Chapter 2 Assignment Compare and contrast Universal Design and Differentiated Instructional models. Be detailed! EDU 669 Chapter 2 Assignment Promoting Access to the General Curriculum for Students

Chapter 2 Assignment Compare and contrast Universal Design and Differentiated Instructional models. Be detailed! EDU 669 Chapter 2 Assignment Promoting Access to the General Curriculum for Students
EDU 669 Chapter 2 Assignment Promoting Access to the General Curriculum for Students with Significant Cognitive Disabilities (SCD) 1. Surely it is no secret that many educators have little faith in the successful inclusion and benefit for students with SCD participating in the general curriculum. Review Table 2.1 and 2.2 on page 15 (Agran, et.al., 2002) and respond to the following questions: (a) Of the 84 teachers surveyed, 37% believe that students with disabilities should have functional academics rather than general education curriculum objectives. What is your position on this belief? (b) 74% of students (in the study) were evaluated using the IEP. How does this figure compare to the other four options? (c) 35% of special teachers were involved in curriculum planning meetings with general educators. How does this figure compare to the involvement of special teachers at your school? 2. In an effort to promote “access” to the general curriculum for students with SCD, describe the two standards-setting processes that must take place. 3. School-wide Positive Behavior Supports (PBS) and Universal Design (UD) are described in chapter 2 as two measures that support the inclusion of students with SCD in accessing the general curriculum. (a) Define PBS and explain how it positively impacts behavior and learning for all students. (b) Define UD and explain how it impacts greater access to the general curriculum for students with SCD.
Chapter 2 Assignment Compare and contrast Universal Design and Differentiated Instructional models. Be detailed! EDU 669 Chapter 2 Assignment Promoting Access to the General Curriculum for Students
EDU 669 Chapter 3 Assignment Building Literacy at the Pre-symbolic and Early Symbolic Levels 1. In terms of early literacy for students with SCD, name and describe two barriers at home and two barriers at school that most children in this category experience (total of 4). 2. Describe the role that “augmentative communication systems” play in the effective communication and early literacy of children with SCD. 3. According to a study by Kliewer & Biklen (2001), students with SCD can and do benefit from literacy instruction. (a) Explain the role of high expectations on successful literacy instruction for children with SCD. (b) Some parents and teachers are more concerned with health and physical condition for students with SCD participating in school. While health and safety is a valid concern, other facets of the child’s education are important, as well, such as communication, cognitive ability, adaptive skills (self-help) and social/emotional. Define your specific opinion about what should be taught to these children. 4. List and describe four ways that teachers can make literacy accessible and provide more opportunities for children with SCD. 5. Describe how prompts are utilized in the acquisition of skills for a child with SCD.