identify, using the planning pyramid on p. 115 of Special Education for Today’s Teachers, which goals in the boxes on the left side of the form (in Figure 5.1 on p. 113) contain a verb from Bloom’s taxonomy.
  • Assign a verb to each of the others to clarify each goal.
  • Locate additional resources as references, if needed.
  • Read pp. 115–121 of Special Education for Today’s Teachers.
  • Explain, in 200 to 300 words, how the adaptations included in the middle section on the right-hand side of the planning form (on p. 115) relate to any of the following systematic teaching strategies:
  • Instructional grouping
  • Content presentation
  • Provided practice
  • Progress monitoring
  1. Discussion Questions
  • Post the highlighted portions of the Appendix C matrix. Only post the highlighted portions to avoid revealing the exceptionality you are addressing in your profile to your classmates. What exceptionalities are addressed in your classmates’ mock case study? What additional information could they have included to clarify the exceptionality or the student’s needs? What information was particularly useful for you in the identification process? Provide feedback to help them improve their student profiles and use their comments and feedback to improve your student profile.
  • In the following scenarios, determine which level of behavior management is addressed and describe the factors involved that led you to these conclusions:

Scenario One

Carter is a 4th grade student who has displayed repetitive minor behavioral problems throughout the school year. The consequences contained within the classroom behavior management plan do not seem to be working for him, so his classroom teacher, Mr. Brunk, seeks the help of Mrs. Wright, the school counselor. Mrs. Wright invites Carter to join the school’s Social Skills Club. She works with Carter regularly, both individually and in small groups, on the social skills he needs. He is given a positive behavior support plan and is explicitly taught the desired behaviors. In the club, Carter is asked to demonstrate the modeled behavior or social skill and also practice and review the behavior or skill through role-play activities. Carter is given a behavior contract to use in the classroom and his parents reinforce the desired behaviors at home. After several weeks, Carter begins to respond to his support plan and contract by exhibiting better classroom behavior and social skills.

Scenario Two

Monica is a 5th grader with a history of violent behavior at school. She has been involved in several fights and suspended numerous times this school year. A group of school personnel including her classroom teachers, counselor, and assistant principal develops a behavior intervention plan for Monica. It is soon determined, however, that this plan is ineffective for addressing her problems and that further intervention is needed. A team of behavior support specialists, psychologists, counselors, social workers, and administrators meets to develop a comprehensive intervention plan for Monica. Monica is assigned to short-term individual therapy sessions. She also receives services from juvenile justice personnel and mental health service providers outside of school. In addition, Monica’s parents are involved in the sessions because family empowerment is a major emphasis of the overall comprehensive behavior intervention plan for Monica.

Scenario Three

The bell rings, signaling a new day in Mrs. Brooks’ 2nd grade classroom. As the students quietly enter the room, they go directly to their lockers, put away all of their personal items, and take out their daily folders, which they place in a special daily folder basket next to the doorway. Students then choose a book for independent, silent reading at their desks until the morning announcements begin. Mrs. Brooks moves around the room handing out tickets (which may later be traded in for prizes) to students who are on task. After the announcements, Mrs. Brooks calls the class to the rug in an open area of the room for the morning meeting. Josh is chosen from a set of cards as the Student of the Day. Michael is upset that Josh is chosen over him, and complains that it is unfair. Mrs. Brooks moves into close proximity to Michael and reminds him that everyone will get an opportunity to be the Student of the Day and that his turn will be coming soon. As Michael continues to complain, Mrs. Brooks calmly gives him a warning, which is the next step in her classroom behavior management plan, then proceeds with the routine. Michael continues to interrupt the class and is instructed to turn his card from green to yellow, meaning that he will miss 10 minutes of recess later in the day. For the rest of the morning meeting, Michael behaves appropriately.

Assignment Location Due
Checkpoint: Bloom’s Taxonomy, Planning Pyramids, and Systematic Strategies Assignment Section eCampus Week 8 Day 5
Discussion Question Responses Main Forum Week 8 Day 1Week 8 Day 3
Participation Main Forum

Week Nine

Understanding Special Education on a Personal Level

  • Distinguish the greatest strength and the greatest weakness of the current special educational system in America.
  • Create a mock case study to define exceptionality, describe its classification criteria and characteristics, determine its prevalence, and identify educational practices associated with it.

Weekly Reminders

Discussion Questions

Discussion question responses will not count towards the class participation requirement and will be evaluated separately.

Only posts in the Main classroom forum will count towards your class participation score.

Summary of Week 9 Deliverables

  1. Read Ch. 1 & 16 of Special Education for Today’s Teachers.
  1. Final Project: Student Profile
  • Resources: Appendixes A, B, and C
  • Create a profile of a student for a mock-IEP meeting that will convene to help identify exceptionality in that student. In this scenario, you are an aide in the child’s homeroom class and will present the following information at the meeting:
  • A detailed description of the student, including observed conduct at school    and reported conduct at home
  • The strengths, interests, needed areas of improvement, and special needs of        the student
  • A definition of the perceived exceptionality and its prevalence
  • The specific reasons for this classification of the student
  • The best educational practices, including assistive technology, behavior management, and accommodations used in the classroom to address the needs of the student

Note. You may choose to combine more than one exceptionality in the student profile.

  • Compile the information into a 1,050- to 1,400-word report for presentation at an IEP meeting.
  • Format your paper according to APA standards, including in-text citations and a reference page.
  1. Capstone CheckPoint
  • Use the information you gathered throughout the course to distinguish what you think is the greatest strength and the greatest weakness of the current special educational system in America.
  • Write a 200- to 300-word reflection that explains your opinion.
Assignment Location Due
Checkpoint: Capstone Assignment Section eCampus Week 9 Day 4
Final Project: Student Profile Assignment Section eCampus Week 9 Day 7